Technology in the MC--Baker

As classroom teachers, we have been trained to understand the importance of meeting the needs of varied learners, so of course as media specialists we should strive to do the same. As noted by other bloggers within our class this week, diversity can include one’s learning style, background, ethnicity, ability, language, gender, and age. Through the use of web sites, online databases, Microsoft Word, Power point, and Movie maker, among many other resources, we can reach students and engage them in exciting, relevant ways. We can make learning interesting and fun. As media specialists, one of our most important roles will be collaborating with teachers and sharing with them new and constantly evolving technology.

Cates - Tech, Diversity and the Media Center

Diversity in schools means the different learning styles and abilities of each of the individuals within the school community to me. While each person may have different cultural and ethnic experiences, what is important to my ability to help them is understanding how they learn. By knowing whether a student learns better through reading about a subject, or listening to lectures, or through hands-on experimentation, I am better able to adjust how I provide them the information they require to be successful. Using technology to introduce the information to them in a variety of styles can make all the difference in both the success of the student and the success of the media center program. A learner that does better with lecturing may appreciate a podcast more than say a learner who likes to manipulate material. That student may need to have the information available in a format in which they can destruct and construct the information. Providing the latest technology, keeping current on websites and materials, and providing a personable atmosphere that is conducive to learning is important for me as the media specialist.

In doing all of these things, I will make it easy for the students to learn in the manner in which they need, but it will also make it easier for them to understand the differences in themselves. Seeing someone else learning in a different way may give them an appreciation for the struggles we all face. This can only lead to positive growth for everyone in this diverse community.

Technology, Diversity, and The SMC

I believe the term "diversity" represents the varied cultures, beliefs, learning styles, and education levels of the student (and staff) population in a school. I like to think of diversity like the Jelly Belly candy aisle at my local Super Target (LOVE super Target, don't you?). Much like children, those little beans come in all different colors, flavors, and names. However, each one is delicious and surprising in its own way! It's a beautiful aisle to walk down, and just doing so can brighten my day! In schools today teachers have to be able to reach all types of learners. There are many tools a teacher can keep in her special "tool box" of tricks to make the job easier, and knowledge of new technology is a big one. Kids love playing around and exploring with different software programs and equipment. Plus, anything that helps make our jobs as teachers or their jobs as students easier, yet still enriching, is a blessing.

In a school media center technology can be used to meet the needs of diverse learners. Software programs and websites can translate materials into foreign languages, and software programs designed to support and help scaffold learning can be individualized for each student. Video projectors, sound systems, Smartboards, and other technology tools help media specialists and teachers reach students with diverse learning styles. Those types of equipment allow media specialist to visually display materials that might otherwise go unnoticed. Technology also helps make learning fun! With social networking, blogs, wikis, and digital storybooks, students can express themselves in whole new ways. Having experiences with such technology also helps students stay current with the larger world in respect to technology skills used in college, the work place, and even everyday home life.

Diversity and Technology

To me diversity means a lot of differnt things. We have diverse cultures. We have diverse learners. We have diverse teaching styles. We have diverse home situations. We have diverse abilities, and much more. So diversity is everywhere in the school system. Technology in the media center needs to meet the needs of many diverse situations. We have books that reach all levels, so we need to have technology that reach all levels. Vidoes that are ordered reach a variety of levles, as well as books on tape, CD Roms, Kits, etc...If you think about the internet and all the resources that are out there, they are for all kinds of diverse learners. You can find websites that are just for infants such as kneebouncers.com all the way up to the most complex websites for adults. Everything is out there on the internet, just waiting for you to find it.

As a media specialist you need to make sure that you are ordering materials that address all ethnic diversity, religious diversity, learnng styles, etc... You also have to have special material for the visually impaired, hearing impaired, etc...

Finally, technology can support learning about diversity in many ways too. Think about the books that we read in our classroom to young students that address differences, and the curriculum that addresses diverse cultures, learning styles, homes, etc... We teach children to embrace differnces and celebrate them. The internet is a wealth of information for any subject that you need to learn about. If you wanted to research autism, for instance, you could find so much information by completing a single search. Technology is perfect for supporting diversity.

Digital Storytelling & Ebooks--Baker

A limited selection of ebooks is available at the school where I currently observe, Kennesaw Mountain High School, in Cobb County, and their circulation seems to be rather infrequent thus far. The media center does not have any ebook readers because the school has a very strict policy regarding handheld electronic devices like phones and MP3 players, and the media specialists felt they would create confusion by encouraging students to use ebook readers. I personally am not a fan of ebooks; I am one of those old-fashioned book lovers who enjoys all features of the book itself. I also really dislike reading stories/books from a computer screen; something is lost in translation for me. If, though, I had a student body who was interested in ebooks and readers, and the funds were available, I would do my best to provide them and to encourage their use.

On to the topic of digital storytelling . . . what a cool concept for today's classrooms! I have been swapping around ideas with teachers, sharing the digital web resources Dr. Bennett provided and the concept of digital storytelling. I have had great discussions with teachers regarding similar projects they are doing in their classes and the response they have received from students. Windows Movie Maker is an amazing tool, but I have found that few teachers are currently using it in their classrooms. Those who are, love it and have students who are creating amazing projects that they enjoy making. I think too few teachers know how to use this technology and are intimidated by it because, although the program is user-friendly, it does take a good bit of time to get acquainted with its features. As a media specialist, I first see myself assisting teachers who are interested in learning how to use this software. I would love to provide training through a series of snack-and-shares; several sessions would definitely be necessary to cover the broad spectrum of options for this resource. Technology training sessions before and/or after school for PLUs would be a great avenue for those interested in learning how to use Movie Maker. I would then like to collaborate with teachers to help them create lessons that incorporate Windows Movie Maker. I would also be willing to assist in teaching students how to use it and in helping classes with their projects.

Digital Storytelling and EBooks

As with all things, change is difficult. Technology is changing all of the time and it is challenging to keep up with everything that it has to offer. I have seen several digital storytelling videos over the past several years, and everytime was moved. At the time I didn't realize that there was a specific classification for it or exactly how it was done. I could see this being a valuable lesson for students, especially in the upper grades. While the first time may be challenging for both the teacher and the students creating several projects over a year would help everyone become more comfortable with Movie Maker. The media specialist could have several resource kits created for younger students. Older students could be reponsible for locating their own pictures and audio.

I have had little exposure to EBooks and really don't have the interest in them. While being able to download information is valuable, I find it difficult to read excessive information that isn't in print form. There is something to be said for reading a book and having information in print at my hands. It may also be poor vision.

Ebooks and Digital Storytelling

Once again I find myself learning about more new technology. I find both ebooks and digital storytelling to be useful and exciting tools for both personal and professional use. I am really excited about Ebooks. I am an avid reader and I love the idea of being able to download books to my phone, computer, etc... and have them available to me anytime, anywhere. It is amazing what we are able to do now. I also really like the idea of digital storytelling. I think that students would really love to create digital stories. It would be a great way to bring their writing to life, and to make writing more exciting for them if they know that they are going to be making their story or project into a digital story. However, if I am trying to keep it real, it always comes back to how do I find the time to add this into an already over packed curriculum. I feel I barely have time to teach what I am required to do, that I don't know how I would find the time to keep adding more and more to it. It seems that it would be quite time consuming to teach the process and have 24 fourth graders complete a digital story. I just don't know that the benefits would justify all of that time. I feel frustrated when there are so many things that I would like to do, but not enough time to fit it all in.

Digital Storytelling - Hawkins

Ebooks and digital storybooks are new technology to me. I am excited to learn about them, and the more I know, the more I see their potential! As with so much in today's world, technology is playing an important role in how we learn and teach. Storytelling through digital medias is a great way to spark the interest of reluctant readers. It can also be a way to share important information in a dynamic, moving, and memorable format. Currently, our media center does not use digital stories or ebooks. Until recently completing the digital story project for this class, I had never used them before either. While working on the digital story project I learned how involved and time consuming the creation process can be. I think media specialist could help eliminate some of the headaches which would surely arise with doing this type of project with students. Media specialist could help set-up the resource kits by gathering quality information and research sources together. The media specialist could also help the teacher instruct students on using Moving Maker. Having students, especially younger ones, create a digital story will be time-consuming and frustrating, but with help/collaboration and proper preparation, the teacher and media specialist can make it work.

Technology in School

Our school has a full time technology teacher and two computer labs. One lab is specifically designed for instruction and contains a smart board. There are sign up sheets for teachers to sign up and bring a class for a lesson. Also, once a month each class is scheduled for a 50 minute lesson that the technology teacher conducts. With this being said, I feel that out school does not utilize the technology specialist correctly. Most of the lessons taught end up being basic kidpix activities or games. While the technology teacher is availble to help teachers with tech questions and teaching more in-depth lessons, it is not something that she solicits. Many teachers that are not tech savvy do not make a point to have lessons taught. This is also the case for technology training for staff. In certain cases, the administration asks the technology teacher to present lessons on new software that we are required to use. At these times, the instruction is valuable and there are usually treats available for the staff to enjoy. I think this is a nice touch and helps to create a positive atmosphere at the end of a long day. There aren't regularly scheduled classes or updates on new software that is available.

In the event that I am required to provide technology training I would try to have a regularly scheduled time / day of the month. This may actually require more than one session to adequately help all of the staff. I would also provide refreshments if possible. I think it is difficult to encourage staff members to come to a training when they already have a never ending to-do list. I also think it is important to provide hand outs and allow the staff to have computer access if appropriate. I know that I learn much better by doing. It is difficult to simply sit, listen, and observe. With technology always changing, it is essential that staff members be kept up to date on various resources.

Technology Training--Baker

According to my sources at the school where I observe, teachers’ levels of knowledge regarding technology range from the very proficient to the very inefficient. This appears to be the consensus in many of the postings I have read on other blogs within our class. There are many older teachers who have a total aversion to any and all technology. Most teachers seem to be functional, though. This year, for the first time, all teachers are expected to keep, and to update weekly, classroom blogs. The structure and organization of teachers’ blogs vary depending upon their desires and how much time they have to devote to the task. On the basic level, teachers may simply post their daily agendas or class plans. On the complex level, blogs may feature links to class materials including handouts and lecture resources, as well as helpful web sites. During this school year, technology training has consisted of one staff development session on blogs and one staff development session on Nettrekker. Most training has focused on various teaching strategies, educational theory and Georgia Performance Standards, rather than on specific technology training.

In order to support productive technology training, the facilitator should introduce new technology by having teachers and staff role play and actually use the resources. This will provide practice for them and the opportunity to brainstorm with other teachers about the possibilities of the resources. Ideally, technology training should be presented during preplanning, on staff development days, during snack-and-shares, and/or after school.

One problem to productive technology staff development is ineffective resources. If, for example, you present a new technology, it must be available for teachers to access. You cannot hail the possibilities of using an LCD projector for instruction and then have one for the entire school. Time is also a significant barrier to productive technology staff development. Teachers have so much on their plates, that it is often very difficult for them to find the time to get comfortable with a new form of technology.

Lastly, if I were to provide technology staff development to the teachers in my school, I would provide a presentation with multiple forms of instruction and appeal to visual, auditory, and kinesthetic learning styles. I would show teachers technology that can help them meet their GPS. I would respect the teachers’ time and have training that would be beneficial to them. I would present resources that they could easily and quickly implement into their curriculum. Lastly, I would also be certain to follow up with participants and provide additional support after the training session.

Technology Training - Hawkins

Our school system provides a lot of access to technology training. At our school alone, we have someone come each month to provide a "technology update" to all the teachers. This means they learn about new and different programs available or how to use something like I-Parent or Smartboards. The media specialist at my school also tries to encourage different technology use of kid-safe and friendly search engines and websites (such as Nettrekker and GALILEO). The county really tries to help teachers and students stay on the cutting edge of technology for educational purposes. Also, because a lot of the teachers at my school are younger, they are familiar and comfortable with using the programs and systems provided. I think the hardest thing about incorporating technology is getting teachers to practice with it and use it on a regular basis. I think once they do that, they are much more likely to use daily and encourage their students to use it.

As far as staff development goes for technology training I would try to provide many opportunities for teachers and students to access the tools and programs. It is also important to not only provide instruction on using the systems, but also provide practice time. You don't become an expert on something overnight or after one training session. Having short handouts and step-by-step instructions available also helps the technology get used more frequently. Collaborating with teachers on lessons and units is another way to help encourage and integrate technology into classrooms.

Technology Training

I find it very frustrating that their isn't much technology training happening in my school. We have a technology teacher in our building and I trully feel that she doesn't provide the staff or students with much helpful training. I feel like her time could be used in such a valuable way and it really isn't. I think she spends a lot of time making sure that the computers are working etc... and not enough time actually teaching good valuable technology lessons and offering training to teachers. She offers trainings on certain things that all teachers in the building have to use, for example this year we are all required to do our own progress monitoring for RTI, so we have been trained on how to do this. Occasionally we have had an after school optional training on a certain technology topic. But these are offered very rarely. I think that so much more could be done, but unfortuneately it isn't.

You can sign up for certain courses through the district on PD Express and earn PLU's. In-tech is offered every semester, as well as some other courses. These are quite a time committment though. I like the simple, quick trainings, and I like the option of completing them on your own at your own pace and timeline. I feel great frustration that more isn't offered. The media specialist at my school provides no tech training at all, and unfortuneately little is offered through our tech teacher. I know everyone is busy and pulled in a million different directions and I am sure that is the case here too. Too much to do, and not enough time to do it. It seems to be a very common problem in all areas of education!

Technology Training - Cates

We currently have an excellent system of technology training in my county. The professional development staff provide a wide range of trainings though a wide range of methods. Teachers sign up on our county website using Blackboard, which monitors their progress towards their plu goals. The selection of technology trainings is huge, and content training can be done at the school (if enough teachers at a school request the training), at our county training facility, or even over Blackboard (both self-directed or as we do in MEDT courses). These varied methods allow faculty and staff to use the training in a way that is most comfortable for them, thereby increasing the likelyhood they will go through our county for training. The staff is knowledgable and courteous, always willing to work with faculty and staff on designing training that will work well for both.

I currently use our internal shared drive to provide cheat sheets and training information to my faculty. I have a folder in which I keep all of the material, and have provided an internal link to everyone. I keep an updated FAQ there for teachers to use, saving me a tremendous amount of time.

School TV News/Video Distribution--Baker

At the school where I complete my observations, Kennesaw Mountain High School, in Cobb County the media specialists have essentially no responsibilities in the area of school TV news, video distribution, or announcements. The school TV news is aired weekly by the students in the elective class, TV and Video Production. This elective is taught by Ms. Jackie Collier from the Career Technology Department. I have personally seen these classes at work, and Ms. Collier and her students are absolutely AMAZING! I can’t even begin to express the quality of KMHS’s program. Students from grades 10-12 participate in the tiered levels of video production. Depending upon the student’s experience he/she is assigned level 1, 2, or 3, and his/her responsibilities are based upon that specific level. Several students, typically seniors, are anchors on KMTV. Weekly topics on KMTV include upcoming school and community events, sports, weekend previews of music and movies, school programs and activities and more. You can hear a pin drop during KMTV each Friday. The students absolutely LOVE it. It provides them the opportunity to see themselves and their classmates in features like “Faces of the Week” as well as in reviews of the previous week’s sporting events. KMTV provides these teenagers with a chance to truly be the voice of their school. Ms. Collier is also responsible for the announcements that loop throughout the day on the school TVs. If a teacher has an announcement to post, he/she sends it the video production room.

The announcements in the morning are handled by the administrative office and include the pledge, a moment of quiet reflection, and various club announcements. They are read by the student government. Teachers individually use GPB in their classrooms. They have been exposed to its myriad benefits through snack-and-shares and professional development opportunities.

Broadcasting - Cates

At Chestnut Log we turn on Channel One news at 8:10, which is broadcast throughout the building on TV's mounted in each classroom. The morning announcements are done by the administration or front office staff immediately following Channel One over the intercom system. We do not currently have the materials or equipment to put on anything more elaborate, with the possible exception of providing a written version of the announcements for teachers to display on their LCD projector. Unfortunately, with the budget tightening, I don't see our purchasing any equipment to make a video broadcast available, which is something I would love to do.

We currently use Discovery Streaming very heavily in Douglas County. BUT, we are required to download the content that we want overnight, and then use it from local servers the next day. While this requires some planning on the part of the teachers, it seems to work in the way it is intended...to reduce bandwidth usage during the day.

TV Boadcasting - Hiley

Our school does a great job with the morning news broadcast considering that it is basically run by a group of 5th graders with the help of the media specialist and the technology teacher. In order to become a member of th WPCE newsteam students have to sign up in 4th grade on an interest inventory. The media speciailist and the technology teacher along with the input of fourth grade teachers choose 16 students to be part of the newsbroadcast team. The students do the morning announcements daily broadcast on close circuit TV. They announce school news, weather, birthdays, daily trivia, AR announcements and other special information on different days! The students are the broadcasters, camera crew, information gatherers, weather reporters, etc... Basically these kids do it all. The broadcast room is located in a small room off the media center, where all the equipment is housed. The media specialist and Technology teacher train these students how to do the broadcast and are there each morning to help with the broadcast. We also have a special segment that features our ESOL Students called Map Madness. Together we are all learning the states, and capitals of our country.

The children in our school seem to enjoy the broadcast. I know my 4 year old son comes home and will tell some random fact, or will say one of the States and its capital, and I will say where did you learn that, and he says on the TV this morning. So even the little ones are interested. I really think for group of 10 and 11 year olds they do a remarkable job.

I personally love using United Streaming. Before this I was always looking for quality videos that supported the curriculum. Now with United Streaming it is extremely easy to find eccellent videos that support all areas of the curriculum. It is also simple to just show a 2 minute clip instead of an entire video if you just want to highlight one short feature. I can't say enough good things about United Streaming. I adore it. It even has worksheets and quizzes to go along with many of the video clips. A wonderful resource that all teacher should take advantage of!

School TV News - Hawkins

School TV news? That's a touchy subject around my elementary school. Our school has been open for two years now, and we still haven't been able to get a school news TV program going. Right now we only have morning announcements over the intercom. A different group of students help present it every morning, but we don't have a visual form of this as of yet.

The problem began last year when our school opened. Somehow, a lot of the classrooms were not wired correctly, and therefore the school-wide video distribution system wouldn't work in those rooms. It took ALL YEAR to get it fixed! Finally, that was fixed at the beginning of this school year. The next hurdle came when the sound cards in some of the classroom computers were not compatible with the video distribution software program, so they wouldn't play the sound through the speakers set up in the classrooms. That was easily fixed once those specific computers were identified. So now classes are able to watch videos and television channels through their LCD projectors all around the school - and hear them too! However, the school news still hasn't been able to be produced because the software program the media specialist bought to create it has had some glitches. She's been working hard to figure it out, but new problems keep popping up. At this point I think she's become frustrated and has stopped working on it for now. Her hopes were to have a daily morning news show broadcast throughout the school, but it has remained a verbal announcement show only. I know she's frustrated!

Our teachers use the GPB United Streaming website all the time. They love it! Some of the younger grades even watch Reading Rainbow during the day when it's on TV. I know everyone is looking forward to a video news show, but at this point it is still in the "to be completed" file. Hopefully that will change before the end of this school year!

ON A TOTALLY DIFFERENT SIDE NOTE - I just have to say, as a future media specialists and someone who LOVES to read...I'm totally excited about the "Twilight" movie coming out a week from now! We've also got some other great books-to-screen to look forward to: "Inkheart," "The Tale of Despereaux," and "Harry Potter and the Half Blood Prince." Yay! Read them for yourself or to your class if you haven't yet! They're excellent!

Social Networking

I know that there are a lot of excellent social networking sites out there for use at home and possibly in the schools. Unfortuneately, I never seem to find the time to get out there and get involved with this kind of technology. I have a lot of friends who absolutely love facebook and all of my nieces and nephews use myspace. They rave about what you can do and how useful it is. These people are using these sites at home and not at school. I have had experience with Flickr and Library Thing. I can't say that I absolutely loved either one, but I can see there usefulness. Do I feel that these social networking sites belong in the schools? I am not 100% sure on how I feel about them, because I don't have a huge amount of experience with them. Now that I am on maternity leave for a couple of months, my neighbor says that I have to get onto Facebook. She absolutely loves it and says she stays connected with a lot of old friends that way. I think I will have more of an opinion when I have time to really use some of these sites.

With anything that is connected to the web, we know that there are risks and even some dangers. You would denintely have to have specific guidelines on how these sites can be used in your school, before you ever implement them. I believe most of them are blocked in our school, but will have to do some research to find out if students can use any social net working sites or if all of them are blocked. It is definitely an interesting dabate.

Social Networking-Bergstrom

After reading the assigned chapters and participating in Library Thing, I can definitly see the value in using these within the classroom. They offer a variety of ways for students and teachers to communicate and share ideas. This can be adapted to classroom projects, allowing students to discuss topics, share information, and review books with people from around the country and world.

There are also limitations to this type of technology. Allowing students the opportunity to communicate with various people from outside the school could lead to possible problems. It would be necessary to have some type of guidelines. I am leary about giving students unlimited access to the various social networking sites. Granted, I am not very familiar with the ins and outs of social networking.

My county currrently does not allow access to social networking sites. If one was set up, it would need to be accessed outside of the school. This brings up the issue of students that do not have computer/internet access at home.

Social Networking--Baker

Based on the assigned readings, as well as my perusal of classmates’ blog postings, I’m still not totally convinced that the benefits of social networking outweigh the dangers of incorporating such networks into school media centers. Honestly, I have been hesitant to open up and to communicate via any social networks. My fear is that when you make too much of your personal information available, you open yourself up for trouble. Brain S. Mathew’s article “Online Social Networking” featured in Library 2.0 and Beyond highlights “The Dark Side of the Web” which points out the dangers social networking may pose. Such concerns include possible interaction with online predators, identity theft and stalking, spyware and viruses, and cyber-bullying, to name a few. At this point, these outweigh the advantages for me. Young people, who rarely hesitate to share their personal information, may quickly place themselves in harm’s way. Even with close monitoring from teachers and media specialists, it is not possible to supervise all Internet exchanges. Also, I feel all of the recommended suggestions for the use of social networks mentioned in the article—posting pictures, uploading maps and directions, appealing to younger audiences, featuring tutorials etc.—can be done through a library’s website.

On the other hand, I do believe resources like Librarything would be beneficial in encouraging students to read and to communicate with other readers. Ideally we want to create a virtual environment that celebrates the media center and all that it represents. I wonder if there is a way to block social networks whose design is purely that of social communication void of any scholarly exchange. One point that really stood out to me from Mathew’s article and made me question my original opinion is “Rather than blocking access to these websites, librarians should embrace an advocacy role and provide information about online safety. Librarians can also educate parents about the social web, discussing both the value and concerns, and seek to clarify any misunderstandings perpetuated by the media” (2007). The use of social networks closely connects with our recent class debate regarding Internet filtering in today’s schools. I truthfully see both sides of the argument, and really do not know what the “right” answer is. I will continue to further educate myself regarding the possibilities for social networks and will attempt to keep an open mind on the subject.

Social Networking - Hawkins

As far as social networking goes, school are an obvious location for this to be happening in. Long before the Internet and websites such as Myspace and Facebook came along, students and teachers were using their daily trips to school as a place to meet and talk to people. We want kids to develop social skills, right? Well, Internet social networking is just another step beyond the traditional face-to-face networking. I think there is a lot of potential for active engagement and learning through the use of social networking sites at school. All types of people, businesses, and groups have Myspace and Facebook pages, so why shouldn't a school media center? After all, media centers are suppose to be providers of information and knowledge, and therefore we should be open to reaching our patrons through this "new" technology.

As with anything in an academic setting, there needs to be parameters and guidelines established for its use. When students are at school, they are there to learn. It's their "job" so to speak. Students should not have uncontrolled access to social networking sites because in the school setting, the focus should still remain on learning and academics. Additionally, many schools have strong filters which block websites like Myspace and Facebook. School media centers can use websites like LibraryThing and perhaps even invest in upgraded OPAC systems like Destiny v8.5 which allow for aspects of social networking. Using these types of websites, students and teachers would be able to create book reviews, ratings, and tagging. Media specialists could use these sites to keep patrons informed of events and schedule changes with an interactive calendar. Another benefit of social networking is that media centers could "network" and get to know schools from around the country and world. Imagine the learning opportunities there!

Finally, this type of technology is another great way to educate students, parents, and teachers about Internet safety. There are many sites which a media specialist could use to teach lessons and provide resources about personal Internet privacy and information sharing. Education is the strongest tool we can give our children, and helping them get off on the right foot with new technologies is a responsibility we have to meet.

Social Networking - Cates

I am an avid user of Facebook at home, making contacts with new and old friends alike, and enjoying the ability to keep in touch with people across the country. I think that it would be a great tool for the media center, allowing students and teachers to see what is new, requesting materials, posting pictures and announcing special events.

Unfortunately, social networking sites (with the exception of LibraryThing) are blocked in my county. We use a technology called Deepnines, and special permission is required to do a great variety of things, including streaming media and picture searches. I recently had to ask technology to allow my administrators to bypass the filter in order to view Myspace to track down several bullying complaints. It may take several days to get an answer, and if they are denied, then that delays their ability to track down and prevent bullying. I didn't intend for this to be a diatribe on blocking software, but my biggest point with the fact that social networking sites are blocked at school would be that I would have to update the sites at home in the evening. Quite frankly, that ain't happenin'. I have too much on my plate with kids and school, and my time after all that is for me to relax and catch up, not for me to do more work for a county that limits my ability to do it at work (but I'm not bitter ;).

Todd

Web Pages - Hiley

Becuase of this media progrom I have had the opportunity to examine a whole lot of web pages in the last couple of semesters. What I find that I like most often are simple, uncluttered, easy to use websites. I find that the ones that are so full of information are sometimes the hardest to use. My media center has a very simple web page. I am at the same school as Jodi and she already listed what it there. While it is simple, it is easy to use and understand and even elementary aged children could use it. However, I do feel that some other important things could be added to it, and it could be kept much more up to date. This would be a great place to let teachers, parents and students know what is new in the media center and what events are happening. I don't think it has been updated in a long time. I would like to learn more about how to design a simple web page, however, at this point I don't have the time or energy to maintain one, so I will keep that on the back burner for a future project.

Wiki's - Hiley

This is very frustrating to me. This is the third time I tried to post this and it still hasn't shown up. This is exactly how me and technology get along. We don't. I find Wiki's to be an interesting new tool, however I will say that so far it isn't one of my favorites. I can see it's usefulness for communication, even around the world, but as far as using it with elementary school students, I am not really sure there is an application. I could see it being useful to teachers, and I guess I could see some book talks going with some of the older elementary aged children. However, I could see how easily you could cause problems with the Wiki, even unintentionally which would be something that I soul do. As I get more information about the Wiki's and become more familiar with them, I am sure that I will find it more useful.

Web Pages - Bergstrom

Through out these courses I have had the opportunity to look at a variety of web pages for various schools. It seems that the web pages vary based on the experience of the creater and the amount of time and effort they are able to put into it. Some web pages are simply amazing. I do not know how one begins to manage all of the information and links that are offered. The web page for my school is very basic. It includes information pertaining to AR, reading invitational book lists, copyright informatoin, an introduction to the WPCE news crew, and media center rules. Regardless of whether there is an abundance of information or a minimal amount, the key is to have a web page that is user friendly and informative. Simply loading a page with pictures, flashing neon graphics, and links to various sites does not make it practical. The page needs to be designed to meet the needs of the users. While this can be done in a creative way, the key is to be useable. In the event that I am responsible for designing my own web page, I will definitly start out on the minimalist side, adding additional information slowly.

Cates - Webpages

I have been using the web since the days of bulletin boards and mosaic. It has always been important to me that a webpage loads quickly. Being a member of the microwave generation, I want what I want NOW! If there are too many icons, pictures, files, etc. on a page and it takes a long time for the page to load, I have moved on. And if I have moved on, then I am sure that today's students have already told their friends not to even bother stopping by, so the page is useless if no one is viewing it.

So a webpage should hold, in my opinion, very basic information that is quickly and easily accessible. We use the page at chestnut log to communicate AR information, contact information, and a few pictures of reading bowl. It could probably be jazzed up some, but we are limited due to the use of a company called schoolinsites that has a basic interface that forces us to standardize across the district. It is incredibly slow itself, but that may also just be a bandwidth issue in my district.

Media Center Websites--Baker

A media center’s web site should be an advertisement for the services that are provided there. It should also allow access via passwords to as many of its resources as possible when the library is closed, so students and teachers can work on research from home. As a high school English teacher, I know this is paramount because often students must be able to access online databases before and after school hours in order to meet assignment deadlines. Teachers should also be able to find out what materials the library has in its collection without having to physically go to the LMC. This is an especially convenient and helpful tool in very large schools, where it may take a great deal of time to physically go the LMC. Personally, I really like web pages that are ORGANIZED and easy to maneuver. Visual appeal is not a major priority for me. I really like to be able to quickly find the materials I need and to get to work, or move on if the resource does not have what I need.

On a school web site I think it is important to feature all of the basic information regarding names of media specialists, e-mail addresses, hours of operation, mission statement and purpose, etc. Online databases and resources should be clearly visible and easy to access. I love when web sites feature current events and activities that would likely be of interest to patrons. The school where I observe, Kennesaw Mountain High School, has an excellent web site that the media specialists work diligently to keep updated. They feature notices about new order arrivals and new displays. They have many other really cool features. One that I think is especially helpful for teachers is that they have a link to their media center calendar, so you do not have to come into the media center to schedule class visits. You merely look on the online schedule, select a date and class period that is available, e-mail the LMS, and you are set. This saves so much time! It’s those types of features that I believe make a media center’s web site relevant to its patrons.

Media Center Websites - Hawkins

Recently I was talking to my mentor about the full day experience I had in local middle school's media center. We were discussing the differences between elementary and middle school media centers, students, and teachers. She mentioned that she would soon be traveling to Luella Elementary School in Locus Grove. Luella's media center was named AASL's National School Library Media Program of the Year for 2008. The first ever from Georgia to be awarded. As my mentor began describing some of the awesome things she's heard about the school and its media center, she pulled up their website.

The first thing I noticed on the school's website was how many different awards and accolades the school has collectively won. The school's principal has even written a book, Students On Strike, which received a starred review by the School Library Journal. I also noticed that the school's homepage offers a lot of important school info and is divided into helpful tabs and highlighted links. After locating the media center's web page, the first thing I noticed were the picture slide shows. These do a great job of sparking interest in the media center and had me discovering what goes on in a Library Media Program of the Year! The media center's web page itself was pretty basic in design but also helpful. I'm not sure how easily younger students could navigate it's tabs. They seemed more for teachers, but I loved that they had cataloged monthly events and provided pictures with short descriptions for each. There was also a "quick reference" bullet that provided links to pertinent websites (e.g. GALILEO, Tumble Books, and dictionaries) that teachers, students, and parents could use.

After doing research for this blog topic and then viewing the web page of this award-winning media center, I was left feeling comforted. I realized that not every "award-winning" website represents an "award winning" media program. Granted, I think Luella Elementary's website is a good one, but I don't think it'll be winning any webbie awards anytime soon. This, however, does not make me believe any less in their award-winning program. After all, a website alone can not encapsulates all the fantastic learning and actual day-to-day activities of a media center. It is definitely important for a media center to create a helpful and interesting website. However, a great media program is not defined solely by its website, the number of computer workstations, or how many classes can comfortably be held within its walls at one time. All these things must add up to help create a meaningful experience in the media center, and it's the people, resources, and lessons taught there that will ultimately make the program a success.

Wikis--Baker

I didn’t have any idea what a wiki was until we began using our class wiki in MEDT 6467. I didn’t even know what Wikipedia was—I mean I used it, but I didn’t realize you could add to and edit its contents. Now that I’ve read and learned a little about wikis, several usages for this cool technology come to mind. I really like the idea of using wikis as a way of collaborating with others. This is a beneficial tool for individuals to use to easily share ideas in a format that is far more organized than that of an e-mail or a blog. A wiki would be a good way for a media committee to collaborate. Once committee members meet within their departments and gain necessary feedback, they can post relevant information and share it with one another. The wiki could also be used to feature the meeting agendas and minutes. This would make meetings run more quickly and smoothly. I think wikis would also likely be very useful for teams of teachers who collaborate on lessons and/or projects. The media specialist could teach teachers how to use wikis in this manner, and I believe they would respond positively, if time were set aside to give them the opportunity to get familiar with the technology.

I also love the idea of using a wiki to organize research materials. This would be a great tool to teach students how to engage in the research process in an orderly fashion. Students from elementary to high school grades could benefit from such a useful organization tool. This would be a lesson they could carry with them and use in their future studies. Students could keep all of their weblinks, documents, and quotes in their wiki and then go to the relevant page(s) when the specific material was needed. This concept was highlighted in “Wiki in a K-12 Classroom.”

To address the concern of so called “troublemakers” adding inappropriate material to wikis, I think it would be in the best interest of all parties if authorization were required so only specific individuals would have the privilege of adding posts. I also worry about the need to closely monitor what is posted, especially when students have the ability to add posts. Another major drawback of this technology (which is also a major positive) that I see is that because anyone can add to and edit wikis, it will be difficult to know for certain whether information/material posted is accurate. That will require a whole other lesson , in and of itself, for students and teachers.

Wiki's

Prior to this course, I was not familiar with Wiki's. On my first attempt at using a Wiki I was more than a little bit overwhelmed. I did actually delete everything and spent a frantic evening trying to figure out what I did and how to fix it. I am amazed at the technology that is available to us today. Wiki's are definitly valuable to the media specialist, the teacher, and students. They provide a forum for people all over the world to communicate and share ideas. I was very impressed by the examples of high schools using Wiki's. As with all new things, it is very daunting to take on new ideas and incorporate them into our already over loaded days. I would hesitate beginning to encourage others to use Wiki's until I had become semi-comfortable with using them myself. I still have many questions about Wiki's and their use in the school system. How would one go about managing the amount of information that was being posted? How would one monitor the content? It seems that it would be an enourmous undertaking, especially for a beginning media specialist.

Cates - Wiki's

I think that, like many technology tools, the use of a wiki to enhance a media center web page can be good, if you are able to get help from, and collaboration with, teachers and students on the page. Quite frankly, I am so busy working with teachers on technology issues, and supporting the administration in their goals for the school, that taking the time to put it all on the web page seems almost impossible. I know, in my head, that it would probably help me a great deal, but I look at my day and there isn't a free minute anywhere. Plus, having to monitor a wiki, making sure that the content is appropriate for the school site, could be time consuming itself. Making sure that the content is relevant, and up-to-date, is crucial in attracting visitors and maintaining high standards.

Having said all of that, I think it is important to use all of the tools available to you as a media specialist. A web page can be a huge help in promoting new materials, new programs, and fund raising opportunities. Providing listings of AR tests allows parents to see if their children are choosing books at the public library or bookstore that will advance their reading goals at school. Providing policies online helps both parents and students ensure that they are following the rules of the media center. Making a links page to information that will help teachers and students can save you time. Overall, I think that the benefits far outweigh the time and trouble involved in setting up and maintaining a web page.

Wikis - Hawkins

Like a lot of new technology, Wikis seem scary at first. People may think, what if I log on and edit something that totally messes up or erases everyone else's hard work? What if nobody agrees or respects the information I'm posting? The benefit of most Wikis is that they have the flexibility to be changed, edited, and fixed. People can share lots of information while at the same time collaborating quickly and easily. After looking over several different media centers' Wikis, I was totally impressed! The way students and teachers can share information relative to their current needs is so helpful. I especially enjoyed looking over Decatur High School's Wiki and noticing how the media center set up specific sections listing tips and links to educational pathfinders, college information, teacher pages/projects, and school events. It seems many high schools are finding ways to share their resources with students and teachers through this medium. I think elementary and middle schools could also benefit from using Wikis in many of the same ways. An important thing to remember is that Wikis should be updated and edited frequently so the information they is evolving and changing to meet the needs of its readers.

The biggest drawback to Wikis is that they can be changed so easily. As any graduate student can tell you, DON'T USE Wikipedia as a research source! The ability for anyone to edit pages leaves a large door open for errors and false information to be posted. For schools, it's best if the media specialist and a select few teachers/administrators have the ability to edit the Wiki. This will help keep "trouble makers" from posting irksome information or editing the wrong thing.

Cates- Podcasting

I suppose if the teacher came to me asking for guidance I would offer as much as I possibly could, pointing them towards the free podcasting materials that are available on the web. I would be honest with them in being a neophyte when it comes to podcasting, and try to take the time to learn together with them on the material, in and around the other duties that I currently have.

Having sounded so down, I can certainly see the powerful and positive influence podcasting could have in the media center and school. Teachers could make available information to enhance lessons, or even record entire lessons for students that need to hear the information again. If the school was willing to invest in good wireless mics for the classrooms, this could be done easily for each and every lecture. The LMS could also provide information to students on new books available for checkout, holds that are available for pickup, and upcoming events in the library. Library 2.0 provides a good point however in regards to Podfading...the actual mechanics of podcasting are easy and inexpensive, but the most valuable piece of all, time, is short and precious. If a media center is unsure of their ability to continue to provide the service, then they may wish to not tackle podcasting until such time as they can devote the time necessary to make it work.

Podcasting- Hiley

Podcasting is brand new for me. After making my pod cast, I didn't really feel that I would use it in the classroom. But after reading the articles and listening to some great podcasts done by elementary students I feel differently. I listened to the most adorable podcast by first grade students on ants. I think if first graders can do that, imagine what I could do with fourth graders. I have a new feeling towards podcasting and it's usefulness in the elementary school. Do I have time to figure it out alone? Probably not, but with the help of the media specialist and the Technology teacher it could be a really great collaborative project that could be done school wide.

If I were the media specialist and a teacher approached me about setting up a podcast, I would tell him that I am not an expert at podcasting but that I would be willing to collaborate with him and anyone else in the building that would be interested in getting a podcast started. There could be many others that would want to get involved too, and that way the work load could be shared amongst many. When many people collaborate it seems to make the job less daunting. I would definitely get the administration involved and make sure that it is something that they would back and support. Before you know it you could have something as wonderful as what is happening on Radio WilloWeb.

I can see many possibilites now for podcasting and how it can be used at all grade levels, not just at upper grades. I think if you informed the staff in a meeting about what it is, and had them listen to samples from Radio WilloWeb, you might get a whole group of people who would be interested in starting something like that right in our own school. I could see it being a great after school activity too. So many possiblities.

Podcasting

This is all a new experience for me. I must admit, I had to go back and watch the blogging tutorial to find out how to post...it seems I wasn't logged in.

Between blogging and podcasting, I am learning something new with every passing minute. With that said, if a teacher came to me and asked for assistance in creating a Podcast, I would do everything possible to assist him or her. I would start by informing the teacher that I was not proficient at creating and using podcasts. I would also inform the teacher that together, we would work at creating a podcast to meet their needs and that of the class. As a teacher, I believe that the best way to learn is by doing. In this spirit, I feel that by working with others and independently I will become more proficient at using this "new" technology. While it may be challenging and daunting, it is also an adventure.


I was amazed at the possibilities for podcasting in the classroom. Initially, I would have seen little to no use for a podcast in the younger grades and would have deemed this technology for use only in the upper grades. After reading how Krisin Fontichiaro has used the podcast I can visualize it being used with various age students. Students are fascinated by seeing and hearing themselves. This experience offers teachers a way to engage students in learning on different levels. I also appreciated the various suggestions on how podcasts could be used for differentiation.

Podcasting-Hawkins

I sure am taking a huge leap into the pool of technology this week by participating in my first real blog, and by exploring and learning all about podcasts! Topics in which I have little experience! After looking over the suggested readings I was amazed to learn all the versatile ways in which podcasts can, and are, being used in schools. As Kristin Fontichiaro noted in her article, podcasting can help improve reading fluency, writing skills, encourage higher-order thinking, and technology for students in fun ways! I feel like I'm just scratching the surface of understanding podcasting and their possibilities.

If a teacher approached me about starting a podcast for his class, I would be honest and tell him as much as I know on the topic. Although I am not an expert, I would look at this opportunity as a chance for him and me to learn together. To begin, I would encourage him to explore the websites and podcasts of successfully established podcasting classes and schools. We could discuss the goals he had for his class's podcast and review a list of equipment needed to begin the project. Podcasting could be used to record book reviews/recommendations by students or interviews with teachers and administrators about upcoming school events and projects for the daily school news. Podcasts could be used by older students to help assist younger students with instructions and guidance about school equipment and procedures. They can also be used by students for presenting completed projects in classroom settings.

I think there would be a lot of trial and error before the podcasting was successfully established, but as a media specialists it is important to collaborate with teachers, promote use of the media center’s equipment, and support the teachers’ classroom teaching. Perhaps by working with this teacher, others may be encouraged to use the media center and media specialist’s services, both for themselves and their students.

Podcasting

Hi everyone!

I have to tell you all that I learned so much from last week's readings and student podcasts. I really knew very little about the possibilities of podcasting and found myself taking notes and brainstorming the myriad ways such technology could be used in today's classrooms. I was greatly impressed by Willowdale Elementary's Radio Willoweb and especially loved the 5th graders' podcast on the Revolutionary War. This concept could so easily be adapted for high school students in American literature and history courses. What an amazing way to create a real world audience for students! I can only hope, hearing their own voices on the web would inspire students to take real ownership of their work.

Now to this week's prompt . . . Anytime I am asked by a teacher to assist him/her in a project of which I am not familiar, I will not be afraid to admit that I am not an expert in that particular field. I will, though, do my best to become knowledgeable about the given subject. In this case I would research podcasting and share what I learned with the teacher needing help. He/she might start a school trend and create a really unique learning experience for all of the teachers and students. I believe the role of the media specialist is that of facilitator of information and assistant to those who need help and guidance. We must make ourselves accessible to teachers and students. As an LMS in the 21st century, one must be open to learning about new technologies and then in helping others learn about them as well.

Erin

First Blog!

This is it!