Welcome to the first edition of Tech Tuesday! Each Tuesday I will post a blog that highlights technology tools for instructional use. This week, I thought we’d take some time to explore two tools that I shared with the staff at Fossil Ridge High School as part of library orientation: Prezi and QR Codes. Both of these tools have the potential to engage an audience by disseminating information through Web 2.0 tools and smart apps. Both are free (whoop!) and both are rather intuitive for the presenter and the audience.
Click on the logo to go to the site
Prezi has taken the 20th century PowerPoint presentation into the 21st Century by creating a program that is web-based–enhancing accessibility for creators–and adding dynamic layers, motion, and animation to present a variety of media and information. Imagine an animated mash-up of your best PowerPoints, videos, images, and text and voila! Prezi.
You might consider using a Prezi when introducing a new concept, unit, or theme (Think “view” in VESTED). Even a three-four minute “viewing” could jump start students’ natural curiousity and help to build background. Open House is coming up soon; play with transforming your PowerPoint into a Prezi to wow your parents. Using the html code, you can even embed your Prezi on your class web page to provide an engaging introduction.
Students can use Prezi as a vehicle to synthesize information and create original presentations through a “mash-up” of media . Since it is online and free, access is open to all students. Students can collaborate to create the Prezi together on their own devices whether from home or at school. Prezi has also created an iPad app that allows the user to download and view shared and saved presentations. The editing feature, however, is limited and not very conducive to enhancing the presentation through the iPad.
To get staretd, go to Prezi.com, create an account and watch a couple of their easy-to-follow video tutorials. Start small and give yourself plenty of time to become comfortable with the tool before trying it out on an audience.
Check out some of these teacher Prezis for more ideas!
QR codes are customizable barcodes that allow the presenter to provide quick links to online resources such as pages, videos, blogs, forms, etc. To create a QR Code, go to one of the several QR Code Generator sites such as:
After pasting in a link, the generator will provide you with a downloadable .jpeg or .png file that can be inserted as an image into a document. QR codes can even be scanned off of a screen during a presentation (you might remember the funny looking barcode at the end of my library orientation presentation).
Your audience can then use their smart phones to scan the code and go directly to the information. All they need is one of several free QR Reader apps:
Different apps are available for various cellular devices (Android, iPhone, etc.).
What type of information works well with QR Codes? Online forms, videos, blogs, teacher websites all work well on smart phone devices. You might stear clear from using QR codes on smart phones for pages that include a lot of visual information or text as they can be difficult to read on a phone unless the site has a mobile version. QR codes work great when integrated with instruction to respond to surveys and forms or to quickly link students to class pages and frequently used sites. One school last year posted their individual class websites on each teacher door at open house. Parents scanned the QR code and automatically received contact and class information to their devices.
Check out this article from t.h.eJournalshowcasing one high school science teacher’s experiences with integrating mobile device technology and QR codes into his classroom.
We are continually bombarded with information delievered in innovative and engaging ways. Rather than rowing against the tide, let’s harness a few tools to help our students be more critical consumers who can create new solutions and innovations as a result of the unlimited amount of information at their fingertips.
Have you used a Prezi or QR code in your class? We’d love to hear about your successes and struggles in the comments below!
Did you speed through The Hunger Games trilogy with the speed of a tribute train?Are you sorely missing the excitement and drama of the arena? While you wait for Catching Fire, second film and book two of The Hunger Games trilogy, to be released on November 22, 2013 (15 more months!!!), check out some of these books that might help pass the time between films.Click on the title to view book trailers, authors’ pages, and reviews of each title!
Throughout her career, Margaret Atwood has played with different literary genres in her novels–historical fiction (Alias Grace), pulp fiction (The Blind Assassin), the comedy of manners (The Robber Bride)–but no foray into genre fiction has been as successful as her turn to speculative fiction in The Handmaid’s Tale. Published in 1985, it echoes Orwell’s 1984 and Huxley’s Brave New World, but a vibrant feminism drives Atwood’s portrait of a futuristic dystopia. In the Republic of Gilead, we see a world devastated by toxic chemicals and nuclear fallout and dominated by a repressive Christian fundamentalism. The birthrate has plunged, and most women can no longer bear children. Offered is one of Gilead’s Handmaids, who as official breeders are among the chosen few who can still become pregnant.
When Thomas wakes up in the lift, the only thing he can remember is his first name. His memory is blank. But he’s not alone. When the lift’s doors open, Thomas finds himself surrounded by kids who welcome him to the Glade—a large, open expanse surrounded by stone walls. Just like Thomas, the Gladers don’t know why or how they got to the Glade. All they know is that every morning the stone doors to the maze that surrounds them have opened. Every night they’ve closed tight. And every 30 days a new boy has been delivered in the lift. Thomas was expected. But the next day, a girl is sent up—the first girl to ever arrive in the Glade. And more surprising yet is the message she delivers. Thomas might be more important than he could ever guess. If only he could unlock the dark secrets buried within his mind.
Cassia has always trusted the Society to make the right choices for her: what to read, what to watch, what to believe. So when Xander’s face appears on-screen at her Matching ceremony, Cassia knows with complete certainty that he is her ideal mate… until she sees Ky Markham’s face flash for an instant before the screen fades to black. The Society tells her it’s a glitch, a rare malfunction, and that she should focus on the happy life she’s destined to lead with Xander. But Cassia can’t stop thinking about Ky, and as they slowly fall in love, Cassia begins to doubt the Society’s infallibility and is faced with an impossible choice: between Xander and Ky, between the only life she’s known and a path that no one else has dared to follow.
Juliette hasn’t touched anyone in exactly 264 days. The last time she did, it was an accident, but The Reestablishment locked her up for murder. No one knows why Juliette’s touch is fatal. As long as she doesn’t hurt anyone else, no one really cares. The world is too busy crumbling to pieces to pay attention to a 17-year-old girl. Diseases are destroying the population, food is hard to find, birds don’t fly anymore, and the clouds are the wrong color. The Reestablishment said their way was the only way to fix things, so they threw Juliette in a cell. Now so many people are dead that the survivors are whispering war– and The Reestablishment has changed its mind. Maybe Juliette is more than a tortured soul stuffed into a poisonous body. Maybe she’s exactly what they need right now. Juliette has to make a choice: Be a weapon. Or be a warrior.
Everyone except for the young. Teens. Middle schoolers. Toddlers. But not a single adult. No teachers, no cops, no doctors, no parents. Gone, too, are the phones, internet, and television. There is no way to get help.
Hunger threatens. Bullies rule. A sinister creature lurks. Animals are mutating. And the teens themselves are changing, developing new talents—unimaginable, dangerous, deadly powers—that grow stronger by the day (Amazon.com).
From the co-creator of the bestselling “Animorphs” comes a gripping new series in which everyone disappears in a flash on their 15th birthday. It’s a terrifying new world, and time is running out.
A father and his son walk alone through burned America. Nothing moves in the ravaged landscape save the ash on the wind. It is cold enough to crack stones, and when the snow falls it is gray. The sky is dark. Their destination is the coast, although they don’t know what, if anything, awaits them there. They have nothing; just a pistol to defend themselves against the lawless bands that stalk the road, the clothes they are wearing, a cart of scavenged food—and each other.
Prentisstown isn’t like other towns. Everyone can hear everyone else’s thoughts in an overwhelming, never-ending stream of Noise. Just a month away from the birthday that will make him a man, Todd and his dog, Manchee — whose thoughts Todd can hear too, whether he wants to or not — stumble upon an area of complete silence. They find that in a town where privacy is impossible, something terrible has been hidden — a secret so awful that Todd and Manchee must run for their lives. But how do you escape when your pursuers can hear your every thought
Before scientists found the cure, people thought love was a good thing. They didn’t understand that once love — the deliria — blooms in your blood, there is no escaping its hold. Things are different now. Scientists are able to eradicate love, and the government demands that all citizens receive the cure upon turning eighteen. Lena Holoway has always looked forward to the day when she’ll be cured. A life without love is a life without pain: safe, measured, predictable, and happy. But with ninety-five days left until her treatment, Lena does the unthinkable: She falls in love
Seventeen-year-old Ismae escapes from the brutality of an arranged marriage into the sanctuary of the convent of St. Mortain, where the sisters still serve the gods of old. Here she learns that the god of Death Himself has blessed her with dangerous gifts—and a violent destiny. If she chooses to stay at the convent, she will be trained as an assassin and serve as a handmaiden to Death. To claim her new life, she must destroy the lives of others. Ismae’s most important assignment takes her straight into the high court of Brittany—where she finds herself woefully under prepared—not only for the deadly games of intrigue and treason, but for the impossible choices she must make. For how can she deliver Death’s vengeance upon a target who, against her will, has stolen her heart?
Birthmarked– In the future, in a world baked dry by the harsh sun, there are those who live inside the walled Enclave and those, like sixteen-year-old Gaia Stone, who live outside. Following in her mother’s footsteps Gaia has become a midwife, delivering babies in the world outside the wall and handing a quota over to be “advanced” into the privileged society of the Enclave. Gaia has always believed this is her duty, until the night her mother and father are arrested by the very people they so loyally serve. Now Gaia is forced to question everything she has been taught, but her choice is simple: enter the world of the Enclave to rescue her parents, or die trying. A stunning adventure brought to life by a memorable heroine, this dystopian debut will have readers racing all the way to the dramatic finish.
In a future Chicago, 16-year-old Beatrice Prior must choose among five predetermined factions to define her identity for the rest of her life, a decision made more difficult when she discovers that she is an anomaly who does not fit into any one group, and that the society she lives in is not perfect after all.
The Second Civil War was fought over reproductive rights. The chilling resolution: Life is inviolable from the moment of conception until age thirteen. Between the ages of thirteen and eighteen, however, parents can have their child “unwound,” whereby all of the child’s organs are transplanted into different donors, so life doesn’t technically end. Connor is too difficult for his parents to control. Risa, a ward of the state is not enough to be kept alive. And Lev is a tithe, a child conceived and raised to be unwound. Together, they may have a chance to escape and to survive.
Aria has lived her whole life in the protected dome of Reverie. Her entire world confined to its spaces, she’s never thought to dream of what lies beyond its doors. So when her mother goes missing, Aria knows her chances of surviving in the outer wasteland long enough to find her are slim.
What is oldest will be new, what was lost shall be found. The ozone is ravaged, ocean levels have risen, and the sun is a daily enemy. But global climate change is not something new in the Earth’s history. No one will know this better than less-than-ordinary Owen Parker, who is about to discover that he is the descendant of a highly advanced ancient race–a race that took their technology too far and almost destroyed the Earth in the process. Now it is Owen’s turn to make right in his world what went wrong thousands of years ago. If Owen can unlock the lost code in his very genes, he may rediscover the forgotten knowledge of his ancestry . . . and that “less-than-ordinary” can evolve into “extraordinary.” Kevin Emerson’s thrilling novel is Book One of the Atlanteans series–perilous adventures in a grimly plausible dystopian future, fueled by high-stakes action, budding romance, and a provoc-ative question: What would you do if you had the power to save humanity from its own self-destruction?
Prince Aleksander, would-be heir to the Austro-Hungarian throne, is on the run. His own people have turned on him. His title is worthless. All he has is a battletorn war machine and a loyal crew of men. Deryn Sharp is a commoner, disguised as a boy in the British Air Service. She’s a brilliant airman. But her secret is in constant danger of being discovered. With World War I brewing, Alek and Deryn’s paths cross in the most unexpected way…taking them on a fantastical, around-the-world adventure that will change both their lives forever
When fifteen-year-old Clary Fray heads out to the Pandemonium Club in New York City, she hardly expects to witness a murder — much less a murder committed by three teenagers covered with strange tattoos and brandishing bizarre weapons. Then the body disappears into thin air. It’s hard to call the police when the murderers are invisible to everyone else and when there is nothing — not even a smear of blood — to show that a boy has died. Or was he a boy? This is Clary’s first meeting with the Shadowhunters, warriors dedicated to ridding the earth of demons. It’s also her first encounter with Jace, a Shadowhunter who looks a little like an angel and acts a lot like a jerk. Within twenty-four hours Clary is pulled into Jace’s world with a vengeance, when her mother disappears and Clary herself is attacked by a demon. But why would demons be interested in ordinary mundanes like Clary and her mother? And how did Clary suddenly get the Sight? The Shadowhunters would like to know. . . . Exotic and gritty, exhilarating and utterly gripping, Cassandra Clare’s ferociously entertaining fantasy takes readers on a wild ride that they will never want to end.
“His eyes, Katsa had never seen such eyes. One was silver, and the other, gold. They glowed in his sun-darkened face, uneven, and strange. She was surprised that they hadn’t shone in the darkness of their first meeting. They didn’t seem human….Then he raised his eyebrows a hair, and his mouth shifted into the hint of a smirk. He nodded at her, just barely, and it released her from her spell.Cocky, she thought. Cocky and arrogant, this one, and that was all there was to make of him. Whatever game he was playing, if he expected her to join him he would be disappointed.” In a world where people born with an extreme skill – called a Grace – are feared and exploited, Katsa carries the burden of the skill even she despises: the Grace of killing. She lives under the command of her uncle Randa, King of the Middluns, and is expected to execute his dirty work, punishing and torturing anyone who displeases him. When she first meets Prince Po, who is Graces with combat skills, Katsa has no hint of how her life is about to change. She never expects to become Po’s friend. She never expects to learn a new truth about her own Grace – or about a terrible secret that lies hidden far away…a secret that could destroy all seven kingdoms with words alone
In order to develop a secure defense against a hostile alien race’s next attack, government agencies breed child geniuses and train them as soldiers. A brilliant young boy, Andrew “Ender” Wiggin lives with his kind but distant parents, his sadistic brother Peter, and the person he loves more than anyone else, his sister Valentine. Peter and Valentine were candidates for the soldier-training program but didn’t make the cut—young Ender is the Wiggin drafted to the orbiting Battle School for rigorous military training. Ender’s skills make him a leader in school and respected in the Battle Room, where children play at mock battles in zero gravity. Yet growing up in an artificial community of young soldiers Ender suffers greatly from isolation, rivalry from his peers, pressure from the adult teachers, and an unsettling fear of the alien invaders. His psychological battles include loneliness, fear that he is becoming like the cruel brother he remembers, and fanning the flames of devotion to his beloved sister. Is Ender the general Earth needs? But Ender is not the only result of the genetic experiments. The war with the Buggers has been raging for a hundred years, and the quest for the perfect general has been underway for almost as long. Ender’s two older siblings are every bit as unusual as he is, but in very different ways. Between the three of them lie the abilities to remake a world, if, that is, the world survives. Ender’s Game is the winner of the 1985 Nebula Award for Best Novel and the 1986 Hugo Award for Best Novel.
Ship Breaker– In America’s Gulf Coast region, where grounded oil tankers are being broken down for parts, Nailer, a teenage boy, works the light crew, scavenging for copper wiring just to make quota–and hopefully live to see another day. But when, by luck or chance, he discovers an exquisite clipper ship beached during a recent hurricane, Nailer faces the most important decision of his life: Strip the ship for all it’s worth or rescue its lone survivor, a beautiful and wealthy girl who could lead him to a better life… In this powerful novel, award-winning author Paolo Bacigalupi delivers a thrilling, fast-paced adventure set in a vivid and raw, uncertain future.
White Cat– Cassel comes from a family of Curse Workers – people who have the power to change your emotions, your memories, your luck, by the slightest touch of their hands. And since curse work is illegal, they’re all criminals. Many become mobsters and con artists. But not Cassel. He hasn’t got magic, so he’s an outsider, the straight kid in a crooked family. You just have to ignore one small detail – he killed his best friend, Lila, three years ago. Cassel has carefully built up a facade of normalcy, blending into the crowd. But his facade starts to crumble when he finds himself sleepwalking, propelled into the night by terrifying dreams about a white cat that wants to tell him something. He’s noticing other disturbing things too, including the strange behavior of his two brothers. They are keeping secrets from him. As Cassel begins to suspect he’s part of a huge con game, he must unravel his past and his memories. To find out the truth, Cassel will have to out-con the conmen.
I began my exploration as a new teacher considering technology integration with an eagerness to “get it right.”Oftentimes, I became frustrated with myself and my students when a lesson or project that centered around technology failed.My many attempts at MovieMaker, for example, left me disenchanted with the possibilities of digital storytelling.However, curiousity and perseverance prevailed as I hesitantly but patiently continued to seek and try resources and instructional technology.After several more years and a change of position, I gained back some of the confidence I’d lost.Like the pre-service teachers in Daniella Smith’s (2010) article, “Making the case for the leadership role of school librarians in technology integration” who “lacked the knowledge to link Web 2.0 technology to classroom activities” I, too, needed to find a support system that allowed me to collaborate with other teachers seeking to effectively integrate technology into the classroom.
In my initial technology assessment, I commented on my strength as a professional development leader and the knowledge of specific technology tools I gained while in a coaching position.It was there that I realized how important embedded professional development is even for “digital natives [who] need instruction in how to transition to teachers who use advanced and assistive technology in the classroom” (Smith, 2010, p. 619). As a professional development team, we spent most of our time demonstrating various tools, but we failed to provide support for teachers as they sought to integrate the them, “moving them from structuralism to student-centered constructivist activities” as Smith discussed with pre-service librarians (2010, p. 620). Due to the structure of our position and limitations of our roles, little to no follow-up training was available for teachers.Now I am validated by the importance of a “supportive infrastructure that includes support for teacher initiative and involvement” (Smith, 2010, p. 620).
I’m now able to reflect upon the type of campus leader I hope to become.As a “transformational leader” I will work with campus leadership “to empower school stakeholders such as teachers, community leaders, parents, and students, which serves numerous purposes [creating] long-term reform” (Smith, 2010, p. 621).To facilitate the creation of a “shared vision” I plan to initiate a library advisory committee.I see an opportunity for the committee to not only consider the new direction of the library as an information center, but also to pilot a “Bring Your Own Device” project.By allowing students to bring and use their own devices, teachers can bypass much of the headache our campuses lack of instructional technology or outdated technology often causes.My role as a leader and instructional specialist will be to support teachers as they seek to integrate various Web 2.0 tools into their instructional practices.Several products of this course including the blog and website will enable me to provide “on-demand” professional development supporting the work of this team.
As I look ahead, I continue to gather the numerous tools we’ve explored in the course and utilize my new Diigo account to bookmark, organize and synthesize information I come across so that I can then share it with others.I find RSS feeds to be particularly useful and have subscribed to sites such as digitalshift.com and digitalis.nwp.org, both of which are platforms for educators to share, discuss, and collaborate on topics related to digital literacy and the integration of technology into the learning process.I’ve found and subscribed to a number of blogs, which refer me to even more blogs and sites.Most importantly, I’ve discovered a network of colleagues who are my teachers and who will continue to share their resources and experiences.Some of these colleagues are organizing into a digital committee on my campus.Other colleagues are part of national communities of learners and educators.
My learning experiences in the course allowed me to move from confidence to efficacy as a teacher who integrates technology.My goal for myself was to broaden my knowledge of various tools.Like the pre-service librarians my “confidence seemed to be closely aligned with [my] knowledge of technology tools” (Smith, 2010, p. 626).I now feel that not only have I gained more knowledge than I anticipated, but I also have numerous resources to continue to explore once the course is over.I relate to the pre-service librarian who wrote, “I try new technology more readily.I am not afraid to fail if it helps me learn to succeed” (Smith, 2010, p. 624).I’ve come to understand that where technological integration is involved, learning is part of the struggle.
Obstacles to E-book Integration in School Libraries
The enthusiasm from the world of school libraries has become contagious as publishers continue to develop and promote electronic books. Adding these formats to a school’s collection opens the door to student patrons who find the electronic format to be more appealing than their traditional bound counterpart. Whereas readers once browsed content and made selections by thumbing through the pages of a paperback, today’s teen readers are finding the accessibility, portability, and discretion of e-books to be ideal. Despite enthusiasm from the general librarian population significant obstacles limit the potential e-books hold for library patrons and the collection.
One obstacle that stands in the way of placing e-books in the hands of readers is the availability of digital reading devices. In fact, 67% of librarians surveyed by School Library Journal, report that this is the biggest obstacle even over the cost of the e-books themselves (“Things are Changing. Fast,” 2011, p. 28). A plethora of reading devices exist in the market: Nook, Kindle, Sony, iPad, and numerous other devices. Purchasing these devices can quickly deplete an already shrinking budget with prices ranging from $99-$600. Linda Ashcroft (2011) suggests that librarians can learn from e-book suppliers and features such as “Open eBooks” that allows nearly any e-reader or software that can display EPUB and PDF files to display the text (p. 44). Distributors such as Follett now provide e-books that are compatible with multiple devices and smart phones (Android, Apple, Nook, Kindle) and that can be accessed online. Although libraries may not be able to circulate the devices themselves, publishers have taken a significant step towards improving accessibility of e-books by increasing compatibility to allow readers to use their own devices. This advent to the e-book market will allow more school libraries and districts to invest in e-books themselves rather than shying away from venture. Personal device compatibility will be the key to successful school library integration. In addition to devices, librarians also reported digital rights management and competing platforms to be a concern (“Things are Changing. Fast,” 2011, p. 28). With their e-book collections scattered among multiple platforms and questions of digital rights causing publishers to limit accessibility, librarians feel overwhelmed with the amount of hoops they have to jump through to put e-books in students’ hands. Sixty-nine percent of respondents, according to Ashcroft (2011), report that the limitations for content usage is a significant or very significant hindrance (p. 401). Digital rights management issues muddy the waters for many school librarians to the extent that the time and energy trying to understand the varying issues and perspectives outweights the possible benefits of integrating electronic books into their collections.
Librarians are also faced with choices for their circulation. E-books may be circulated “one person one book” or “unlimited access/ simultaneous use;” 58.5 % prefer unlimited access but 39% prefer a combination of both models (Ashcroft, 2011, p. 405). Publishers continue to search for a sustainable and appropriate business model for e-books. Maintaining flexibility and the option to customize services will be key to reaching the wide and diverse school library market. Suppliers should support librarians efforts by providing simple platforms, bundling options, and circulation options as well as customizing products to meet the needs of a school and its collection.
In contrast to SLJ’s survey, Ashcroft (2011) finds that the biggest limitation librarians report for e-book usage is reader awareness. When respondents were asked why they didn’t use the e-book collection, the highest response was “I do not know where to find e-books” (p. 399) What was more concerning to Ashcroft was the librarian’s lack of awareness of readers’ needs, “users need to know that their library provides ebooks, then how to find them” (p. 399). To overcome this obstacle librarians can again learn lessons from publishers who are offering events such as OverDrive’s Digital Bookmobile that goes into communities to raise awareness (Ashcroft, 2011, p. 405). A school librarian can take advantage of social networks such as Facebook and Twitter to publicize e-book holdings, create video tutorials for accessing e-books using VoiceThread or host online chats to answer questions and book-talk specific titles in the e-book collections. The more tools librarians utilize to reach student readers, awareness will grow and readers will seek out this special part of the school’s collection.
Despite the rapidly evolving world of e-book technology, librarians continue to demonstrate their enthusiasm for the future of their collections. In fact, in five years, librarians projected that “ebook penetration to increase 14-fold by 2016, to 7.8 percent” (“Things are Changing. Fast,” 2011, p. 28). In order to get there, libraries will need to re-focus multiple resources to support e-book acquisition and usage. Budgets, professional development, and initiatives will need reconsideration in order to provide funds, skills, and awareness. For now, a keen awareness of what is available from vendors and publishers and a healthy “wait and see” attitude might be the best course of action while the many issues surrounding e-book integration continue to be refined. Knowing when to act and when to wait will enable the school librarian to wisely and cautiously integrate the service into the school’s collection.
Are student cell phones a nuisance or an asset in the classroom? School boards, administrators, and teachers have gone to great lengths to prevent student use of cell phones from interfering with learning. Sometimes, however, your greatest nemesis can become your closest ally.
The war against electronic devices in schools is a futile and misguided one. We do not even hold ourselves to the expectation for students to silence, put away, and ignore their personal devices for eight hours. Faculty meetings are the best example; the greatest perpetrators of cell phone use policies are teachers themselves. As adults we have embraced and come to rely upon our personal devices to engage in the world. Are teachers using their devices during meetings to engage in the content? Usually not, although efforts could be made to incorporate their devices to raise engagement much along the same lines as students.
In “Adventures with Cell Phones,” Kolb (2011) illustrates instructional practices where “a basic cell phone can be the Swiss Army knife of digital learning tools” (p. 41). Integrating personal devices into instruction 1) increases the time spent on teaching and learning that occurs inside and outside of class and 2) facilitates learning anytime, anywhere at the student’s appropriate pace. Not only is instruction more effective, but integrating students personal devices into instruction teaches them responsibility through mobile etiquette and the utilization of these skills in future professions.
As new technology is developed and marketed to education, district budgets, federal grants, and state funding are decreasing. A race is on to become a “technology campus,” but campuses are ill-equipped to supply every student with an iPad. Student cell phones are free to the district. Instructional practices that utilize students’ personal devices can be integrated using a basic device that has text-messaging and camera capabilities.
One practice uses Google Voice as a quizzing tool. Students call the teacher’s number, listen to a prompt, and then record their response. The messages are archived and available for MP3 file download. The teacher can then send a text message back to the student as feedback.
Other practices involve taking pictures on the camera phone to Geotag and create maps. Digital storybooks can also be created using the camera on phones. Yodio (yodio.com) allows students to create collaborative storybooks. Other projects use apps such as Fickr and Photobucket to photo share.
In addition to photos, students can interact with the curriculum through Classroom Response Systems at no extra charge to the school. Two sites, Polleverywhere.com, Wiffiti.com, and Textthemob.com allow students to respond to polls, questionnaires, and surveys through text and then see the results live on the screen.
Before diving in and asking students to go straight to the cell phones during instruction, it is wise to provide some instruction on cell phone safety. Kolb (2011) several specials, sites, videos, and references that help students examine and understand the special issues regarding cell phone activity. When educating students on cell phone etiquette and safety, the teacher must become the mentor for appropriate use of personal devices in the school community.
Digital Dossier YouTube Video of “Digital Footprints”
Libraries as well as classrooms have the potential to expand students’ academic experiences. Through the use of cell phones, students can tap into a myriad of resources and tools as readers and researchers. QR Codes or smart tags can be used to allow students immediate access to information.
A QR Code could be placed on a display of summer reading titles that links students to a review of one or more titles. All the student needs to do to access the information is to scan the code using a free app such as Microsoft Tag. New releases can be accompanied with a tag that takes students to the book trailer or author’s website. Immediate access allows students to engage in reading as a lifelong habit. One librarian goes so far as to post codes in the bathrooms, strategically pulling students, who may not step foot into the library, into an exciting story with one quick scan.
Another use of cell phones in a library includes using social media apps for readers such as Goodreads (http://goodreads.com). The Goodreads mobile app has a feature that allows readers to scan a book’s barcode and automatically add it to a shelf. During one ten minute trip to the library, a student could virtually stock his or her “to be read” shelf for months or add books they have read to their shelf for friends to peruse. Goodreads also provides a place to explore lists, write and read reviews, and connect with authors.
Phones can also be used as personal storage devices with apps like Evernote. As students research, they can take pictures of text, write notes, and email themselves documents to be collected in a “notebook.” They can even share notebooks with collaborators. Evernote is also accessible through the website (www.evernote.com) where students can download content to evaluate, synthesize, and publish their findings.
We seem to always be on the search for the next engaging tool or practice. Rather than trying to re-invent the wheel and spend an enormous amount of time engaging students in classroom instruction, let’s use what students bring to the table—their digital lives—to create a dynamic, collaborative, and creative learning environment.
In Response to “Gender, Technology, and Libraries”
As the fields continue to diversify and become more complex, it will be crucial that a balance of men and women professionals comprise the library sciences and informational technology professions. However traditional they may have been, IT and library departments will benefit greatly from an integrated workforce rather than perpetuating the gender disparity (Lamont, 2009).
Lamont’s assertion that the lack of women in IT positions can be attributed to nature and perception accentuates the socio-cultural influence on women when determining a career path, often one that they place there themselves. Societal “assumptions that family and home responsibilities will cause women to be less able to contribute” may be a driving force, but women in these roles perpetuate such a perspective and their presumptiveness becomes their greatest obstacle (Lamont, 2009, p.140).
Qualities of professionals in IT and library sciences may appear to be masculine and feminine: hard work, commanding, driven, and competitive vs. instinctive, intuitive, innate, and nurturing (Lamont, 2009). Perhaps these qualities can be pinpointed to specific male and female traits. What cannot be undermined is the value all of these qualities contribute to every profession. Therefore, it is a balance of personal traits, qualities, talents, and work ethic that should be considered when seeking to balance these professions, not necessarily X and Y-chromosomes.
Until the culture is changed from within, traditional roles will be perpetuated. Reevaluating, redefining, and rethinking these roles as technology continues to evolve will lead to a blending of these skills. Lamont asserts (2009) “If managed properly, the best of classic library theory will combine with IT into a dynamic and diverse workforce as well as a thriving and innovative organization” (p.141).
Technology Strengths and Weaknesses Analysis
As an educator, my greatest strength has been my ability and determination to continue my own learning journey. When integrating new technology or exploring digital tools, I utilize technology as a resource to self-teach. Tools such as YouTube, Google Videos, and subscription sites such as Atmoic Learning enable me to investigate, adopt, and implement a myriad of Web 2.0 tools and hardware. I utilize colleagues and specialists in my district and networks to support my goals to integrate technology.
In addition to my commitment to life-long learning, I’ve been fortunate to serve in a leadership role providing professional development to teachers, much of which was instructional technology. My background, although in depth in many areas such as Mac hardware and applications, Promethean, and a few web-based tools, is not necessarily as broad as it could be. A lack of breadth of knowledge might lead me to miss supporting teachers’ and students’ needs. In order to improve upon this weakness, I hope to gain insight into resources that will diversify my technology knowledge base in hardware, software, and web-based tools. My initiative and drive to keep learning will allow me to improve upon my weaknesses.
Smart phone applications, in particular, are an area where I see tremendous potential for supporting digital students; however, I feel intimated by the sheer number that are out there let alone how best to determine their quality and usefulness. Learning to utilize personal devices and piloting initiatives such ad BYOD days (bring your own device), will support students’ information fluency. Information bombards students at astounding rates through their own personal devices they carry with them. If we can help students to harness the device as a tool rather than a perpetual information conduit and critically evaluate information, this will positively impact their problem solving and digital citizenship skills (Smaldino et al., 2012).
In addition to personal devices, I hope to continue to gain experience designing and maintaining engaging, interactive sites, blogs, and spaces. I envision creating a virtual space as diverse and extensive as the physical library for students and teachers that integrates traditional learning methods with 21st century literacies and skills. In order to create such a space, I will continue to experiment with and become efficient in using platforms such as Google, Posterous, WordPress, collaboration sites, etc.
A transition from the classroom or even professional development department into library and media specialist is a challenging process. Fortunately, I feel that my drive and motivation to continually learn will allow me to meet these goals as I diversify and integrate my own skill sets and qualities.
Lamont, M. (2009). Gender, Technology, and Libraries. Information Technology & Libraries, 28(3), 137-142. doi: 1837038311. Smaldino, S.E., Lowther, D.L., Russell, J.D. (2012). Instructional Technology and Media for Learning. 10th ed. Boston, MA: Pearson.