These are the links used in my presentation to introduce the library department to ISTE
My goal this year is related to my role as High School Liaison for the Library Media Department. I would like to learn more about how to teach my "students" who are the teachers and Library Media Specialists (LMS) in my district about the ISTE Educator standards. Our district has a goal of encouraging all teachers in the district to become ISTE certified. I am a part of that continuing process. I would like to learn more about communication and presentation technologies that will encourage teachers to begin to the Educator standards and incorporate them into their practice. I would like to explore the possibility of promoting this initiative. I would also like to become more proficient in social media to further develop my goal. This goal is just beginning with the Action Plan below.
While this goal is ongoing, I have already begun the steps of introducing ISTE to the library department (see photo above) and planning our first PD for teachers on the ISTE standards. So far, the best technology that I have learned about for collecting, communicating, and collaborating on lessons and information is Google Classroom. I think that the best way to get information out quickly and easily is going to be Twitter or Instagram. I am working on determining the best option here for my audience. While my goal is in its beginning stages, a foundation has been laid.
Emerging Tech Group from edWeb
Twitter post of PD session
As a Library Media Specialist and Curriculum Liaison for the Library Department, I feel that it is important that I learn about emerging technology, current best practices and also participate actively in the support of my profession. Being a member of several professional organizations helps. But, it would not be possible to achieve my participation without social media. My artifact demonstrates 3 ways that I have recently participated.
1. On our library and school Twitter account, I have posted the news of our latest Professional Development class. The picture was effective in garnering more participants for the next session.
2. I am also a member of the Facebook group Future Ready Secondary Librarians. Not only do I find out about best practices. But in my artifact you will see one of my posts.
3. Lastly, my artifact shows the last webinar that I participated in as a member of the Emerging Tech group. Participants observe the webinar and support each other in a lively chat each month.
These are just some examples of my digital outreach.
Photo of the old Network Code of Conduct used in instruction
Teaching and modeling digital citizenship to both faculty and students is one of my primary responsibilities. Many of my lessons are based on Common Sense Media’s curriculum, the Google digital citizenship lessons and on what I learned during my two day ISTE seminar. From time to time I research current trends in digital citizenship. One particular scholar that influenced my work this year is Devorah Heitner, PhD. She is the author of the Raising Digital Natives website and several articles, including “Teachers and Parents Need to Become Digital Mentors” and “Screenwise: Helping Kids Thrive and Survive in their Digital World”. While her work is largely devoted to parenting, it applies to teaching as well. The basis of the writing is to have a positive approach to digital digital citizenship. She advises parents and teachers to not try to protect their students by fear mongering. It is her mission to “cultivate a culture of empathy and social/emotional literacy” She encourages parents to work with educators to make digital learning a positive experience.
The above screen shots and the link to the Raising Digital Natives website show the changes in my practice in coaching teachers who are my "students". The first item is the official Network Code of Conduct that we read and explained to the children for many years. Notice that there are many restrictions and “don’ts” in the wording. We had asked teachers to post this in their classrooms. Now, in order to have teachers model and instruct with a more positive approach, I recently developed a document of positive digital citizenship lessons for teachers to use with students. This is based on an ISTE infographic. There are links to lessons that are currently being built that any teacher can access to instruct about digital citizenship in their classrooms. These lessons are being created throughout this year.
The focus that I encourage teachers to use with students has definitely evolved from a negative one to a positive one.
Section of the technology plan that explains our commitment to out 1:1 initiative; part of shared vision
Picture of the district technology plan that I worked on for the district
Section of the technology plan that explain our shared vision for tech integration
In order to promote my vision for learning with technology I participate on many committees and teach a lot of professional development to teachers so that they can empower students with technology. I am a member of the professional development committees to encourage teachers to learn about best practices. I am the department liaison for the library department at the high school so that I can encourage all the media specialists to advocate for the students and instruct their teachers. Most importantly, I am a part of the District Technology Steering Committee which contains stakeholders including teachers, parents, and administrators. One of the primary goals of this committee is to create the state required 3 year technology plan. This plan guides the district and informs the state of what we feel are the important considerations for technology and students. So, it is our shared vision for the district.
My artifact shows some of the features of our District Technology plan that I felt were important to include. I feel that it is important that teachers understand about best practices for integrating technology into their lessons. As well, I have long been and advocate for a 1 to 1 computer program at the high school so that students have equitable access in school and at home.
This artifact covers a number of criteria because it is the basis of most of my instruction and communication. I am the webmaster for the Virtual Library for both of the schools that I work in. The links are above. We have recently purchased the Libguides program and the pages are a combination of an old Google site and new content. Below I have highlighted the sections that reflect the criteria listed above with a brief explanation.
The Virtual Library Overview
6. Advocate for equitable access.
There are many ways that as a Library Media Specialist, I advocate for equitable access to technology for all my students. I maintain a robust Virtual Library so that students can access the resources 24/7. If students need to review any material that we have covered with a class, they can go to the webpage to review it in their own time. They can also review it with whatever support people that they work with. This is valuable for students who need more time to process information. The picture of the web pages above are linked to the sites.
There are several ways that I am able to help teachers to advocate for students to gain access for resources. This is especially true of teachers who have students with English language learning needs and reading deficits. For students with English Language Learning needs, I have created a webpage called Fairfield Warde: Making Learning Easier for Newcomers This gives them an overview on how to access library resources using some adaptive technology features. For students with reading deficits, I met with the district Adaptive Technology Specialist to discuss the benefits of audiobooks. While she was a supporter of audiobooks, there are always budget issues. She shared with me that I could help teachers to enroll students in Bookshare in order to gain free access to audiobooks. I can advocate to the teachers of students with a documented reading deficit that they pursue this program. Both of these programs have enabled many students the opportunity to increase their educational access.
Lastly, another way that I advocated for equitable access is to become a member of the Digital Learning Initiative in our district. This initiative had promoted the distribution of a one to one Chromebook program in the high schools and middle schools. The web page contains a Chromebook Support link for that program. Included in this distribution plan was a professional development plan to encourage the proper use of technology integration in a learning environment where all students have equal access to technology. While the process is only beginning, the learning has been transformational.
10. Mentor students in safe, ethical and legal use, including intellectual property.
One of the ways that we encourage students to safely manage their digital identity and protect themselves is to provide them with lessons on digital citizenship and ethical use.. We encourage them to be proactive, ethical and socially responsible. For this criteria, I would like to point out several places on the web page where we help students to protect intellectual property rights. One page is the page of rubrics which we use to guide students in making sure that credit is given properly in the Works Cited and Bibliography. Another section is the explanation of the various citational writing and citing styles on the main page of the website. See "Citation Help" . A third is a lesson on creating intext citations. There are many more lessons that teachers also use to mentor students in ethical use.
11. Model responsible use, including protection of digital identity and personal data.
Students and teachers are mentored in responsible use and personal safety through lessons planned for the digital library. There is a basic page on the Virtual Library which outlines the lessons that the district is working on this year. Many of these lessons as also contained in the Chromebook Handbook which is currently on the Virtual Library.
15. Demonstrate effective communication with all students’ supporters.
There are many supporters of students in my district who need additional help. We have one special group of students who are newcomers to the country. They are taught by a small cohort of teachers who are in close communication with the students’ parents and school counselors. In order to help these teachers and other supporters of the students, I created a page on the Virtual Library. I also created a specific video which I showed the teachers and they showed the students and parents. Because these items are always available, they can be accessed at any time by any of the students' supporters.
18. Design digital learning environment.
Our high schools Virtual Library Pages are our major instructional learning pages for our lessons. In addition, they are wonderful resources for students to use that are available 24/7. I am the webmaster for both websites and create all of the digital content. The pages are being transitioned from a classics Google sites to Libguides. So there are links to both sites. These serve as a digital learning environment for our students and teachers. The pictures of the sites contain direct links to them. Many of the teachers use the Virtual Library links in their Google Classrooms.
Image from a Perid 3 PD Tweet about a "Souper" PD
Teacher lead very busy lives, but they do have to eat! So, at one of my schools, we developed a lunch time Professional Development series called Period 3 PD. This monthly PD series offers teachers a learning opportunity and a free lunch! It has by far been our most successful program in years. The sessions are held in our school's Innovative Classroom and topics have included Learning Google Classroom to meet the needs of every student, Learning about Virtual and Augmented Reality, Digital Escape Rooms, and Using Noodletools to organize and digitize research. We see this series as an ongoing opportunity to assist teachers with topics such as emerging technologies, creating a personalized learning environment and modeling ethical technology use to their students. One of our topics this year will be infusing the ISTE standards into the curriculum. This Artifact includes pictures from our sessions and shows a tweet that we used to celebrate our series.
In support of teachers, who are both learning about Google Classroom and teaching the academic expectation of digital citizenship, I created a handout for students to consider when posting feedback to their peers. This will offer students some encouragement for participating positively and constructively in online discussions. I have given this to teachers to post in their Google Classroom and I have myself used it as part of larger discussions on Digital Citizenship. The teachers have commented that they particularly like the sentence starters.
One way that I have worked to encourage curiosity and critical examination of online resources that are available to students is to help teachers to teach students how to evaluate the quality of resources that they find while researching a topic. Teachers are always looking for a system that would be used uniformly across the disciplines. We tried several methods and after trying a few and receiving feedback from teachers, settled on the TRAAP method. The video and worksheet that we use are adapted from the material provided the Goucher College Library, which we acknowledge in order to model ethical use to our students. The materials challenge students to read and think about the quality of the resources that they find and the relevance to them in relation to their topic of inquiry. These materials have been used in several disciplines. I think that they create a sense of curiosity as students consider the intent of the author and their audience.
Survey for teachers to help them set learning goals
survey for teachers to help them set learning goals
Throughout the school year, the teachers and staff are our "students" as we do professional development instruction. Each year we do a number of surveys, in different formats, to determine what the teachers need in terms of Professional Development learning. In this way, we have the teachers thinking about their learning goals for the coming year and we are able to plan our instruction according to the needs of our "students". Since we do periodic surveys with Google forms and with paper, and email, we hope to reach our "students" where they are. After, we discuss their learning goals with them we try to suggest ways that their needs can be met. As with our younger students, we try to offer a variety of learning situations for the teachers. We offer one on one tutoring, small group instruction, and online lessons.
Rubric used for assessment Storyboard planner
Images from our Book Trailer Film Festival Presentation Day
12. Collaborate with another educator.
The Book Trailer unit began as a collaborative conversation between a freshman English teacher and me. She was lamenting that when students were given the choice of a method of presentation for a book presentation, they did a poor job. She wanted to encourage them to use more technology, but she did not have any idea where to start. As we had just gotten WeVideo as a core software for the school and I wanted to learn it myself, I suggested that we collaborate on a project. We collaborated on the planning, the preparation, the assessments and feedback, and the instruction. The result was her first technology project, my learning of WeVideo, and a set of successful skills learned by the students. Collaboration is detailed in the unit plan.
13. Co-learn with students about a new digital tool.
As WeVideo was a new software for the school, it was a learning goal of mine to master the program and prepare learning material for the students. So, as a part of the Book Trailer Unit, I would be learning the program with the students. This is always informational because I can see what the students encounter as problems and then work on adjusting my lessons accordingly. As well, there is always something that the students notice that I don’t. They are more than willing to “teach” the teacher. Finally, as I watch students helping each other learn the program, I am picking up some pointers and shortcuts myself!
16. Align to content area standards. The following list of standards were used to create the unit plan:
ISTE STANDARDS FOR Students Used
Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
Students create original works or responsibly repurpose or remix digital resources into new creations.
Students publish or present content that customizes the message and medium for their intended audiences.
Content Area Standards from the Fairfield Public Schools English Curriculum
Students will persuade listeners about understandings and judgments of works read, written and viewed.
Students will determine purpose, point of view and audience, and choose an appropriate written, oral or visual format.
Students will apply the most effective processes to create and present a written, oral or visual piece.
Students will demonstrate proficient use of proper mechanics, usage and spelling skills.
Students will use resources for proofreading and editing.
Students will use in depth applications of appropriate software and hardware to organize, analyze and interpret information.
Students will assess, independently, whether their products meet established standards for process, product and presentation.
Standards from the Fairfield Public Schools Library Curriculum
2.2B Students will use and create products that require evaluation of multiple components, relationships, and interrelated concepts
3.2A Students will select, plan, and develop products that effectively and creatively express an idea/message/point of view to a specific audience in multiple formats, such as written, visual, print, digital, oral
Students will analyze, question, and create media messages
Students will develop visual literacy by interpreting, analyzing, and creating images, maps, graphs, charts, videos, online graphics, interactive media, and other visuals to understand and communicate a message
5.1A Students will become proficient at planning and using productivity software applications, such as word processing, multimedia presentation, spreadsheet/database, video and image editing software
5.1B Students will become proficient at navigating the district’s network, operating system, and communication portal in order to access classwork and class resources
5.1C Students will create, publish, and collaborate using online applications, such as website creation, photo editing, virtual GPS mapping, animation, drawing, video, audio, blogging, wikis, digital posters, podcasts, shared documents, posting, social networking, conferencing
Standards from the High School Academic Expectations Communication and Conveying Ideas
The student organizes information to support a claim or assertion in a style appropriate to purpose, audience, and task.
ISTE STANDARDS FOR EDUCATORS
1 a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
2 a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards, and use resulting data to inform learning and teaching
3 a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation
4 b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources
17. Accommodate learner differences.
As this project covered over 100 students, the collaborative teacher and myself knew that we would be encountering students with varying levels of ability and language proficiency We tried to accommodate those students in several ways. Some of those accommodations were built into the lesson plan and they proved helpful to everyone. For example, all of the lessons and resources were posted on a web page that students could access at point of need. In this way, students can read and view the information as many times as they need to process it. Having all the resources in one place also helps with executive functioning issues. Another example of accommodation is that two storyboards were offered so that students who needed could have a more simplified version. Additionally, student work was monitored at several points in their process. Individual feedback was given to help students improve their learning.
23. Provide alternative ways for students to show competency.
The Book Trailer unit itself was created in order for students to learn an alternative way to show competency in their English class skill of presenting about books that they had read. The students learned a video program that they can now use to demonstrate their learning whenever they are given a choice of assessment. The project revolved around teaching the students about an alternative assessment.
24. Use assessment data to inform and guide instruction based on individual student needs.
Assessment data was taken from the start of the Book Trailer Unit and used throughout the project to guide instruction. The first data was taken when the students were given an assignment to present about their reading in an English class. The rubric collaboratively developed by both the English teacher and LMS was used to determine how well students communicated their message. The teachers reviewed the results of the graded rubrics and planned a unit to infuse technology into the student objective. The students were going to learn about an alternative way to communicate their learning by creating a WeVideo Book Trailer. Throughout the project, the students were handed in work at benchmarks and were given feedback. The feedback that was given was examined and instruction was adjusted based on that data to help students to guide their learning. Finally, The students were given peer and teacher feedback in a Google form. They were allowed to use this feedback to resubmit their work if they wanted. As instructors, we used the feedback from the student to adjust the rubric for the next class to include a section on ethical use that we graded separately originally. We also adjusted the web page to include more copyright free resources for the students. The details are contained in the unit plan.
25. Provide opportunities for students to reflect on their own learning data.
The students were given multiple opportunities to reflect on their learning throughout the Book Trailer Unit. The students filled out a book trailer worksheet after viewing sample book trailers which gave them some time to reflect on what they wanted to include in their book trailer. They were given feedback on their storyboards which gave them suggestions about what changes they could make in their work. This was a time to reflect on what they did and decide to make adjustments. At the culmination of the project they were given peer and teacher feedback after everyone viewed the final book trailers. They were given a rubric to self assess as well. We offered the students the opportunity to reflect on what they had done and to decide to resubmit based on their reflections.
Reflective feedback students filled out during Skype visit
Tweet with pictures of actual session
On April 7th our library hosted 3 classes of students who came to a Skype session with Dr. Jane Goodall. The classes that attended were English and science classes. The topic of the session was Dr. Goodall’s contributions to society. Students were encouraged to reflect on their contribution to society after the talk. They completed a quick google form on their Chromebooks or were given a hand written form and the results were given to the teachers to discuss as a class later. This session offered the students the opportunity to use technology, namely Skype, to prepare, attend and reflect on an online session with an expert in her field. The theme of the talk was making a positive contribution to society.
Makerspaces are a very important addition to our Learning Commons Program. They allow us to engage with students in a very creative way. Students participate in Makerspace programming throughout the year, thereby, developing and discovering new passions. The artifact shows our philosophy about Makerspaces and some of our past events. These events are open to all students.
Our Makerspace program has several options. We have Makerspace kits that students can check out at any time to work on in the library. We have Makerspace programs that are offered monthly. We also do Makerspace projects as part of classes. All are based on creative and critical thinking skills.
For criteria 20:
Makerspaces are a very important addition to our Learning Commons Program. They allow us to implement technology in our library which is a nontraditional classroom setting. The artifact shows our philosophy about Makerspaces and some of our past events. These events are open to all students. Above are pictures of students participating in some of our Makerspace events including Ozobot races, video creation with a green screen, and creating a set of Google cardboards to explore Virtual Reality.
For criteria 21:
During one of our Makerspace sessions, we guided students through the Hour of Code website to begin to understand coding and programming. They had their choice of self-guided activities for 9th-12th graders. This was a unique experience for them in computational thinking. It was so successful that many of them participated after the hour and came back for more during the day. The picture of some of the students who participated is above and the picture of the Hour of Code website contains a link to the site.
For criteria 22:
Offering Makerspaces is one way that we encourage students to express their creativity. They are allowed access to many forms of technology that they might not have at home or might not cover in classes. These offerings have a high level of participation in our library.