Thursday, November 17, 2022

ISCI 761-Blog Post #9-Virtual and Augmented Reality

 

Pokemon Go Logo written in yellow and navy with red and white ball in letter "o" from Creative Commons Images 

This week is all about the Virtual and Augmented Reality. I loved reminiscing about Pokémon Go as my daughter and I played it everywhere the year it came out. We had so much fun! And that is the catch, it is fun. It only makes sense to incorporate Virtual or Augmented Reality into the curriculum for students so that learning can have that fun too. I wanted to focus on the program 3D Organon VR Anatomy and all the options it offers for anatomy/science classes. At our high school, anatomy class and a biomedicine class are offered to our students. This would be an amazing addition to the program to get students really involved in a “hands on” approach without actually having a cadaver to examine.

Picture of upper body skeleton with arteries. Arteries are labeled. Picture from Creative Commons Images

There are various levels of cost depending on what you want to be able to do and at what level. There are basic options that are free, 3D options for the desktop in the $80 range , and the Virtual Reality package can reach$500. High schools are always looking for ways to prepare students for particular careers, this would be a great addition for those looking to continue their education in the science field. 

Here are two short YouTube videos that give a glimpse into the program.



Resources:

Young, L. (2020, April 7). Get the most from AR/VR technology without breaking the budget. School Library Journal. https://www.slj.com/story/get-the-most-from-ar-vr-technology-without-breaking-budget-library


Posted by at 3 comments:

Friday, November 4, 2022

ISCI 761-Blog Post #8-Makerspaces

 Book Art

I took this photo in December 2020 at my local library of book art they had done for the holidays. Picture is an old hardback book with pages folded to create an angel dress with strips of pages to use as hair on a plastic ball painted with a face to be the head, and pipe cleaners as hands. 

Makerspaces is an interesting topic and can be hard for small schools to implement. The space and money can be a big hurdle and finding something the kids want to do within those two constraints is a challenge. After viewing the YouTube video lecture from this week’s module, I really appreciated the free, low cost options. I wanted something low tech and easy to start so that I would be able to gauge the students’ interest which is the best way to start a makerspace process when a school is starting from scratch in this area. My mind was searching for an idea to fit a high or middle school library and the one idea that really stuck with me was the book art, which was presented in the lecture showing a book written by Clare Youngs. I looked to Amazon and found a copy of the book, Book Art by Clare Youngs and another book by the same author called Folded Book Art, the cost for both books would be under $40.00 new or less if you buy the books used. I wanted to find a blog that talked about having a book art space in the library and I found the blog Renovated Learning and the post How to Run a Recycled Book Art Workshop. It also included other book sources that can get your space started. I liked that this does not need a dedicated space because all the needed supplies could be stored in bins and set up using an existing table and chairs in the library. The start up costs were at a minimum too.
 
The students can use these resource books for ideas and instructions, but also find ideas on their own via Pinterest or other web sites. In the article by Kristin Fontichiaro "What I have Learned from 7 Years of the Maker Movement," students love to take something home. When doing Book Art there is a tangible item when they are finished that is theirs to keep. It could also be displayed in the library, a picture of it could be posted to the library’s Instagram account, or even included in the school’s weekly newsletter. You could also involve the art teacher at your school if they wanted to incorporate it in any lesson. If this book art is a successful activity for the students, there are other activities that use these “vintage” books including black out poetry,  students could redesign a book cover once they have read a book, or make book spine poetry. With the book spine poetry, the student or librarian could take a picture and post it to the library's Instagram with a caption asking other students to interrupt poem or make their own and post with a particular hashtag. All of these ideas require very low funds, but loads of creativity, and can be displayed around the library, school, and social media.
 
I enjoyed the readings (this is a great resource) about how to start small as it is tempting to jump in big with lots of ideas on makerspaces, but feeling out what the students want is the key to making it work. Also constantly revaluating a makerspace to make sure it is still being used or to switch out to something else keeps it fresh for the students. Once you determine that a makerspace is something your library would benefit from and use, the possibilities are endless.


And for a laugh...here is a picture of my attempt to recreate the "book angel" seen above. :)


Picture of hardback book with book pages folded to make body of angel, moss for hair, and a plastic ball with a face on it to represent the head of the angel.

Posted by at 6 comments:

Sunday, October 23, 2022

ISCI 761-Blog Post #7-Cyberbullying

Picture is an older boy holding up younger, smaller boy up against wall in school, taking his money. Picture from website
Bullying as a general term brings up the picture of the big kid in the playground who beats up the small kid to get his lunch money. The kid that was bullied went home and felt safe there because the bullying only happened in the school yard. Technology came and evolved, introducing cyberbullying. Cyberbullying encompasses all the same feelings of physical bullying but adds in another dimension. It never stops. It can follow you everywhere and the one being bullied cannot find a safe space to ever escape. It is always surprising on how far the cyberbullying can reach someone.
Photo is a cartoon of boy sitting on the floor crying with cell phone on floor and words in bubbles like they were texted. Words are Freak, Ugly, Loser, Nerd, and Stupid. Backpack on floor. Picture is from website.
Thinking of how I have had lessons for social emotional learning involving bullying before with middle school students, there is a delicate balance of how to approach it. In the actual lesson, starting with a video that involves students and not adults is always attention grabbing and gets the conversation flowing. The largest problem is that you must focus on reminding students not to bully anyone in any situation, but at the same time realize it takes place and you need to cover how to help those being bullied too. Most students that have a relationship with a teacher or staff member leading the lesson will talk about their experiences with bullying. Most students always have something to share. It is tricky with cyberbullying because it is harder to “catch” for the teachers or adults. It again comes down to relationships that have been built at the school or with other supportive adults. If a student is being bullied, they need to feel comfortable reporting the incident to an adult. The student needs to know they are not alone in their situation. This is one reason it is vital not to overwhelm teachers to the point they do not have the time to build the relationships with students so they can notice when someone is acting different than their normal. This week’s module is a reminder that bullying in any form can be a silent killer for students. Being attuned to watch any signs of one that is bullying as well as those being bullied become equally important to stop cyberbullying.

In the article, “From the Sandbox to the Inbox: Comparing the Acts, Impacts, and Solutions of Bullying in K-12, Higher Education, and the Workplace” it expands and relates bullying, cyberbullying, and harassment by looking closely at it from an early age to adult age, following the K-12 issues, college, and eventually the workplace. The anonymity that can exist with cyber bullying also puts a different spin on how to stop it when you do not have proof of who engages in it. Also relating bullying to all ages and situations helps shed light that it is a continuous problem, so punishments are tricky when it comes to prevention or stopping it from happening. Another article to highlight is, “What Parents Can Do to Prevent Cyberbullying: Students’ and Educators’ Perspectives” and how it promotes kindness as a weapon against bullying. I do think lessons in kindness with examples in “cyber-kindness” and having adults be a role model in showing kindness to all people is worth so much in the prevention or reduction of bullying at schools. These lessons can be embedded throughout the school year as well as a partner to any bullying lessons done.

There are not a lot of answers just yet of what exactly works to prevent or stop bullying, but the more everyone is aware of what to look for and on the same page that it is wrong and detrimental to someone now and in the future, the more we can move forward in our fight against bullying.

Here are a few takeaways from this week’s module:

  • Videos that involve students in the making of them have a bigger impact on kids. However, if the video goes too far in the depiction, the message is lost as the students will only dwell on how shocking the video was to watch.
  • Whether you are in kindergarten or in the workplace, bulling and harassment are harmful and unwarranted behaviors.
  • Cyberbullying can be done via e-mail, chat rooms, online gaming communities, or social media. It is vital for parents/guardians to be aware of what their student is involved with online.
  • Too many victims suffer in silence and bullying is underreported. It is important to encourage bravery in other students to speak out for people that are not able or afraid to speak out for themselves if they see bullying take place.
  • Solutions are not simple nor are they one size fits all. Building relationships and promoting kindness, are some of the most important ways that might help prevent bullying from reaching a devastating outcome. 
Photo is off school supplies and a slogan of No More Bullying-Acceptance-Kindness-Respect-Friendship-Compassion. Also Alexa James Co. is creator and image can be found at this website
Resources:

Cassidy W, Faucher C, Jackson M. What parents can do to prevent cyberbullying: students’ and educators’ perspectives. Social Sciences. 2018; 7(12):251. https://doi.org/10.3390/socsci7120251

Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in K-12, higher education, and the workplace. Journal of Education and Training Studies, 3(6), 111-125. http://dx.doi.org/10.11114/jets.v3i6.1033

Posted by at 1 comment:

Sunday, October 16, 2022

ISCI 761-Blog #6 Social Media

Welcome to Readers Middle School! Home of the Tigers! Rawwrrrr! In this class, this will be my imaginary, perfect library.


Instagram is a great platform for a school library as the tweens/teens embrace it and the parents can also follow along with ease. Having the ability to take a picture and/or post text is a bonus in what can take place on the platform.

In the presentation from this week's module, I really appreciated the examples of advocacy on Instagram. In my library, I would love to have a library council made up of students to run the Instagram account. Each day of the week could be a theme and they could even start to collect props for book picture taking. Coming up with a special hashtag for challenges is a great way to involve the student body and community. Showcasing positive Instagram accounts, student reviews of books, and library events is a great way to keep the library as the hub of the school.

I would use Instagram as a tool for instruction/collaboration by staying up to date with ongoing assignments in the school. A big test on fractions coming up, the library could post a cookie recipe that the amounts were changed to accommodate a different servings amount. Then for everyone that checks out a book that day, the get a cookie that was made. Post books and movies that relate to the history curriculum. Post how students can access books online for their English classes or tell them about websites that help with research or how to cite sources. And you could always follow a science experiment from start to finish by having students post it in the stories. Then maybe the end results could be displayed in the library for everyone to check out later. And of course, it could highlight interesting podcasts or books for kids or showcase their reading outside of school. 

Communication is the best part of Instagram. You can answer comments or questions directly and even post about upcoming events and deadlines within the school. You can link to other school sponsored accounts too so that you can direct parents to sporting event information or homecoming week dress up days schedule. You can make it a true community within this social media application.

Instagram is a tool that is fun and informative. I look forward to brainstorming lots of ideas to be used in my own library one day!

Resources:

Wetta, M. (February 2016). Instagram now: engage young users with the image- based social media tool. School Library Journal, pp. 30-32.


Wilson, J. (December 2017). Make your library more visible. School Library Journal, pp. 16-18.


Posted by at 1 comment:

Friday, October 7, 2022

ISCI 761-Blog Post #5 Resources for Accessibility

I asked my students in my class today, "have any of you used a Screen Reader?" They all said “no” and then asked, “what is a screen reader?” These students are in high school. I wanted to focus on Job Access With Speech (JAWS) which is a popular screen reader that allows those with any vision loss access to audio of the content on their screen, braille translation, and helps those unable to use the mouse to navigate their screen. This is an application that could potentially be beneficial to all students in any school. JAWS software is completely compatible to all the applications in Google Classroom, which happens to be the platform my current school uses. 

Picture from Website

I am a big proponent of Universal Design and agree with the article, "How Universal Design Will Make Your Library More Inclusive," that it is important to design elements or enact applications that will benefit everyone and not focus on a select few. One that is not technology, but a huge issue I see on a daily basis is the use of “old school” desks. Students come in all shapes and sizes and now need additional space to place their laptop along with books, notes, etc. It is disappointing to see the low level of comfort with the students in this sitting arrangement. I have had to request a table and chair situation for a student who did not fit in a desk and I find that to be unacceptable. With having tables and chairs or a variety of seating options for everyone, you eliminate this singling out of a particular person. (Spina, 2017) With this in mind, the video we watched this week, which really resonated with me, was the overview of the school building that was built for the deaf. Every aspect of the build was a design element that could benefit all people, not just the deaf community. Screen readers can benefit every student with their daily work in school. I believe the first step is to familiarize the teachers with how the tools work so they can explain it to the students. A school librarian would be a great resource to help with this training. 

Photo Credit Website

Prior to the pandemic, a lot of schools did not have a policy in place for a one-to-one technology device for every student, but during and after the pandemic, it has become more prevalent, if not a requirement. An example recently in a class at our school that reiterates the need for JAWS, or a similar screen reader, is the students were given an electronic copy of the book, The Things They Carried by Tim O’Brien, for an English III Honors course. Having a screen reader available for all students would encourage students to listen to the story especially if they are better auditory learners, dislike reading on their computer for long lengths of time, would like the option to take notes while they hear the story, or just would prefer an audiobook version over a print version. It is clear that we must, as a community, start to think about the universal design process as a normal part of our everyday lives in order to encourage more inclusivity in our world.

Videos and a Podcast to get you started on how to use JAWS:




Additional Resources:



Posted by at 2 comments:

Wednesday, September 28, 2022

ISCI 761-Blog Post #4 Technology Integration Models

Photo from documentcam.com

The biggest push for technology use in classrooms needs to focus on having teachers on board and interested in the technical device and its applications to their content. (Green, 2014) The document camera is a perfect example of a tool that when used daily, integrates technology into the classroom seamlessly. A document camera “for the classroom allows teachers to show documents, 3-D objects, slides, and microscopic images, as well as share images with connected students over the internet.” (“What is a Documents”, 2021) The document camera is a versatile, vital tool for all teachers including the school librarian. Let us look at a few examples of how it can be used in a variety of situations.

Science: Able to display a plant, rock, or even a dissection of a frog.  Students can take notes and make their own drawings which eliminates making copies.

Math: Able to project math manipulatives or graph a parabola on graph paper under the document camera. The instructor can display test/quiz/homework questions at the same time they work through the problem so students can relate the question to the result.

English/Language Arts: Able to annotate a paper in real time so students can follow along or they may show the book they are using for a read aloud.

Librarian: Able to demonstrate how to use a research site directly on computer so students can follow along on what they need to do while on their computer.

Art: Able to project modeling clay while instructing how to do manipulate it or have the students show their work in a show and tell fashion.

An added benefit is if the teacher took notes on paper and displayed it under the camera during class, they can save those actual papers in a notebook to have on hand for anyone who is absent or needs more time with the notes. You can place the document camera anywhere in a room so the teacher can face the students and not have to turn their back to them to use a white/smart board. The teacher could record the lesson while in progress and post the videos to a website or YouTube channel for students to review again if needed. If the school needs to go virtual, the document camera is portable and can offer so many opportunities to keep the class going in a manner they are accustomed to on a daily basis. The possibilities are endless. And to elevate the learning environment, students can use the document cameras to share or explain something they are working on in class as well.

In education there is a model that is an “assessment framework for understanding technology’s role in teaching, learning and curricular practices” (Hughes, 2010) that is known as the R.A.T. model. R.A.T. stands for Replacement, Amplification, and Transformation.  Technology replaces some styles of instruction but, it can also highlight existing curriculum and transform the existing instruction practice. (Hughes, 2010) All of these encourage the person embracing this model to become a better version of themselves in their teaching path by using new technology tools within parameters that highlights the learning process.

RAT artwork Paleo-Beast-Emperor

How does the introduction and use of the document camera in a classroom fit into the R.A.T. model?

Replacement: It can replace the white board or smartboard used in classrooms. The document camera allows the teacher to face the students and not have to turn their back on them which is a huge plus.

Amplification: The document camera increases efficiency because you can make less photocopies and seamlessly transition to an online environment using the same practices.

Transformation: It allows teachers to think outside of the box and use more 3-dimenstional items. The change it brings helps visual, auditory, and tactile learners by having a more immersive classroom experience.

Document cameras are a necessity for the classroom as we become more flexible in teaching virtual and wanting better interaction with our students during the learning process. Talk to your school about getting one for your room! 

Additional Websites:

12 Ways to Use a Document Camera 

Language Arts Tips with Document Camera

Example of Kindergarten Mathlesson using Document Camera

Pinterest also has great lesson plan ideas using the document camera for a specific grade or content area.

Sources:

Green, L. (2014). Through the Looking Glass. Knowledge Quest. Vol. 43 Issue 1, p36-43.  

 


Posted by at 4 comments:

Friday, September 16, 2022

ISCI 761-Blog Post #3 Tech Planning and SLM Leadership

When reading the article, "A Technology Plan That Works" (Overbay, et al., 2011), I really thought about the collaboration section and how a school librarian can build relationships with all staff in a school. Sometimes the librarian gets associated with only having suggestions or ideas for the English or History teachers. I wanted to address a math teacher’s need for help integrating technology into the classroom in a new-to-me concept. Also a lot of the technology plans in this module really reflect the hardware component of the school and professional development regarding the actual use of the hardware, but not on how to integrate it into a normal daily lesson. I wanted to find a technology piece that could actually be used in a lesson or a daily basis for teachers not necessarily a program that they would have to learn to use.

Having been a middle school math teacher previously, I will say mixing in short videos or computer games was a big plus to break up the monotony that sometimes comes with teaching math. This was especially helpful for students who were starting to not enjoy math as they once did in their younger years. I loved finding a new source to me that was easy, quick, and free that could be used when needed in class. After doing some research, I came across Would You Rather Math from this website and thought it would be great to use in the classroom. The activity has options that cover all the grade levels. Wish I had found it sooner! I took into account the Math Standards for South Carolina and this activity fits into most any grade's standards. It is an easy way to get kids talking about real world application and help with their financial literacy. I feel that since teachers get overwhelmed with information so I thought a short introduction to a new tool with embedded links might be the most helpful delivery of an idea. Below is how I might send out an email blast if I was the school librarian to the teachers.

Calling all math teachers! Need a new conversation starter about real-world scenarios in class? I wanted to highlight a website that has everything you need for a new technology tool to use in your classroom and it is FREE. Would You Rather Math has ready-made questions that ask the student “would you rather” type questions in regards to mathematical situations. The students can debate their choice and demonstrate their reasoning behind it. This is a great tool that can only strengthen their financial literacy. It would be perfect to use at the beginning of class as a warm-up or middle of class when students need that brain break. There is a PDF form ready to be copied for the kids or a Google form ready to use linked on the website. Here is one example given for grades 9-12 and it links to an article that can be used to understand more about the question after the students have discussed their choices. Let me know if you have any questions or if you try it out in your class.

Resources:

Overbay, A., Mollette, M., & Vasa, E. (2011, February 1). A technology plan that works. ASCD. Retrieved September 16, 2022, from https://www.ascd.org/el/articles/a-technology-plan-that-works

Additional Websites that you can check out:

https://www.freetech4teachers.com/2021/07/three-places-to-find-fun-and.html

https://www.edutopia.org/article/10-teacher-picks-best-tech-tools

https://www.edutopia.org/article/effective-technology-use-math-class

https://www.brainscape.com/academy/top-edtech-blogs/#:~:text=2.%20The%20Daring%20Librarian

Posted by at 3 comments:
Subscribe to: Posts (Atom)