Encouraging and supporting diversity through the media center means utilizing the media center space and resources in ways that promote learning support for all students and enhance the positive aspects of diversity in a student body. There are many characteristics that contribute to the diversity of students within a particular school. Culture, race, gender, special needs, and language are all examples of areas in which students' characteristics may differ.
I think it is very much a responsibility of the media center to strive to serve all of its students. Whether that means purchasing technology to assist special needs students or making sure to include foreign language films and CDs in the media center's collection, a media specialist should always be cognizant of students' diverse needs and seek to accommodate them.
I also think that the media center is a wonderful place for student congregation and should be used as a tool to encourage diversity and support the richness of experience it brings. When you have a group of students, where individuals come from all walks of life, those students have an opportunity to learn something valuable from each other. I think media centers should strive to promote diverse perspectives in regard to programs and should reach out to students in an effort to bring their diverse life experiences to the table for others to learn from.
Technology can be used to support this endeavor in a number of ways. With computers, students can email with other students across the world to learn more about their lives. Students can use various technologies for presentations that emphasize diverse peoples and perspectives. Online technologies, such as web pages, blogs, wikis, and podcasts can allow students who are disabled - and more likely to be absent from school - to view class materials and participate online. A physically handicapped student who typically has trouble holding and turning the pages of a book might find a Kindle or Nook to be much more user-friendly. There are endless ways in which technology can be used to support diversity within a student population.
I have not yet had the opportunity to see technology used to support diversity while doing my field experience. I have, however, seen this at the university library where I work. We have a room we call the Visual Aid Lab, which houses voice-to-text technology for visually impaired students and other technologies to assist physically handicapped students. The Visual Aid Lab is used on a regular basis by certain students who often visit the library. This resource is incredibly helpful to these students, and is a great example of how technology can be used to support a diverse student population.
Unique personal characteristics should always be celebrated, as it is these characteristics that set each student apart from all the rest. When a student with special or specific needs walks into his media center and finds nothing to support his specific learning needs, not only are his educational efforts inhibited, but he is also faced with the reality that no one noticed or cared enough to provide for his educational needs. Students should be provided with the tools they need in order to get the best education possible. They should also be made to feel confident about themselves and who they are, no matter what traits they have that make them different.
Saturday, April 16, 2011
Friday, April 8, 2011
Kicking and e-Screaming!/It's (digital) Storytime!
“Kicking and e-Screaming!”
I’ll start out with a confession, I guess. I don’t own an e-reader (iPad, Nook, Kindle, etc.). For one, it’s not in my budget, and I’m also a little resistant to change. I really enjoy the convenience of reading the e-version of the AJC, and it’s definitely a good day when I find some free, helpful, e-book resources online. It’s so cool when I find published books and manuals in electronic format that cover everything from printer errors, to medical guides. So, I guess what I’m saying is I like the convenience and availability of some e-book resources out there for personal and business use, but I fear the unknown effects they may have on the future of the media center. My husband always tells me that there will always be a need for a media specialist no matter what format the books are in. I know schools need someone to sort through, organize and present appropriate materials for students. I guess that will be true whether they are print materials or electronic materials. I already teach students how to use Galileo and all of its many databases, and they are e-resources. I just don’t know when it will be feasible to incorporate e-readers in my media center or how this will change things. This is something I have begun to research, and I am reading about what other schools are doing with e-readers. I plan to stay informed about the degree of success elsewhere until we have the funds to support such devices and services.
“It’s (digital) Storytime!”
Digital stories are new to me, but I am quickly embracing this concept. I envision using this format to preserve and tell family stories. In the educational world, there seem to be endless possibilities for this type of presentation as well. A teacher or media specialist could use digital storytelling to communicate historical information, to illustrate scientific research, to demonstrate sequencing in various subjects.
From what I gather in reading about digital storytelling, the element that sets it apart from just reporting facts is emotion. Combining voice narration, pictures, videos, and music allows you to communicate more vivid and life-touching presentations. In Library 2.0 and Beyond, Karen Diaz and Anne M. Fields talk about the potential for a sense of community that is created by digital storytelling. They say we need to tell stories about how library users interact with the library, about who works there, and about how people can support the library. These creative stories can have a tremendous effect on the sense of community within a school.
Considering the idea of promoting community, I can’t help but think of story-like medium that I’ve seen used recently in high schools and other organizations that seems to be very similar. They call them lip dubs. The product is a video, set to music, with high school students or members of the organization actively moving around in various activities while mouthing the words to the song. I have seen three of these, and they each had a very specific message they wanted to communicate. One was about breast cancer. One was about gearing up to have a positive day at school by seeing the student body as a family. One was about celebrating academic success while approaching spring break. Talk about community. I felt like I was part of the community after watching the videos. These videos lack still images and voice narration, so they are a little different from digital stories. The emotion and sense of community are definitely there. After looking at various samples of digital stories, I am really excited about learning to use them at school and for personal use.
Monday, April 4, 2011
Follow-Up is Key to Effective Technology Training
As a new media specialist, I have only been called upon to deliver one session of formal technology training. This involved instructing teachers on how to use School Center to design and update their classroom web pages. I designed a scaled down handout with step-by-step instructions for them to follow. I chose to demonstrate the steps using a data projector and screen while they watched. They did not have access to computers during this session. Sometimes having the computers in front of them is distracting and it’s difficult to keep everyone working on the same page. This initial session was designed to demonstrate the steps involved as they followed along in their handout and made notes. The handout would serve as their guide when they returned to their classroom to set up their pages. The session lasted 45 minutes. I was available for individual questions for an hour afterwards. I also invited teachers to come to me with questions as needed when they began working on their pages.
I think the main challenge with technology training is a lack of follow-up and ongoing training. I’ve only worked in two schools for six years, but my county has rolled out a lot of new technology during that time. Sometimes the training is done by other teachers, and sometimes by outside groups. The complaint I hear most often from teachers is that they receive training for new equipment/materials, and then the trainer leaves never to return. In the best case scenario, during the days and weeks following the training, teachers begin to attempt to use the new technology. It is during this hands-on application that they discover they have more questions. Unfortunately, follow-up support is very limited and sometimes non-existent at that time.
At my former school we had a regular classroom teacher who was also paid a stipend to be the master tech teacher. She would occasionally deliver tech training lessons during planning periods to follow up on earlier training. This proved to be very effective. She offered individual help along the way as needed, but she offered the follow-up courses on a monthly basis. I really like the idea of the media specialist and/or master tech teacher offering monthly training opportunities for teachers and staff, maybe something like “Tech Tidbits”. Finding time to piggyback initial training with some smaller follow-up training sessions would likely complete this process and help teachers use the new technology more effectively and with greater confidence.
I think the main challenge with technology training is a lack of follow-up and ongoing training. I’ve only worked in two schools for six years, but my county has rolled out a lot of new technology during that time. Sometimes the training is done by other teachers, and sometimes by outside groups. The complaint I hear most often from teachers is that they receive training for new equipment/materials, and then the trainer leaves never to return. In the best case scenario, during the days and weeks following the training, teachers begin to attempt to use the new technology. It is during this hands-on application that they discover they have more questions. Unfortunately, follow-up support is very limited and sometimes non-existent at that time.
At my former school we had a regular classroom teacher who was also paid a stipend to be the master tech teacher. She would occasionally deliver tech training lessons during planning periods to follow up on earlier training. This proved to be very effective. She offered individual help along the way as needed, but she offered the follow-up courses on a monthly basis. I really like the idea of the media specialist and/or master tech teacher offering monthly training opportunities for teachers and staff, maybe something like “Tech Tidbits”. Finding time to piggyback initial training with some smaller follow-up training sessions would likely complete this process and help teachers use the new technology more effectively and with greater confidence.
Tuesday, March 29, 2011
Copyright in the Classroom
By: Beth Holcomb
The media specialist must assist students with writing essays, collaborate with teachers to build classroom assignments, and educate these individuals about the library's resources. The media specialist must be informed about the current copyright law and fair use rights to have the skills to educate students and teachers how they can use the library tools. I think that I had numerous misinterpretations about the copyright law and the fair use provision; however, the Fair Use article written by the Center for Social Media: http://mediaeducationlab.com/sites/mediaeducationlab.com/files/CodeofBestPracticesinFairUse_0.pdf improved by knowledge of copyright in the classroom.
I made the incorrect assumption that there were comprehensive policies that summarized what was categorized as fair use. I learned that no more than ten percent of a text could be copied, five photographs could be used from a single artist, and three poems could be copied that were written by a single author. Although many schools use these policies, fair use neglects to include individual standards that mandate the number of pages or works that can be copied by teachers. Individuals can use copyrighted material if it creates social or cultural benefits larger than the financial expenses it creates on the copyright owner. The policy also implies that students and teachers must use an appropriate amount of the work to achieve the fair use provision. I think that this interpretation of fair use provides teachers and students with the opportunity to use more copyrighted works; however, I also argue that it creates issues for individuals regulating the use of copyrighted works. The policy neglects to include comprehensive rules; therefore, individuals are inclined to disagree about what behaviors are endorsed by fair use and what activities infringe on the First Amendment rights of the artist or author.
I think that the media specialist must be educated about copyright law and the fair use policy. I also insist that providing teachers with workshops to inform these individuals how the law can affect their classroom is an effective strategy for promoting appropriate activities and obeying the policies. These workshops will educate teachers about what information can be used in the classroom.
I also assert that the media specialist could distribute a handout about copyright law to teachers with other curriculum resources, and this tactic could provide fundamental standards for copyright in the classroom. The media specialist should also obey the copyright law in building assignments and designing activities. The teachers are inclined to see this behavior; therefore, they would likely use these techniques and collaborate with the media specialist to promote copyright in the classroom.
Monday, March 28, 2011
Video Distribution Systems & Georgia Public Broadcasting Resources
By: Katie Mitchell
At Carrollton Junior High School, the closed circuit cable system is being replaced by Safari Montage, a digital distribution system that provides video on demand. This is the case for all schools within the Carrollton City School System. Every teacher has access to the features of Safari Montage with their login information. Teachers can log in to show videos and video clips to their classes for specific lessons and activities.
At CJHS, teachers can access any resources available through GPB United Streaming. Teachers have access to 9 different channels along with the CJHS production channel. Morning announcements and school news are taped every afternoon and then broadcast every morning at 8:20. This broadcast is the only thing CJHS actually distributes over their video distribution system. Other than this, the system is used as a resource within each classroom according to what the teacher wants to use for class.
The GPB Education site is an excellent resource for learning. It offers resources for teachers, students, and families. Safari Montage is also an excellent tool for video distribution within a school. Using Safari Montage, teachers have access to a vast number of video clips for use within their instruction.
Thursday, March 24, 2011
Video Distribution and GPB
My school has a video distribution system. It works well for the most part. We show the daily Channel One News using this system each morning at the beginning of homeroom. Immediately following the news, we send a live broadcast of our daily announcements to all classrooms each morning. We have four teams of three students (2 anchors and a camera operator) that alternate on a weekly basis to present the announcements. An administrator, usually our principal, is also present to help with announcements. A few weeks ago, we also used this distribution system to show a special video featuring our cafeteria staff as “School Breakfast Detectives”. Each day, students were given new clues to solve mysteries related to School Breakfast Week. Occasionally, we also show Channel One Connections videos or other approved videos in order for multiple classrooms to view them simultaneously.
Our system does use Discovery Streaming, but I didn’t know that it was available through GPB. This in itself is an amazing resource. Teachers have access to so many videos, and they do not have to purchase them. There are a ton of other resources available free on the GPB Education website. The only other resource that I know teachers in my school have actually used is Georgia Stories. Our eighth grade social studies teachers have used this to some degree. GPB Education also offers a program called Science Central, including modules entitled Chemistry & Physics, Climate, Nature, Georgia Outdoors, and NOVA. I’m not aware of any of our teachers who use these. After taking a closer look, the Chemistry & Physics module would obviously be a good resource for our eighth grade physical science classes, and the information and units about the scientific method could be used in 6th-8th grades. They also have a program called Irasshai that teaches Japanese to students. They also offer give access to a television series called Road Trip that teaches students about the benefits of Georgia’s technical colleges. Another great resource offered by GPB is Teachers’ Domain. It offers a large variety of digital media that can be used in the classroom or for professional development. Some of these include lesson plans, videos, and handouts.
I plan to create some new links on our media center website to lead teachers to these valuable resources. I may also try to feature a new one each month during the school year. I enjoy assisting teachers by providing them with good leads for relevant resources like these.
Our system does use Discovery Streaming, but I didn’t know that it was available through GPB. This in itself is an amazing resource. Teachers have access to so many videos, and they do not have to purchase them. There are a ton of other resources available free on the GPB Education website. The only other resource that I know teachers in my school have actually used is Georgia Stories. Our eighth grade social studies teachers have used this to some degree. GPB Education also offers a program called Science Central, including modules entitled Chemistry & Physics, Climate, Nature, Georgia Outdoors, and NOVA. I’m not aware of any of our teachers who use these. After taking a closer look, the Chemistry & Physics module would obviously be a good resource for our eighth grade physical science classes, and the information and units about the scientific method could be used in 6th-8th grades. They also have a program called Irasshai that teaches Japanese to students. They also offer give access to a television series called Road Trip that teaches students about the benefits of Georgia’s technical colleges. Another great resource offered by GPB is Teachers’ Domain. It offers a large variety of digital media that can be used in the classroom or for professional development. Some of these include lesson plans, videos, and handouts.
I plan to create some new links on our media center website to lead teachers to these valuable resources. I may also try to feature a new one each month during the school year. I enjoy assisting teachers by providing them with good leads for relevant resources like these.
Friday, March 18, 2011
Social Networking Websites in the Classroom:
By: Beth Holcomb
Social networking websites are internet tools that allow learners to use podcasts, tags, blogs, wikis, glogster, Flicker, and other online resources to improve their knowledge of the curriculum. These social networking websites can allow teachers to use podcasts in the classroom. The media specialist can include a blog on the library's website, and students can collaborate and make class wikis. Students can learn from the online interaction with others and post their work to allow other individuals to see their assignments.
These websites also promote information literacy skills. The students learn about potential computer resources and improve their knowledge of the internet. The teacher can use these websites to teach students how to analyze the information on the internet and use resources that include correct content. The teacher can also use social networking websites to post assignment requirements, build curriculum activities, and interact with students.
Many teachers argue that social networking websites should be allowed in the classroom; however, there are inadequacies with these resources. Schools must promote student safety. Students can learn fundamental curriculum information on these internet tools; however, other individuals can post obscene information or text that could be inappropriate for minors. The schools' internet filters often filter these tools to reduce the probability that students see this adult information. The teacher cannot regulate what other learners write on these websites; therefore, students can quickly see inappropriate information while trying to complete curriculum assignments.
I think that the use of these websites should be impacted by the grade range and learning aptitudes of the students. A high school teacher could allow students to collaborate in groups and create a class wiki on the foreign policy of Richard Nixon. These students would have the opportunity to use the social networking websites and customize their page. These students are inclined to have more knowledge of the internet and the ability to use information literacy skills than elementary school children. An elementary school teacher could use a podcast on George Washington to teach students about this subject. The elementary school students would not have the freedom to use the internet as individuals; however, the teacher could use this social networking resource to improve the classroom activity. The teacher would regulate what the elementary school students would see and reduce the potential for inappropriate information. I imply that the teacher can build curriculum activities and customize the use of social networking websites using the grade of the students.
I also would encourage teachers, parents, and students to use the Social Networking Basics website www.ikeepsafe.org/PRC/videotutorials/myspace/index.html to learn about how to use social networking websites and protect students on the internet.
I think that social networking websites can improve the design of classroom activities and can be used to motivate students. Students can learn from the posts of other classmates, customize wikis, and use social networking websites to learn about curriculum subjects; however, I think that teachers should check the websites often and interpret if they are appropriate for the classroom.
Social networking websites are internet tools that allow learners to use podcasts, tags, blogs, wikis, glogster, Flicker, and other online resources to improve their knowledge of the curriculum. These social networking websites can allow teachers to use podcasts in the classroom. The media specialist can include a blog on the library's website, and students can collaborate and make class wikis. Students can learn from the online interaction with others and post their work to allow other individuals to see their assignments.
These websites also promote information literacy skills. The students learn about potential computer resources and improve their knowledge of the internet. The teacher can use these websites to teach students how to analyze the information on the internet and use resources that include correct content. The teacher can also use social networking websites to post assignment requirements, build curriculum activities, and interact with students.
Many teachers argue that social networking websites should be allowed in the classroom; however, there are inadequacies with these resources. Schools must promote student safety. Students can learn fundamental curriculum information on these internet tools; however, other individuals can post obscene information or text that could be inappropriate for minors. The schools' internet filters often filter these tools to reduce the probability that students see this adult information. The teacher cannot regulate what other learners write on these websites; therefore, students can quickly see inappropriate information while trying to complete curriculum assignments.
I think that the use of these websites should be impacted by the grade range and learning aptitudes of the students. A high school teacher could allow students to collaborate in groups and create a class wiki on the foreign policy of Richard Nixon. These students would have the opportunity to use the social networking websites and customize their page. These students are inclined to have more knowledge of the internet and the ability to use information literacy skills than elementary school children. An elementary school teacher could use a podcast on George Washington to teach students about this subject. The elementary school students would not have the freedom to use the internet as individuals; however, the teacher could use this social networking resource to improve the classroom activity. The teacher would regulate what the elementary school students would see and reduce the potential for inappropriate information. I imply that the teacher can build curriculum activities and customize the use of social networking websites using the grade of the students.
I also would encourage teachers, parents, and students to use the Social Networking Basics website www.ikeepsafe.org/PRC/videotutorials/myspace/index.html to learn about how to use social networking websites and protect students on the internet.
I think that social networking websites can improve the design of classroom activities and can be used to motivate students. Students can learn from the posts of other classmates, customize wikis, and use social networking websites to learn about curriculum subjects; however, I think that teachers should check the websites often and interpret if they are appropriate for the classroom.
Monday, March 14, 2011
Media Center Web Pages
By: Katie Mitchell
The bottom line is that there are many different ways to organize a media center web page, and many things to consider regarding what content to include on the site. As long as the site is suited to the age of the student body and includes essential, useful, and interesting content, the media center web page will most likely be a great resource.
There are so many ways in which a media center web page can act as an invaluable resource for the students, faculty, staff, parents, and community members it serves. The media center website should be a hub of communication for any and all school information and events. It should also serve as a resource that reaches beyond the school by including community events and information.
Basic information, such as media specialist contact information, media center hours, and basic policies & procedures should be included on the media center’s main website. Links to more of the school’s related sites, such as the school’s home page and the school system’s home page, should also be included. A link to the school’s and/or media center’s complete policies & procedures handbook(s) should be included, as should a link to the library’s catalog.
Links to other internet sites and educational resources are very important to include on a media center web page. These resources can include databases (i.e., GALILEO), various search engines, reading program sites (i.e., Accelerated Reader), general educational sites (i.e., Starfall, Eduscapes), social networking sites (i.e., Facebook, Twitter, YouTube), and much more.
Links to school forms can be included, such as newsletters (for certain grade levels or subject areas), or permission slips (for school events/class field trips). Class information can also be shared via class wikis on the media center site.
Links to community resources could also be included on the media center web page. This could include links to local institutions (especially places where students will be taking field trips), such as zoos, museums, etc. Links to local businesses or organizations could also be included.
Not only is content of the web site important, but I also think it is very important to consider the average age of the student population when designing a media center web page. The layout of the page should be user-friendly, and the site format to achieve this will vary greatly depending on the students’ age groups. A bright and attractive yet simple page would probably suit a younger audience, whereas a more compartmentalized and well-organized site might work best for older students.
Monday, March 7, 2011
From Websites to "Wow"-sites!
After clicking through lots of media center websites, I suddenly threw on the brakes and basically spent an hour hanging out at Creekview High School’s “Unquiet Library”. At first glance, I thought it was rather understated. I noticed that their website was powered by Google Sites. Then, I began clicking through the links, and I was totally wowed. Creekview uses a service called LibGuides, by Springshare, to manage and present much of their website content. This product really helps to show off Creekview’s amazing media program. (http://theunquietlibrary.libguides.com/index.php)
Naturally, I was impressed with the media program that is evidently thriving at Creekview, but I was also inspired as I considered how a website can become a “wow-site”. As a new media specialist I am constantly – and simultaneously – learning, planning, serving, and evaluating. I love something about each “hat” that I wear as a media specialist. One of my goals is to find ways to efficiently and effectively communicate all that our media program offers. Whatever resources we offer, whether they are human, print, or electronic, we need to creatively feature these and make them available in fresh and accessible ways. I believe a well-designed and well-maintained website can be the ideal tool to accomplish this.
A website should make sense to its visitors. There should be something there for everyone: students, teachers, parents, and community members. It is important that a website be kept current and that all information on it should be useful to someone (no filler). Information and links should be arranged logically and in an easy-to-read (nutshell) format. Here’s a link to Horizon Middle School’s (Aurora, CO) website, one that seems to meet these criteria. (http://hcms.ccsd.libguides.com/content.php?pid=39680&sid=291078)
I ended up checking out the Springshare vendor website and watched their intro video (http://www.springshare.com/libguides/school/) to learn more about how LibGuides works. It is designed with digital natives in mind. The platform easily allows you to embed videos, blogs, photos, and a multitude of other web-based tools. Check it out, and get excited!
Naturally, I was impressed with the media program that is evidently thriving at Creekview, but I was also inspired as I considered how a website can become a “wow-site”. As a new media specialist I am constantly – and simultaneously – learning, planning, serving, and evaluating. I love something about each “hat” that I wear as a media specialist. One of my goals is to find ways to efficiently and effectively communicate all that our media program offers. Whatever resources we offer, whether they are human, print, or electronic, we need to creatively feature these and make them available in fresh and accessible ways. I believe a well-designed and well-maintained website can be the ideal tool to accomplish this.
A website should make sense to its visitors. There should be something there for everyone: students, teachers, parents, and community members. It is important that a website be kept current and that all information on it should be useful to someone (no filler). Information and links should be arranged logically and in an easy-to-read (nutshell) format. Here’s a link to Horizon Middle School’s (Aurora, CO) website, one that seems to meet these criteria. (http://hcms.ccsd.libguides.com/content.php?pid=39680&sid=291078)
I ended up checking out the Springshare vendor website and watched their intro video (http://www.springshare.com/libguides/school/) to learn more about how LibGuides works. It is designed with digital natives in mind. The platform easily allows you to embed videos, blogs, photos, and a multitude of other web-based tools. Check it out, and get excited!
Sunday, February 20, 2011
Wiki: An Effective Tool for Collaborating with Teachers
By: Beth Holcomb
Wikis are websites that allow different internet users to edit and author information on the website. The teacher can use a class wiki to educate students about classroom assignments or upload students’ work to the class wiki. Teachers can also collaborate with other teachers to design wikis. This strategy allows each teacher to make changes to the wiki online and learn from the information posted by other teachers. Wikis are efficient tools for collaborating with other teachers, because the internet resources allow numerous authors to add to the text or information on the website.
I think that wikis can encourage collaboration between teachers and media specialists. Teachers and media specialists often email, engage in department meetings, and work in groups to build curriculum assignments; however, wikis will create an unconventional technique for teachers and media specialists to interact with each other. The media specialist could create a wiki for each subject area. The teacher could author and edit the information on the subject area, assignment requirements, and class information; however, the media specialist could log in to the wiki and post links to websites that would likely assist students in completing the classroom activities.
The wiki would provide the media specialist and teacher with the ability to engage in collaboration; however, they would not have to accommodate each other’s daily agendas. Teachers often have one block where they do not have students, but they must use it to grade papers, build activities for the week, design tests, and complete other conventional jobs. The teacher often lacks the ability to use this opportunity to collaborate in the library. The media specialist also must interact with students using the library, organize workshops for teachers, assist individuals with computer questions, and engage in other activities. The media specialist and teacher are inclined to have different needs and agendas. The wiki allows the two individuals to work on the activity during different blocks that are appropriate for them. The teacher and media specialist can also work on the wiki from the classroom, the library, or using their personal computer outside of school. They can quickly log in and see the work added by the other wiki participant. Wikis allow the teacher and the media specialist to engage with each other to customize a lesson; however, the two individuals will not disrupt their standard activities. Wikis provide the media specialist and teacher with an efficient technique for coordinating lessons and engaging with each other.
The media specialist and teacher can also collaborate on a classroom activity to motivate students to use a wiki. The media specialist could build a short tutorial and educate students how to create a wiki, edit information on the wiki, and create links to other websites using a wiki. The Social Studies teacher could emphasize these skills by mandating that students work in groups to design a wiki on World War II. This tactic would improve students’ knowledge of the wiki; however, it would also encourage the media specialist and teacher to interact and coordinate activities with each other.
The media specialist could also improve the teachers’ use of wikis in the classroom by designing a wiki workshop. The media specialist could educate the teachers about wikis and include suggestions for adding these resources to the curriculum. This strategy would encourage the media specialist to interact with the teachers. The classroom teachers would also be inclined to engage in collaboration with the media specialist to design their class wikis.
I think that wikis are effective tools that can allow the teacher and media specialist to engage in collaboration. The individuals can log in and learn from the information added by each other. They can also work on the project using a block that accommodates their needs. The media specialist can provide adequate training on these tools and include suggestions for fusing these tools into the curriculum.
Wikis are websites that allow different internet users to edit and author information on the website. The teacher can use a class wiki to educate students about classroom assignments or upload students’ work to the class wiki. Teachers can also collaborate with other teachers to design wikis. This strategy allows each teacher to make changes to the wiki online and learn from the information posted by other teachers. Wikis are efficient tools for collaborating with other teachers, because the internet resources allow numerous authors to add to the text or information on the website.
I think that wikis can encourage collaboration between teachers and media specialists. Teachers and media specialists often email, engage in department meetings, and work in groups to build curriculum assignments; however, wikis will create an unconventional technique for teachers and media specialists to interact with each other. The media specialist could create a wiki for each subject area. The teacher could author and edit the information on the subject area, assignment requirements, and class information; however, the media specialist could log in to the wiki and post links to websites that would likely assist students in completing the classroom activities.
The wiki would provide the media specialist and teacher with the ability to engage in collaboration; however, they would not have to accommodate each other’s daily agendas. Teachers often have one block where they do not have students, but they must use it to grade papers, build activities for the week, design tests, and complete other conventional jobs. The teacher often lacks the ability to use this opportunity to collaborate in the library. The media specialist also must interact with students using the library, organize workshops for teachers, assist individuals with computer questions, and engage in other activities. The media specialist and teacher are inclined to have different needs and agendas. The wiki allows the two individuals to work on the activity during different blocks that are appropriate for them. The teacher and media specialist can also work on the wiki from the classroom, the library, or using their personal computer outside of school. They can quickly log in and see the work added by the other wiki participant. Wikis allow the teacher and the media specialist to engage with each other to customize a lesson; however, the two individuals will not disrupt their standard activities. Wikis provide the media specialist and teacher with an efficient technique for coordinating lessons and engaging with each other.
The media specialist and teacher can also collaborate on a classroom activity to motivate students to use a wiki. The media specialist could build a short tutorial and educate students how to create a wiki, edit information on the wiki, and create links to other websites using a wiki. The Social Studies teacher could emphasize these skills by mandating that students work in groups to design a wiki on World War II. This tactic would improve students’ knowledge of the wiki; however, it would also encourage the media specialist and teacher to interact and coordinate activities with each other.
The media specialist could also improve the teachers’ use of wikis in the classroom by designing a wiki workshop. The media specialist could educate the teachers about wikis and include suggestions for adding these resources to the curriculum. This strategy would encourage the media specialist to interact with the teachers. The classroom teachers would also be inclined to engage in collaboration with the media specialist to design their class wikis.
I think that wikis are effective tools that can allow the teacher and media specialist to engage in collaboration. The individuals can log in and learn from the information added by each other. They can also work on the project using a block that accommodates their needs. The media specialist can provide adequate training on these tools and include suggestions for fusing these tools into the curriculum.
Podcasting
By: Katie Mitchell
Podcasting is a valuable tool for anyone who wishes to disseminate a presentation, lecture, tutorial or lesson in a manner that is not limited by distance, lack of funding, or time of day. Podcasts are used to deliver content online and they are not only accessible at any time, but they are also portable. Podcasting creates a way for individuals to make information available to people who cannot be physically present or to those who wish to review content they’ve already been presented with. Podcasts also provide a method of information sharing that is not rendered nearly impossible due to cost. Since many students are already familiar with using podcasts outside the educational setting, podcasting is a way to gain students’ attention via usage of a tool that interests them.
Podcasting is a valuable tool for anyone who wishes to disseminate a presentation, lecture, tutorial or lesson in a manner that is not limited by distance, lack of funding, or time of day. Podcasts are used to deliver content online and they are not only accessible at any time, but they are also portable. Podcasting creates a way for individuals to make information available to people who cannot be physically present or to those who wish to review content they’ve already been presented with. Podcasts also provide a method of information sharing that is not rendered nearly impossible due to cost. Since many students are already familiar with using podcasts outside the educational setting, podcasting is a way to gain students’ attention via usage of a tool that interests them.
Teachers can create podcasts of lessons for students who have extended absences from school or students who are struggling with a specific concept and are in danger of falling behind (i.e., podcasts aid in differentiation of instruction and are effective with auditory learners). Media specialists can create tutorials via podcast that give examples of how to use certain tools and resources available in the media center. The media specialist could also create a podcast explaining library policies and procedures or giving an overview of how to use the Dewey Decimal System. Technology specialists can present computer troubleshooting tips via podcasts for teachers and media specialists to access any time they need tech help. These examples are only the tip of an “iceburg” of possibilities for using podcasting in an instructional setting.
I think it is paramount for media specialists to learn as much as possible about newly emerging technologies, especially when they are cost effective and build on student interest. If a teacher approaches the media specialist with questions about a certain tool with which the media specialist is unfamiliar, it is the media specialist’s role to acquire some knowledge about that tool in order to provide assistance to the teacher. Ideally, the media specialist would discover information relating to that technology and develop a working knowledge of it. At the very least, the media specialist should offer the teacher some resources to help him/her with using that technology.
Saturday, February 19, 2011
Podcasts in the Classroom: How I Would Assist Teachers in Using Podcasts
By: Beth Holcomb
I argue that podcasts are innovative tools that can be added to the curriculum. These audio and video files are uploaded on to the internet and provide students with the ability to use these resources in school and outside the classroom. The teacher can use podcasts to improve students’ use of the curriculum.
An elementary school teacher could build a podcast to provide appropriate knowledge to a substitute teacher. He or she could create a video that educates the substitute teacher and provides techniques for the individual to use in the classroom. The podcast could include suggestions for interacting with students, comprehensive rules for each student assignment, or other information about student policies. Although the substitute teacher likely does not know about the conventional activities of the students, the podcast is an efficient tool that could improve the substitute teacher’s ability to work with the students.
The teacher could also create a podcast to teach students about a lesson; therefore, the substitute teacher could quickly upload the podcast, and students would learn the conventional lesson and complete the activities.
A media specialist could design a podcast to educate students, parents, and teachers about the media center. The podcast could include photographs of the library staff, students using the library, and other library activities. The media specialist could add a short audio that informs potential internet users about the school’s media resources. The school’s webpage could include a hyperlink to this podcast; therefore, this internet tool could provide the media specialist with an effective strategy for engaging with students.
The podcast can be an innovative resource for classroom teachers. The teachers are inclined to ask the media specialist for assistance with uploading podcasts and using these internet resources in the classroom; however, I also might not know a lot of information about these tools. My lack of knowledge should not affect my motivation to assist teachers. I would inform a teacher that I also do not know about the techniques and strategies linked to building podcasts, but we can learn as a team. I think that this approach would provide me with the opportunity to interact with the teacher and allow the teacher to see that I will work to learn about new resources. I could build a link with the classroom teacher, and this approach would likely encourage the teacher to collaborate with me to build other curriculum assignments.
I also think that this strategy would allow the teacher to see that I am motivated and will work to achieve his or her needs. I allege that it is my duty to accommodate the research and library needs of students, parents, teachers, and administrators. I believe that this tactic would emphasize that the library and the media specialist can provide resources to improve classroom activities.
I would likely do some research and email the teacher a variety of websites and links that could provide appropriate tips for building a podcast. I would also distribute a small amount of my budget for the next fiscal year to purchasing books or workbooks that could assist teachers with this internet tool. This activity would also motivate me to organize a podcast tutorial or a workshop that would inform other teachers about these resources. The media specialist must promote information literacy skills and assist teachers in adding these requirements to the curriculum. I believe that this activity would encourage other teachers to learn about the new resources and improve the library’s ability to achieve the needs of teachers.
I would also volunteer to collaborate with the teacher on his or her first podcast. I would assist in building the podcast and volunteer to be in the classroom during the period that the teacher performs the podcast. I could provide assistance with troubleshooting or uploading the podcast. This strategy would allow the teacher to see that I can be a participant in curriculum activities. It would also allow students in the classroom to see that the media specialist and teacher also need to learn, and they have questions about subjects. I would emphasize to students that I did not know about podcasts, but I used internet tools, books, and other library materials to obtain information about using these resources. I could use this activity to inform students and teachers how to use library resources and endorse the library program.
The podcast can be fused into the curriculum using many techniques; therefore, an effective media specialist must be informed about how to build these resources. I would work with teachers to provide training opportunities and podcast workshops that could inform these individuals how to use podcasts in the classroom. I would also emphasize my ability to learn about these resources and provide suggestions for how these individuals could add these tools to the curriculum.
I argue that podcasts are innovative tools that can be added to the curriculum. These audio and video files are uploaded on to the internet and provide students with the ability to use these resources in school and outside the classroom. The teacher can use podcasts to improve students’ use of the curriculum.
An elementary school teacher could build a podcast to provide appropriate knowledge to a substitute teacher. He or she could create a video that educates the substitute teacher and provides techniques for the individual to use in the classroom. The podcast could include suggestions for interacting with students, comprehensive rules for each student assignment, or other information about student policies. Although the substitute teacher likely does not know about the conventional activities of the students, the podcast is an efficient tool that could improve the substitute teacher’s ability to work with the students.
The teacher could also create a podcast to teach students about a lesson; therefore, the substitute teacher could quickly upload the podcast, and students would learn the conventional lesson and complete the activities.
A media specialist could design a podcast to educate students, parents, and teachers about the media center. The podcast could include photographs of the library staff, students using the library, and other library activities. The media specialist could add a short audio that informs potential internet users about the school’s media resources. The school’s webpage could include a hyperlink to this podcast; therefore, this internet tool could provide the media specialist with an effective strategy for engaging with students.
The podcast can be an innovative resource for classroom teachers. The teachers are inclined to ask the media specialist for assistance with uploading podcasts and using these internet resources in the classroom; however, I also might not know a lot of information about these tools. My lack of knowledge should not affect my motivation to assist teachers. I would inform a teacher that I also do not know about the techniques and strategies linked to building podcasts, but we can learn as a team. I think that this approach would provide me with the opportunity to interact with the teacher and allow the teacher to see that I will work to learn about new resources. I could build a link with the classroom teacher, and this approach would likely encourage the teacher to collaborate with me to build other curriculum assignments.
I also think that this strategy would allow the teacher to see that I am motivated and will work to achieve his or her needs. I allege that it is my duty to accommodate the research and library needs of students, parents, teachers, and administrators. I believe that this tactic would emphasize that the library and the media specialist can provide resources to improve classroom activities.
I would likely do some research and email the teacher a variety of websites and links that could provide appropriate tips for building a podcast. I would also distribute a small amount of my budget for the next fiscal year to purchasing books or workbooks that could assist teachers with this internet tool. This activity would also motivate me to organize a podcast tutorial or a workshop that would inform other teachers about these resources. The media specialist must promote information literacy skills and assist teachers in adding these requirements to the curriculum. I believe that this activity would encourage other teachers to learn about the new resources and improve the library’s ability to achieve the needs of teachers.
I would also volunteer to collaborate with the teacher on his or her first podcast. I would assist in building the podcast and volunteer to be in the classroom during the period that the teacher performs the podcast. I could provide assistance with troubleshooting or uploading the podcast. This strategy would allow the teacher to see that I can be a participant in curriculum activities. It would also allow students in the classroom to see that the media specialist and teacher also need to learn, and they have questions about subjects. I would emphasize to students that I did not know about podcasts, but I used internet tools, books, and other library materials to obtain information about using these resources. I could use this activity to inform students and teachers how to use library resources and endorse the library program.
The podcast can be fused into the curriculum using many techniques; therefore, an effective media specialist must be informed about how to build these resources. I would work with teachers to provide training opportunities and podcast workshops that could inform these individuals how to use podcasts in the classroom. I would also emphasize my ability to learn about these resources and provide suggestions for how these individuals could add these tools to the curriculum.
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