Today my substitute teaching assignment took me to an inner city middle school with a student population that is 100% African-American. I tried to ask the given questions about diversity in the media center, and her immediate response was "we don't have a diverse student population." I her perspective would paralell that of any media specialist whose school only has one racial or ethnic group as the makeup of their student population. I therefore had to inform her that diversity is not just by ethnicity. It also refers to gender and special needs. She opened up to me more.
She mostly refered to the computer in terms of technology used within a diverse population. Basically there is no gender specific focus as it relates to technology. It is true that boys and girls tend to have different interests when surfing the Web, but access is the same. Even with the current trend of single gender classes, both boys and girls have the same access to technology. Then there are times when their interests intermingle. I think that by giving the students access to networking sites is a great way to support diverse perspectives through technology. Regardless of gender, ethnicity or special needs, all students can benefit from being able to network with each other.
I especially think that technology in the media center would benefit ESOL students because they are required to complete activities that will increase their language proficiency. Communicating through networking sites would give them good practice. Blogging would also be a good language exercise. After all, part of language fluency is being able to communicate through technology in English. I also like the idea of ESOL students hearing podcasts and narrated PowerPoint shows in English. Then the student can listen to the same presentation over and over again.
Special needs would also be a very important reason to use technology in the media center. E-books would be great for the visually impared while visual techology would be better for the hearing impared. Computers can be used to help students with learning disabilities also. Incidentally, the media specialist I spoke with today said that all special students are required to to use the computer to support Individual Educational Plan (IEP) specifications. I am not sure what that means but I think it has to do with different lessons being designed for different types of learners, It is obvious. that technology is a major component of instructional strategies for exceptional children. But then when has it not been? I know I am not the only person in this group that remembers the System 80. It helped me learn math and grammar. This was the 70's. So technology in this current time must have almost endless posibilities for exceptional children.
I hope this answers the question. Diversity is about all of the above, gender; culture, language and special needs. Technology in the media center must be sensitive to all of the above.
Monday, April 27, 2009
Sunday, April 19, 2009
Digital Storytelling and eBooks
Digital storytelling is a great way of writing stories and listening to stories. There are so many varieties of ways this format can be used to tell stories. At the "University of Houston's Digitial Storytelling" website, the background of digital storytelling is explained, as well as the essentials for creating a digital story. With this format, students do not have to have the printed copy, but for reinforcement, particularly beneficial to ESOL students, they could also follow along with a printed copy. A very memorable experience I had with digital storytelling was at the World Trade Center museum in New York City. This is located across the street from the site, and contains articles from the site, pictures of victims, and storytelling audio recordings of workers who helped after the tragedy. I sat there and listened to every person tell their story. It was so moving and such an amazing way to record history.
I see digital storytelling as a great way to present stories to students that can be historical and personal. The tools used are Photostory 3 (free from Microsoft), and system requirements (Windows XP and Windows Media Player 10). Digital stories can be personal narratives such as "Fleeing Hurricane Rita" and "My Mama"or historical themes such as "The Gettysburg Address" or "Hiroshima". Digital stories can also be used to deliver instruction. They can be used by teachers as a lesson hook, as a way to integrate multimedia into the curriculum, as a way to present difficult content, or as a way to facilitate a class discussion. Students can use skills such as research, writing, organization, technology, presentation and interview skills in creating digital storytelling. The negatives of digital storytelling are time consuming, copyright issues, and access to technology. The LMS could provide leadership in digital storytelling by presenting the value of it to teachers, and by instructing teachers and students how to access digital stories and how to create them. Another reason I like these is that they are short, usually 3 to 5 minutes. At our school, videos are not really allowed, except for 15 minutes. A digital story would be great for our classes
As far as eBooks go at my school, we do not have them. We do have a lot of electronic resources, however. Some electronic resources we have in our media center are: Ebsco, GALILEO, Encyclopedia Britannica, Searchasaurus, CultureGrams, Grove Art Online, SIRS Discoverer, WebPath, and the New Georgia Encyclopedia. These can be accessed on a school webpage.
Providing students access to eBooks should be a goal in a media center. Sites like Project Gutenberg and International Children's Digital Library are great resources. Both digital storytelling and eBooks are great resources for the future of library media centers and classrooms.
I see digital storytelling as a great way to present stories to students that can be historical and personal. The tools used are Photostory 3 (free from Microsoft), and system requirements (Windows XP and Windows Media Player 10). Digital stories can be personal narratives such as "Fleeing Hurricane Rita" and "My Mama"or historical themes such as "The Gettysburg Address" or "Hiroshima". Digital stories can also be used to deliver instruction. They can be used by teachers as a lesson hook, as a way to integrate multimedia into the curriculum, as a way to present difficult content, or as a way to facilitate a class discussion. Students can use skills such as research, writing, organization, technology, presentation and interview skills in creating digital storytelling. The negatives of digital storytelling are time consuming, copyright issues, and access to technology. The LMS could provide leadership in digital storytelling by presenting the value of it to teachers, and by instructing teachers and students how to access digital stories and how to create them. Another reason I like these is that they are short, usually 3 to 5 minutes. At our school, videos are not really allowed, except for 15 minutes. A digital story would be great for our classes
As far as eBooks go at my school, we do not have them. We do have a lot of electronic resources, however. Some electronic resources we have in our media center are: Ebsco, GALILEO, Encyclopedia Britannica, Searchasaurus, CultureGrams, Grove Art Online, SIRS Discoverer, WebPath, and the New Georgia Encyclopedia. These can be accessed on a school webpage.
Providing students access to eBooks should be a goal in a media center. Sites like Project Gutenberg and International Children's Digital Library are great resources. Both digital storytelling and eBooks are great resources for the future of library media centers and classrooms.
Wednesday, April 15, 2009
So you have a story to tell, do you?
Digital storytelling appears to be one of the newest of the emerging Web 2.0 technologies and is one that certainly can enhance the classroom. Historically, it seemed to have come to the fore when a group from California, notably Joe Lambert and his colleagues, wished to enhance the storytelling features of Dana Atchley. From this, the Center for Digital Storytelling was born. Studying the Center’s web site, we see that this has become an international phenomenon and that the third annual international digital storytelling conference will be held in Portugal this next summer. Would anyone like to go with me?
There are a number of other digital storytelling sites linked to the CDS’s as well as a number of YouTube sites with how to instructions as well examples of digital stories. An example is an adorable story produced by three young girls recounting their visit to a farm somewhere in the British Isles where young sheep are getting shots (http://www.youtube.com/watch?v=qFy0t9WGkZ4&feature=related.
So what exactly is digital storytelling? It is a story told using a mélange of digital still images, video clips and/or movies, narration and music (if so desired). And all you need is a few items that you probably already own, like a computer, digital camera, scanner, microphone, photo software and a few other items. Easy, you say! Well, there is a bit more to it than that. According to Lambert there are seven elements to digital storytelling that are necessary. These include 1. Point (of view); 2. Dramatic question; 3. Emotional content; 4. The gift of your voice; 5. The power of the soundtrack; 6. Economy ; and 7. Pacing. (2002, Digital Storytelling; Capturing Lives, Creating Community). Digital stories should last somewhere between 3-5 minutes, yet Diaz and Fields indicate that it can take 40 hours to complete. And all of the seven elements mentioned above studied and effectively used add to the desired effect of emotional response and effective learning in storytelling.
There are a few hurdles here as with any new technology. We, as library media specialists, must pay special attention to copyright issues since we will be at the forefront of promoting these technologies in our schools. It would be so easy to grab images and music right off of the World Wide Web, but we know that we must ask for permission for much of this content. The University of Houston’s Digital Storytelling site details this at length, including citing the University System of Georgia as a reference. Although this is not mandated, it appears that digital storytelling is most effective when it is “your” story to tell, not someone else’s, and that the images and storyline should originate from your own life history, since we all – even us “shy” ones - have stories to tell.
There is another emerging technology alongside this, namely Second Life. Here we create figures who are placed within situations and places that tell the story. Bernajean Porter’s digitales.us website illustrates this referencing the story of the Persian princess who wishing to avoid death, mesmerized the king by telling him stories. Glancing at her de.licio.us account, we find game sites that tell can be used for telling stories (The Graveyard).
Another challenge we might face is that of administrative support. Time and economic concerns are ongoing issues, and it is our role to advocate the use of digital storytelling by making meaningful and instructional enhancing products. The Center for Digital Storytelling presents us with a cookbook on how to do this most effectively.
Our question the, as educators, is how to use this technology in the classroom. From the Diaz and Fields article, we can create short digital stories to introduce our patrons to our libraries. Under the Goals and Objectives menu of The University of Houston Digital Storytelling website, we find pedagogical uses for teachers and students alike. Better yet, we have examples of digital stories for most of our curriculum.
Ebooks? These are not really in the schools yet, but with the emerging Kindle, one might expect this to be more ubiquitous in the future. From my perspective, I don’t see this as taking off since reading books on the computer is difficult on the eyes, and it is not as cozy as cuddling up on the couch near a burning fire in the hearth. But this is a topic for a future blog, don’t you agree?
There are a number of other digital storytelling sites linked to the CDS’s as well as a number of YouTube sites with how to instructions as well examples of digital stories. An example is an adorable story produced by three young girls recounting their visit to a farm somewhere in the British Isles where young sheep are getting shots (http://www.youtube.com/watch?v=qFy0t9WGkZ4&feature=related.
So what exactly is digital storytelling? It is a story told using a mélange of digital still images, video clips and/or movies, narration and music (if so desired). And all you need is a few items that you probably already own, like a computer, digital camera, scanner, microphone, photo software and a few other items. Easy, you say! Well, there is a bit more to it than that. According to Lambert there are seven elements to digital storytelling that are necessary. These include 1. Point (of view); 2. Dramatic question; 3. Emotional content; 4. The gift of your voice; 5. The power of the soundtrack; 6. Economy ; and 7. Pacing. (2002, Digital Storytelling; Capturing Lives, Creating Community). Digital stories should last somewhere between 3-5 minutes, yet Diaz and Fields indicate that it can take 40 hours to complete. And all of the seven elements mentioned above studied and effectively used add to the desired effect of emotional response and effective learning in storytelling.
There are a few hurdles here as with any new technology. We, as library media specialists, must pay special attention to copyright issues since we will be at the forefront of promoting these technologies in our schools. It would be so easy to grab images and music right off of the World Wide Web, but we know that we must ask for permission for much of this content. The University of Houston’s Digital Storytelling site details this at length, including citing the University System of Georgia as a reference. Although this is not mandated, it appears that digital storytelling is most effective when it is “your” story to tell, not someone else’s, and that the images and storyline should originate from your own life history, since we all – even us “shy” ones - have stories to tell.
There is another emerging technology alongside this, namely Second Life. Here we create figures who are placed within situations and places that tell the story. Bernajean Porter’s digitales.us website illustrates this referencing the story of the Persian princess who wishing to avoid death, mesmerized the king by telling him stories. Glancing at her de.licio.us account, we find game sites that tell can be used for telling stories (The Graveyard).
Another challenge we might face is that of administrative support. Time and economic concerns are ongoing issues, and it is our role to advocate the use of digital storytelling by making meaningful and instructional enhancing products. The Center for Digital Storytelling presents us with a cookbook on how to do this most effectively.
Our question the, as educators, is how to use this technology in the classroom. From the Diaz and Fields article, we can create short digital stories to introduce our patrons to our libraries. Under the Goals and Objectives menu of The University of Houston Digital Storytelling website, we find pedagogical uses for teachers and students alike. Better yet, we have examples of digital stories for most of our curriculum.
Ebooks? These are not really in the schools yet, but with the emerging Kindle, one might expect this to be more ubiquitous in the future. From my perspective, I don’t see this as taking off since reading books on the computer is difficult on the eyes, and it is not as cozy as cuddling up on the couch near a burning fire in the hearth. But this is a topic for a future blog, don’t you agree?
Monday, April 13, 2009
Technology Training
At most of the schools where I work as a substitute teacher, there really is no problem getting teachers to undergo technology training. Teachers in Atlanta Public Schools havge come to accept this as a part of staff development. There is one school I frequent in Atlanta whose media specialist is very on point in keeping the staff up to date. She holds workshops, and gives impromptu lessons when neccessary. I know that I would do the same as a media specialist. I see myself rotating sessions to make sure that every teacher has the opportunity to be trained. I may also invite teachers to schedule appointments on their planning period. Maybe as I think my way through this I could find other ways to get the staff trained, but they would come as I go along.
Basically, interest is no barrier. Time may be however. I think it would also be a good idea to plan extensive training sessions on non student days.
As for my list of DO' s and DON'Ts, I think I start with the basics. DO make visual presentations exciting but DON'T use too much loud color. DO provide handouts in print form, DON'T make your fonts too small (For children it's best to do at least 14). This list is also something that is subject to further development.
Basically, interest is no barrier. Time may be however. I think it would also be a good idea to plan extensive training sessions on non student days.
As for my list of DO' s and DON'Ts, I think I start with the basics. DO make visual presentations exciting but DON'T use too much loud color. DO provide handouts in print form, DON'T make your fonts too small (For children it's best to do at least 14). This list is also something that is subject to further development.
Saturday, April 11, 2009
Techno-Training
Throughout the Cobb County School District, there is a wealth of technological resources for library media specialists and teachers alike. For most technology problems and solutions, staff requests are sent directly to the Technology Services Customer Care Center. One may either contact their technology support staff assignee (TSS) by telephone or by email. The local high school where I have spent time mentoring has the TSS in house, and he serves the chain that drills down through the middle schools and the elementary schools. The role of the TSS is primarily to do overall network and help desk support. This involves troubleshooting the more difficult cases, setting up and updating all the facets of the network, and any administration that is required.
As for technology instruction, there is a technology instructional support assignee (TIS) who serves the same chain of schools. The TIS is the individual who stays on top of the latest technology advances and introduces them to all library media staff as well as to the faculty. This is done through a series of techtalks that are held throughout the year. Recently I attended a techtalk where the software Audacity was presented, which is an open source software that is quite similar to Camtasia. Unfortunately, it is presumed that due to economic struggles, these TIS positions will be terminated and it will become moreso the role of the library media specialist to take on some of this training.
The role of the library media specialist is mostly simply basic troubleshooting. For the most part, this entails software installs, hardware and connection troubleshooting, and some basic training on software already installed on the computers. Training as this software is upgraded is also an important component of the role of the LMS.
What would an exemplary LMS do, therefore, to enhance the technology training for faculty and staff, in particular as these needs may be growing with the struggling economy? First of all, be knowledgeable about what the needs are. I would suggest doing regular surveys and assessments to find out what would help the teachers from their perspective. It is imperative to be aware of what is at the forefront of technology in the school systems nationwide. This will require reading journals, being an active member of blogs, and attending (perhaps, even presenting) at local and national professional meetings.
Within the school itself, we learn from Jurkowski, how to accommodate teachers when setting up in-service training, in particular as it relates to time constraints, and pleasant refreshments. We learn to cater to different learning techniques and to advertise through enthusiasm by bringing those most willing on board first. It is suggested that we make easy, simple handouts that are pleasing to the eye, but are not too overloaded with information, always making sure that we respect copyright laws. The list of possible in service training topics increases as technology changes, but we have some marvelous and well-needed starting points such as MS Office Suite and other Software Packages, Digital Cameras, PDAs, Smartboards, OPACs, Webquests, IAdventures, Ergonomics, Accelerated Reader and Scholastic Resources, and most recently in Cobb County, Enhanced-Based Learning.
As for technology instruction, there is a technology instructional support assignee (TIS) who serves the same chain of schools. The TIS is the individual who stays on top of the latest technology advances and introduces them to all library media staff as well as to the faculty. This is done through a series of techtalks that are held throughout the year. Recently I attended a techtalk where the software Audacity was presented, which is an open source software that is quite similar to Camtasia. Unfortunately, it is presumed that due to economic struggles, these TIS positions will be terminated and it will become moreso the role of the library media specialist to take on some of this training.
The role of the library media specialist is mostly simply basic troubleshooting. For the most part, this entails software installs, hardware and connection troubleshooting, and some basic training on software already installed on the computers. Training as this software is upgraded is also an important component of the role of the LMS.
What would an exemplary LMS do, therefore, to enhance the technology training for faculty and staff, in particular as these needs may be growing with the struggling economy? First of all, be knowledgeable about what the needs are. I would suggest doing regular surveys and assessments to find out what would help the teachers from their perspective. It is imperative to be aware of what is at the forefront of technology in the school systems nationwide. This will require reading journals, being an active member of blogs, and attending (perhaps, even presenting) at local and national professional meetings.
Within the school itself, we learn from Jurkowski, how to accommodate teachers when setting up in-service training, in particular as it relates to time constraints, and pleasant refreshments. We learn to cater to different learning techniques and to advertise through enthusiasm by bringing those most willing on board first. It is suggested that we make easy, simple handouts that are pleasing to the eye, but are not too overloaded with information, always making sure that we respect copyright laws. The list of possible in service training topics increases as technology changes, but we have some marvelous and well-needed starting points such as MS Office Suite and other Software Packages, Digital Cameras, PDAs, Smartboards, OPACs, Webquests, IAdventures, Ergonomics, Accelerated Reader and Scholastic Resources, and most recently in Cobb County, Enhanced-Based Learning.
Friday, April 10, 2009
Technology to the rescue!
At our middle school, we have two great technical support staff people at the school. One person handles the actual hands-on technical support issues, and the other handles more of the records, grade reports, database information, and she is our school's website manager. Our county, Gwinnett, offers a myriad of staff development courses each semester. They are usually taught at the main Gwinnett County Schools Instructional Center. It has been my experience that these types of trainings are very helpful and beneficial to teachers wanting to update and improve their technology skills. It is also normal for the schools to pay a sub to cover the class if it's all day. Whenever I have had a technical question or issue that I send to our tech person, it is promptly addressed. Then the tech person sends in a report notice that specifies what the problem was and how it was addressed.
Most of my technical issues have been about a reading program we use at our school, Read 180, and the problems with the software, or adding new students to the program. I received training, but still have questions when students start to actually use the program. In terms of important strategies, I would say that technology people need to respond in a prompt manner with teacher questions/issues. Keeping the lines of communication open with faculty is also very important. Introducing new forms of technology and software programs should be maintained as well. Some schools do this well, and others do not. Teachers need to learn about new technologies in order to share them with students and use them in their lessons. At my school, teachers are not required to have websites. At my previous school, teachers were required to have websites. They trained the teachers in one morning during preplanning, and then that was it. Many of us, myself included, did not feel like we learned enough and had the support we needed to effectively maintain our websites. That is a crucial component to staff development training. Teachers have to feel comfortable using the new technology. If they don't, they won't use it. They also need technical support when questions do arise.
I would also say that in terms of staff development classes, it is important to survey teachers and find out what they know and what they want to learn. Based on that, staff development courses can be developed. For example, I am making an In-Service for middle school teachers on podcasts for another MEDT class. If I were the media specialist in a school, I would survey teachers both formally and informally, to find out their needs and interests. Then I would create In-Service classes to address their needs. I would also provide follow-up surveys and/or blogs, so they can have questions and concerns answered. Support is the key in using and learning about technology!
Most of my technical issues have been about a reading program we use at our school, Read 180, and the problems with the software, or adding new students to the program. I received training, but still have questions when students start to actually use the program. In terms of important strategies, I would say that technology people need to respond in a prompt manner with teacher questions/issues. Keeping the lines of communication open with faculty is also very important. Introducing new forms of technology and software programs should be maintained as well. Some schools do this well, and others do not. Teachers need to learn about new technologies in order to share them with students and use them in their lessons. At my school, teachers are not required to have websites. At my previous school, teachers were required to have websites. They trained the teachers in one morning during preplanning, and then that was it. Many of us, myself included, did not feel like we learned enough and had the support we needed to effectively maintain our websites. That is a crucial component to staff development training. Teachers have to feel comfortable using the new technology. If they don't, they won't use it. They also need technical support when questions do arise.
I would also say that in terms of staff development classes, it is important to survey teachers and find out what they know and what they want to learn. Based on that, staff development courses can be developed. For example, I am making an In-Service for middle school teachers on podcasts for another MEDT class. If I were the media specialist in a school, I would survey teachers both formally and informally, to find out their needs and interests. Then I would create In-Service classes to address their needs. I would also provide follow-up surveys and/or blogs, so they can have questions and concerns answered. Support is the key in using and learning about technology!
Monday, April 6, 2009
School TV News.
I decided to take the questions and put them into a survey. I sent the survey to my mentor as well as a few media specialists who happen to be UWG students working on their specialization. My mentor's school does not do school TV news, however, they do have a newsletter. It is required for all Atlanta Public schools to do a newsletter.
Out of all the media specialists who claim that their school does TV news casts, their news cast is done daily. For example, Selena Mobbs is the media specialist at Cherokee Elementary School in Cedartown, GA. I had the wonderful opportunity of doing a storytelling presentation for a program held at the school last week. I was very impressed at how well designed and well organized the media center was. When asked about the TV news at Cherokee, Mrs. Mobbs stated that the student television broadcast is done using PowerPoint presentations to introduce each segment such as weather, lunch menu, specialannouncements, etc.
The content of the program includes the good morning opening; moment of silence, pledge, lunch menu, special announcements, weather and words of wisdom (from Project Wisdom). Mrs. Mobbs is the producer (as are all of the surveyed media specialists).
Talent is selected once a year. The presenters are all fifth graders who auditioned for a spot at the end of their fourth grade year. Applicants must have no discipline referrals, no truancy problem and make a family committment to be at school by 7:55 each daythat they are on duty. The presenters work on a rotation schedule. There are two teams of 5 students each. The teams rotate every two weeks. On the subject of the distribution system, Mrs Mobbs stated that morning announcements, and occasional VHS or DVD format recording get sent over the system when more than one class is viewing the same recording.
Cherokee does use GBP resources but not on the distribution system. Mrs. Mobbs did not go into how the resources are used.
Out of all the media specialists who claim that their school does TV news casts, their news cast is done daily. For example, Selena Mobbs is the media specialist at Cherokee Elementary School in Cedartown, GA. I had the wonderful opportunity of doing a storytelling presentation for a program held at the school last week. I was very impressed at how well designed and well organized the media center was. When asked about the TV news at Cherokee, Mrs. Mobbs stated that the student television broadcast is done using PowerPoint presentations to introduce each segment such as weather, lunch menu, specialannouncements, etc.
The content of the program includes the good morning opening; moment of silence, pledge, lunch menu, special announcements, weather and words of wisdom (from Project Wisdom). Mrs. Mobbs is the producer (as are all of the surveyed media specialists).
Talent is selected once a year. The presenters are all fifth graders who auditioned for a spot at the end of their fourth grade year. Applicants must have no discipline referrals, no truancy problem and make a family committment to be at school by 7:55 each daythat they are on duty. The presenters work on a rotation schedule. There are two teams of 5 students each. The teams rotate every two weeks. On the subject of the distribution system, Mrs Mobbs stated that morning announcements, and occasional VHS or DVD format recording get sent over the system when more than one class is viewing the same recording.
Cherokee does use GBP resources but not on the distribution system. Mrs. Mobbs did not go into how the resources are used.
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