Monthly Archives: July 2013

Module 5

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It was great having some time today to come together with our inquiry groups to define our topic and break it down into some more manageable pieces. We set up a MindMeister Map to help us get organized:


Create your own mind maps at MindMeister

We’re all interested in the idea of social media and how it can be used in the classroom and/or school library, but more importantly, why is should be used. The process is still in its early stages, so in the short term we’re hoping to find some research or existing policies which may help guide the rest of our inquiry. The articles the group has located so far seem to support our theory that students learn best when learning happens socially and that social media helps expand that learning network.

Excited to see where things go next!

Module 4

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Thanks to Jenny for helping me figure out how to embed the Popplet I showed you today. I’m going to continue to to update it to help me sort out all of my personal issues – if you want to be a collaborator on my Popplet (a.k.a. be my personal ICT therapist) please let me know and I’ll figure out how to add you.

Module 4 Questions

1. What would you say was your key defining ICT quality when you filled out the questionnaire at the beginning of the week?

I’m not sure I understand this question, so I may not actually end up answering it correctly. When filling out the survey I was comparing myself against some imaginary ideal of what it means to be a competent ICT user. I am embedded in a world, a school community, a circle of friends, and now a class full of learners. Within these circles there are people who know a lot more than I do and people who know a lot less. In many ways it is useless to judge yourself based on what you think you should know. I’m not going to know everything. I may never even know everything about one thing. The important thing I have to remember about my connection with ICT is that I need to know enough to accomplish what’s important to me and focus on the things that will best serve my students. It seems I definitely didn’t answer that question!

2. How were your ideas about ICT in school settings influenced by Will Richardson’s book, “Why School”?

It would sound jaded to say “I’ve heard it all before” so I won’t! I attended a workshop series last school year called “Engaging the Digital Learner” and many of the themes from “Why School” were discussed. I was aware of some of the cool things that we can do with ICT in schools, and that it’s becoming more important that students can work with information rather than simply knowing things. What this book did was change how I feel about my own role in the picture. As I mentioned in my presentation today, I have a habit of focusing on why something won’t work instead of (a) deciding if it will make my students more engaged in their learning and if so, (b) figuring out how to make it happen despite the time and frustrations. Richardson’s unlearning/learning ideas for educators are actually fairly easy to work into my life. I don’t think I’ll be able to do everything he suggests right away (talking to strangers, for example, will take much more unlearning on my part) but it provides a starting point! In the overwhelming sea of ICT options and theory, I feel that having a place to start will encourage me to do something to change the way I teach. Actually “place to start” is not exactly correct. I’m already doing some things. I now have a place to continue – I’m going to make one of my goals to be better at his first suggestion: sharing.

3. When you think about the cognitive, cultural, and technological dimensions of our connected selves, what stands out for you as a key concept?

I’m still wrapping my brain around these definitions. If it’s about me, I’ll find it more interesting, so I imagine the cognitive dimension being me and my squishy grey brain. I experience the world through my senses and a lens which has developed over time through my history. The way that I connect with the world depends on my skills, interests, genetics, body chemistry, moods, and previous experiences. The cultural dimension is all of my interactions with humans outside of myself, including friends, colleagues, students, authors, actors, historical figures, “society” (whoever they are), and anyone I may have missed. The technological dimension is a part of how connections are made. I find it interesting how the three dimensions interact and influence one another. It seems important to me to remember that ICT is just a piece of the puzzle. Learning happens through each of these dimensions and the technology is a way to enhance what we are able to do through our interactions with each other.

4. How do you define technology and information literacy today?

I found the following image on a blog and I wanted to include it, in addition to the list I posted earlier from the CASL, as part of a definition for information literacy:

 

 

 

It’s interesting how arranging something into a graphic organizer can make it so much more appealing that a list. Especially when there are colours! Technology literacy is a concept that I’m still working with. A definition from the Colorado Department of Education states that technology literacy is the ability to responsibly use appropriate technology to:

  • Communicate
  • Solve problems
  • Access, manage, integrate, evaluate, design and create information to improve learning in all subject areas
  • Acquire lifelong knowledge and skills in the 21st century

I’m not sure I completely agree (point number four is vague), but it’s interesting how similar this is to the definition of information literacy.

5. What are the most important conceptual developments that you will take with you as we move forward in this course?

I don’t think I can know yet what will be the most important until I get there, but I think I need to work on how everything works together before we move further. Some work for the weekend!

6. What issues, interest, or opportunity have you identified as a key topic for your inquiry work next week?

Wow! There are so many of the issues from the mindmeister that are interesting to me and I don’t think I’m ready to decide, quite yet. I’m interested in the pedagogy around specific online resources – I want to know that I’m doing things because they’re good for the students, not just because it’s a fad or that someone who’s a skilled marketer has convinced me I need to. The concept of BYOD, including the challenges and benefits of these policies (and where the policies are coming from) may soon be a reality in BC, according to the BC Education Plan. I’d like to know more about it so I can become a better advocate (either for or against it… I assume against, but maybe I need to look at the other side). I’m also interested in social learning and how social media can be used to improve student engagement and interaction with the curriculum.

Module 3

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In the book Achieving Information Literacy: Standards for School Library Programs in Canada, the Canadian Association for school libraries provides the following definition of an information literate citizen:

  • Works independently and collaboratively to solve problems
  • Analyses information critically in all its formats and in all media contexts Applies information strategically to solve personal and social problems
  • Makes decisions based on accurate and current information
  • Uses information and communication technologies
  • Respects information sources and diverse perspectives
  • Honours intellectual property and privacy rights
  • Appreciates the aesthetic qualities of various creative and scientific expressions
  • Communicates effectively and expressively using a variety of information and media formats.

Although only the fourth criterion directly references technology, each of them relies on or is enhanced by the use of technologies, whether they be digital or more traditional. Social media allows students many more opportunities to collaborate and broaden their learning networks. The world wide web is valuable source of information which allows us to compare multiple perspectives and also provides access to tools we can use to communicate our ideas with one another.

Today was the first day that I’ve ever used Twitter, and looking at the list of qualities of an information literate citizen, I can see how it could be an incredible tool in helping us to help our students improve their information literacy skills. They can follow organizations or experts in an area of interest, connect with peers to collaborate on their work, seek advice on where to find further information, and send out their findings to the world.

The ideas of information literacy and digital literacy seem to be merging as we rely more heavily on digital technologies as our primary source of information. What our students see online influences how they understand the world and how they connect with one another, so it is important that they are able to analyze and assess the information they are accessing. In other words, the more digitally literate they become, the more necessary it is for them to be information literate as well.

Module 2

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One of the things we were asked to do on the first day of the course was to think about how we’re feeling and take the time to really reflect on what may be holding us back. When I started to read Why School, I found myself falling back into some familiar patterns. The description of how proficient the author’s son was in using technology to learn did not fit the view I have of my own students. We often hear about how young people are “digital natives” and assume that they are coming into schools with this wide range of skills with digital technology, but this isn’t necessarily the case. They are good at the parts they enjoy – texting, using Facebook, looking up music videos on YouTube, playing games – but when asked to use social media to contact an “expert” for a research project, they become very uncomfortable.

I think that one of the roles of school, aside from preparing students for the real world, is to teach them how to do things that they don’t already know. I’m not talking about the standardized curriculum that Richardson takes aim at. I completely agree that having students memorize facts that they could look up on their phones is not the best use of our time in schools. What I think we need to be teaching students is the skills that they lack when they enter our classrooms. It’s important that they can solve problems, can use information responsibly, can interact comfortably with other people, and can identify when they’re struggling and need some extra help. The technology and the curriculum are really just tools that we use to help them develop these skills.

The other thing that I had to be honest about is my urge to want to minimize the use of technology in my own classroom. I’ve read articles about how screen time effects the development and mental health of young people (see http://www.bbc.co.uk/news/education-19870199) and I worry that if they’re on their phones during their leisure time, and watching TV at home, school may be one of the places we can draw them away from their screens and get them moving, thinking, and interacting without technology. I’m still not sure how to find a balance between giving them some time away from their screen, but also taking time to teach them how to optimally use technology for learning.

Welcome!

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My name is Charlotte Voss and I’m currently taking my eighth and ninth courses toward my diploma in teacher librarianship. I’ll be posting my thoughts and ideas here related to ICT in the classroom and school library. I welcome your comments and feedback!

Module 1 Questionnaire

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1. What policies govern your uses of ICT in your school setting?

I copied the following directly from the student handbook for the 2013/2014 school year. It outlines the official policy on the student uses of ICT:

Technology Use and Policy

Students who wish to have access to technology resources in the school must complete with their parent/guardian the District Technology Access and Use Agreement form. Students using technology resources are expected to so responsibly and ethically.
Students are reminded that any activity that involves the use of school technology falls under the jurisdiction of the school and that all communication is subject to monitoring and is not considered being private. Thus students who use school computers must conduct themselves appropriately.

LA Matheson Secondary provides internet access and E-mail accounts for authorized users. School internet access is a privilege, not a right. School internet users must understand and agree to the District School Internet/Mail Use Policy; and have appropriate signatures on their Internet Registration Form. Only these students can access the Internet through school computers including Library computers. School accounts shall be used only by the authorized owner of the account. Account holders are responsible for all activity within their account. Students are therefore reminded to log off after each computer session.

Violations of District School Acceptable use Guidelines are serious transgressions of school rules. Consequences may include cancellation of internet use privileges, exclusion from certain courses, and suspension from school. Violations of Canadian law may be referred to the police. Users will be held legally and financially responsible for their actions.
Vandalism will not be tolerated. In addition to any malicious damage to school or private property, vandalism also includes, but is not limited to: attempts to harm or destroy data of another user, the internet, or other networks or agencies connected to any part of the internet; use of programs that harass users or infiltrate a computer system and/or damage the software components. Furthermore, without specific permission for each occasion, the school network cannot be used for personal E-mail, chat lines, games, downloading or installing of executable program files.

Inappropriate use of the internet includes, but is not limited to:

  • Transmission of illegal materials including storage or duplication of pornographic material
  • Transmission or posting of threatening, abusive or obscene material
  • Harassment of others
  • Use of abusive, vulgar, profane, obscene or other inappropriate language
  • Attempts to vandalize or gain unauthorized access to data, servers or external services
  • Use of another’s account or resources
  • Sharing of passwords with others
  • Revealing another person’s personal address, phone number, picture, or other data without personal or parental consent, as appropriate

These regulations are fair and do not do much to limit student ICT use. In terms of use by teachers, we follow a similar code of conduct. The major restriction on ICT use in our school is the unofficial policy that we should use and encourage the use of the district hub over other resources that are available. There are rumors that over the next few years we will be required to use the hub for all student posts.

2. What digital technological resources do you have available for teaching and learning in your school setting?

In terms of hardware, we have two computer labs available for booking during all blocks of the day in addition to a class set of computers in the school library. There are digital projectors and Smartboards as well as camcorders available as well. There are also two mobile laptop carts which are in a poor state of repair. These shared resources tend to be difficult to access because they are in such high demand.

Through any computer in the school, students can access a wide range of software, including video editing, video streaming, photo editing, animation, and other programs. The district hub is supposed to be updated this summer to allow any staff member or student to create and manage groups, blogs, and websites. Every student already has a district e-mail address.

3. Please provide an example of an exemplary use of digital technologies for teaching and learning that you have observed or experienced personally.

I have used online simulations to conduct labs that we were unable to execute in the classroom due to lack of equipment or space. I typically use the Moving Man simulation from PhET. The students like the ability to test different things out in a risk-free environment.

4. Please provide an example of a problematic use of digital technologies for teaching and learning that you have observed or experienced personally.

A class was asked to create their own blogs in response to a novel they were reading, and students were given time each day to comment on other posts. Unfortunately the project was set up in a way that students could anonymously post and resulted in some students getting negative, harassing comments on their pages.

5. Please provide a brief history of how you learned to use digital technologies (personally and professionally).

I have always taught myself how to use digital technologies. I typically hear about things from friends and colleagues, and if I’m interested enough will try it out on my own. When I struggle with something, I tend to turn to built-in help and support functions over seeking advice from a “real” person.

6. How would you rate your digital technological proficiency? 0 = low level of proficiency -> 10 = high level of proficiency? Why did you give yourself this rating?

I rate my proficiency at a six. I am comfortable with many technologies and learn new things quickly, but there are many things I have yet to experience. For example, I don’t know how to use an iPad or create a podcast, but I would like to learn!

7. What do you hope to accomplish in this course?

I hope that I learn to use some technologies that I am unfamiliar with and get some ideas from my classmates on how to make use of them in the classroom or library.