Chapter 11: Generating and Testing Hypotheses

Two points caught my attention in this chapter; first “Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data.” (203). Many teachers myself included struggle with the time involved in using technology, do you teach the content or teach how to use the program? Many times the learning takes a backseat to learning how to use Word, Power Point etc especially when asking elementary students to create final projects. Therefore, it is of great interest to me that students can collect data, easily input data and see the results almost immediately via a few tools and a spreadsheet and not necessarily turn it into a final project. I read with interest the examples given in this chapter, but probably would encourage use in the classroom instead of the library. It does call for collaboration between the teacher and the librarian to incorporate these types of activities into various subject matters and thus the information is beneficial to me.

The second point I found in this chapter was the teacher using the “Help” button. In the first reading of this chapter my first thought included the teacher shying away from creating spreadsheets because they did not feel comfortable or felt that it was above their ability level. We must always remember that “help” is just a click away. We also have other options such as using our instructional technology department, or even “Ask Al”. With the availability of experts around us one only hopes that more and more technology can be incorporated into lessons, whether in the form of spreadsheets, web resources, or data collection tools.

Chapter 10: Homework and Practice

Are we close to a time where we require all students to have internet access in order to complete homework? As we all know there are ample web resources to learn and practice skills. I spent a little bit of time at IKnowthat.com and used some of their demo games. I am sure kids would love to have homework practice that included games, I’m just not sure how practical it is. For many it comes down to financing, not everyone is able to buy the hardware let alone the continued cost of internet access, and then the possibility of having to subscribe to a service such as I Know That. I realize this is an ongoing struggle that many policy makers don’t seem to fully understand, but it is a huge issue for many of our families. The argument tends to always come back to the library (both public and school) that states families can have access via the library; good idea as soon as you solve transportation costs, personnel issues, and maintaining and having enough equipment. Second is an ongoing argument about using computers as a high dollar worksheet, yes drill and kill is more enjoyable on the computer the first few times, but the excitement soon wears off. I am intrigued with utilizing technology to provide homework and practice, I just see that many other issues need addressed first or the gap between the haves and the have nots will grow even wider.

Chapter 9: Identifying Similarities and Differences

This chapter reminded me of things that I used to incorporate into all my lessons when teaching students identified as gifted and talented; and often thought ALL students deserved this same type of thinking activities. I can see many uses of word processing to classify and group books much as the examples in the book. One of the Velasco teachers often created simple power point classification activities by having the icons on the side of the page and students would simply drag the icons under the correct headings. She would do these types of activities with Pre-K and with 3rd graders. I also like the idea of teaching students about analogies. After students have some understanding of analogies then they could practice analogies with book characters such as; Grinch is to Seuss as ___________ is to Peggy Parish. (Amelia Bedelia). Another example might be; mean is to Grinch as _________ is to Sam I Am. (happy, funny etc.) This is not only an interesting way to work on vocabulary development but also characteristics. I cannot see how this would be difficult, it could easily be used as a warm-up, review or closure to a book study.

It would be nice if students had access to Kidspiration or Inspiration, but not necessary. As I stated in the previous paragraph classification can be done with Power Point by allowing students to drag different clip art under appropriate headings. It is easy to create Venn Diagrams with Word or Power Point. The benefit of having Kidspiration and Inspiration is having readymade icons and graphic organizers.

Chapter 8: Reinforcing Effort

Thomas Edison said, “Genius is one percent inspiration and ninety-nine percent perspiration.” However, just placing inspirational posters around the classroom evidently will not ensure that students will apply the messages. According to this chapter, it is important to both teach the students the importance of effort and have them track how their effort relates to their learning.

I liked the ideas of collecting student input on their effort and comparing their effort to the outcome but I am not sure that I will implement this in the library. Tools such as Survey Monkey and using a word processing program to create a rubric are a good idea that I can see at the end or during a long-term project.

I am trying to brainstorm possibilities for the library with this and can see something informal with students attempting to read chapter books for the first time, perhaps having the students keep track of how much time they are willing to read daily in order to finish a book. Maybe having students summarize each chapter before moving on to the next chapter so they can link what happens from chapter to chapter. This activity is easily done with paper and pencil, or with a word processing package. Comparisons with reading time and the summaries could be compared to AR scores.

With more thought, I am sure there are other ways we can encourage effort through the library, but instead of formal ways via technology I will probably stick to discussions of effort and motivating posters.

Chapter 7: Cooperative Learning

This was a good chapter to review the importance and descriptors of cooperative learning. As many things in education, cooperative learning was a very popular practice, but no longer the focus of teacher training programs so a quick review is essential. The same holds true for WebQuests, once popular, but the time to implement and the work to create them have probably lessened their uses in recent times. I have very positive experiences with WebQuests and see them as a way for students to work cooperatively and for the librarian and teacher to work collaboratively. Because of the time involved in creating WebQuests, I appreciate the links to current WebQuests and have utilized the ones from San Diego State University. One goal I always have is to collaborate with teachers to provide learning opportunities for students. This year I am offering set lessons for teachers to select from and schedule with me; I will add WebQuests to the list of possible activities.

My personal favorite web tool that I utilize often is Delicious!!!!! I know personally how it works for me, but I have a problem seeing how to utilize Delicious with elementary students. In the past librarians have created Path Finders which contained links to various sites. These are topic related and restrict students to approved sites for research. I would hope that with some work Delicious might work in the same way. I will need to give this more thought before I begin to share my Delicious Account with students.

Chapter 6: Summarizing and Note Taking

I agree that this is a skill necessary for all students, but one I rarely see in an elementary school. A typical note taking session might include a four square with pictures with a few words after reading or viewing a video. The addition of technology may or may not expedite the process. I can see the addition of a computer motivating students, but using word processing for some is tedious. I believe I would begin with using Power Point over a word processing program so students could easily utilize pictures instead of words. I did like the inverted T because it includes graphic representation and words and encourages a limited amount of words. Once again, I see the fun behind Inspiration and Kidspiration, but neither fits my needs because I get too involved in selecting the icons for each item and lose the ultimate direction of the lesson. I can see students using this program if you allow some playtime before asking them to use it as a tool.

I like the idea of using Wikis for cooperative work. In my situation, I believe that this might need to happen at school and not required from home. I realize one value of Wikis is the ability for students to collaborate remotely with each other, but many of our students do not have internet access so the remote might be discussion between students in a variety of classes, or discussion between students in different schools. I would like to see a Wiki in a book club situation in which kids could read a chapter and summarize what they read then others could add information or read others summaries to help with their comprehension. Allowing student access could be used as a recommendation for others who might want to read the book. This is an idea I have toyed with for a year now, it seems that we just don’t have time to incorporate these things into a school day, especially when time is limited when seeing students. Once again it goes back to collaborating with the teachers who also need to recognize the value of note taking and summarizing via technology.

Chapter 5: Nonlinguistic Representation

Learning Styles immediately popped into my mind at the beginning of this chapter; by the end though I realized that these techniques and activities are beneficial to all students not just the visual learners. I like the idea that showing a movie or video is a good practice, but that having students create their own videos moves it into a higher level. Today’s programs, whether Photo Story 3 or Movie Maker makes this an easy and viable activity for students. In addition, adding an animation component adds motivation and excitement for students. Many years ago I had some students make an animated video. The procedure of cutting and placing each small piece, videoing it and then moving it slightly and videoing it again was tedious! The project gave life to a plant growing from seed and the students did a great job, but I can see how using today’s technology will make such a tedious job easier and more efficient.

I believe every classroom should be equipped with the microscopes and digital probes listed in this chapter. Many of the document cameras have microscope attachments that become beneficial in science classes and the document cameras have uses in all subject areas. As stated in this chapter, the naked eye and standard thermometers were “high-tech” at one time. I realize that many of us learned this way, but just as no one really expects to use a chalkboard anymore, we need to update our classroom technology beyond white boards. I do realize the major drawback to keeping updated equipment is cost but if we are preparing students for a technology driven future, we must find a way to update ALL classrooms.

Here is the picture of George Washington's teeth that I found on Creative Commons. Common stories say that his teeth were made of wood, well he actually had several pair of teeth most commonly made of hippo tusk.

Chapter 4: Cues, Questions, and Advanced Organizers

Love the ideas in this chapter that help students link current knowledge with new knowledge and in the process deepen what they will learn. We each have access to Word, Excel, Publisher, and Power Point for students so how easy is it to have the students create their own organizers. Not only do these organizers begin a study, but also serve as a guide through the unit. As a librarian, I especially like the idea of research prior to a field trip and then brochures to help guide the students and I hope to implement this idea. I know we often use technology to develop assessments or practice for a unit of study, but not as often prior to the unit. I have recently participated in the in-service provided by BISD Technology Department; Tech Café and was able to see how these simple activities could be used as described in this chapter in addition to using them as teacher created activities. KWL charts are important, but with these ideas, we can mix things up a bit!

What a wealth of multimedia presentations are available to aide us in whatever we are teaching. I remember my first introduction to Creative Commons when I discovered a picture of George Washington’s false teeth. I knew if I had such a reaction then students might also have an emotional reaction and would at least remember the book George Washington’s Teeth and have an interest in checking it out to read it independently. I began the lesson by showing the picture and asking the students what they thought it was, and then we discussed the common idea that George Washington had wooden teeth. The next time I do this same lesson, I will use the picture of the teeth as a graphic organizer and then utilize a video about Washington from Discovery Ed (United Streaming) as a narrative organizer before sharing the book.

Chapter 3: Providing Recognition

Using technology to recognize students seems to be a no brainer. Utilizing programs that enables a teacher to create certificates involves little time and some creativity; those challenged in the creativity department can use ready-made programs found on the web or purchased programs. Print Shop has been around for many years, teachers have been creating and giving stickers, and providing recognition long before computers became the norm. Time saving is a definite plus to using technology. A second benefit to using technology stated on page 60, “With technology, teachers can easily make exemplary work available for the appreciation of peers, parents, and professionals across the world.” The availability of technology then moves a common practice into new realm.

I noticed in several examples that technology began the process, but in the end, there was still the human aspect. For example, a teacher might collect information using the clickers, but follows up with giving students “bonus points coupons.” Even designing a recognition program where teachers spread good news via the internet or e-mail programs still depends on a people connection where Mom, Dad, Grandma or Grandpa verbally recognize the positive behavior. Technology alone seems to expedite the process, but human interaction is still necessary.

Chapter 2: Providing Feedback

One of my goals for this coming school year is to encourage teachers to use the e clicker student response systems. I had to chuckle when reading the teacher resources and your comment of them being “underutilized” and that you can find “one in a closet somewhere, dust it off and put it to use.” That is exactly where I found them complete with dust and extra pieces. At the end of the school year, I collected all that I could find and had discussions with teachers on whether they are being used and why. Most common comments were that no one really knows how to begin with the clickers. When the clickers were first purchased teachers were trained, but those teachers are now gone and no one has taken the time to learn the system. I also heard that the program is not user friendly so they did not begin to learn anything about them. I have only attended some beginning online tutorials so I do not profess to know everything but I have used them enough in the library to realize that this technology truly excites students and allows all to participate in class. Having them readily available to check out from the library gets them out of those closets and hopefully into the hands of teachers willing to use them. Teachers should see the benefit of “immediate and specific” feedback but also see the benefits of the time saving aspects of linking to GradeSpeed and printing off study guides etc.

The Web has a wealth of resources if one has the time to locate and weed through the tremendous wealth and poverty of material found on the web. Brain Pop was advertised strongly at the past Texas Library Association Conference and even though it is a subscription service, I will utilize their offer of a free trial to see if it would be of value to Velasco students. One of the positive aspects of Brain Pop includes purchasing Brain Pop Jr to meet the needs of elementary student and the availability of a Spanish version for our ESL students. Since we are talking about how to use technology in order to provide formative and summative assessments we should look to some of the programs already in use at Velasco that provides this information. Accelerated Reader, Study Island, Fast Math, iStation, and others do give students and teachers immediate feedback. In all these programs students receive immediate feedback. Even though the feedback is there for the elementary student, we must not forget to have a personal touch. Classes that see the most impact from these programs have teachers who check the progress, discuss the results, and let students know that they are not the only one looking at the results. Many of these programs provide a way to share the results with the parents that adds another layer of importance to the students. I know we are all strapped for time but what I see is the difficulty to fully utilize all aspects of programs and little time to learn how much more we can get out of some of these wonderful programs. Perhaps it is time to learn about what we have before we purchase additional programs.

Chapter 1: Setting Objectives

Chapter 1 deals with ways to use technology to set objectives and inform students what those objectives are. The first is utilizing a word processing program to create KWHL charts. I know of few teachers that do not use the computer to create these types of charts but generally, they then either run copies or use one with the overhead or document camera. The next step that I had not thought of and listed in the book are having students fill out these on the computer. This allows for better communication to parents and students and engages students in helping to create their own learning objectives. These sound like easy ideas to implement but do take some extra thought on the part of the teacher. First, where are these going to be stored when students have completed these charts but still need access? If saved to a desktop, will students have access to the same computer each time? In my library, I have 6 student computers, most classrooms 2 and access to laptop carts on a sporadic basis. Second teachers must decide how to manage the students when they are actually filling the forms out. Classrooms with limited computers have limited access. One other concern is a time management for students who have limited capacity for typing. Elementary students are just beginning the process of learning where the keys are located and are at times painfully slow in putting thoughts on paper. Each of these barriers can be solved but must be thought through before asking elementary students to use technology to fill out this common form.

The chapter also discussed the use of Blogs in the setting of goals and objectives. I spent some time on the 3rd grade class blog because I can generally find examples of middle and high school blogs, but rarely elementary school blogs. This example showed the myriad of useful things to use the blog for, but I felt it was difficult to navigate. This weekend I was discussing blog ideas with a friend (a school administrator from another district). Her students participate in a reading blog. The design created by her librarian and set up to encourage summer reading began a few weeks before school ended. Students were to post thoughts about books read, the administrator was to comment on their posts. This sounds like a simple concept and she said that it quickly became popular with students. The problem for the administrator was finding time to respond to the students so much so that they would meet her in the hall and ask why she had not been on the blog that day. For her the timing at the end of the school year was a huge barrier. I did tell her that I was stealing the idea and was going to try a book discussion during the next school year.

In the past I have used programs such as Kidspiration and generally like these types of programs. I have discussed the limitations of using technology earlier, but Kidspiration has another item for teachers to consider before assigning to students. I do feel teachers must take into account learning styles before using with entire classes. Students who are linear thinkers become frustrated easily with Kidspiration. These are tools to use, but may not be a correct fit for each student.

This chapter offered suggestions to tweak common activities utilizing simple to use programs that will encourage students technology use. Although I listed some barriers, I don't feel any will prevent me from trying these ideas but will use with some thought.

21st Century Learner

"What Kind of Education Do You Want Me to Have" is an interesting beginning for this discussion because we can't identify what types of jobs and careers will be available in our children's future. We can rest assured though that students need to adapt to a changing society. The verbs used in this video; think, create, analyze, consume, evaluate, apply, are not new and in many ways I feel we did a better job of this previous to the era of accountability and testing. Is it any wonder the number of students that dropout of school when we cannot seem to make learning and education relevant for them? I do find it interesting the number of teachers who feel it is not necessary to learn new technologies or to attempt to adapt to how students learn best. If adults are willing to stay stagnant then what types of examples are we setting for our learners?

I don't feel students are asking too much when they say "engage me" and they understand that technology is a tool that will help to engage them while we sit and create excuses. The introduction to Using Technology with Classroom Instruction that Works states that "technology can transform teaching and learning" what more can we want?