Theme three, in my opinion, is the nitty gritty of the course. Theme one was about establishing a foundation, theme two was about management and evaluating, but theme three is about the materials themselves. In lesson 8, we discussed the deep web and learned about grey literature. In my opinion, the grey literature aspect was the part that most resonated with me as I had never encountered the term before. There was some discussion going on in the forum about the existence of the dark web, which I also found interesting. I watched a Buzzfeed video a few months ago about the dark web (How Scary is the Dark Web?, 2018) which I didn't find particularly appropriate or adding to the discussion on the forum, but was nevertheless reminded of it based on the discussions which were going on. My main takeaway from lesson 8 is the importance of the teacher-librarian in any school to be mindful and practice appropriate search terms. So often we forget that our students have not yet been taught how to search for information, and the responsibility falls on the teacher-librarian for guidance. Lesson 9 focused mainly on databases for the purpose of understanding how important their role is in our schools. I have never worked in a school which has provided students access to electronic databases, mostly because in the schools I have worked in there has been very little support of teacher-librarians, and very little emphasis on the teaching and learning which takes places in the school library learning commons. In all honesty, by not providing our students with access to databases, we are setting them up for failure - and this mostly applies to students in the upper grades (9-12), as a significant number of them are headed toward post-secondary institutions which do not consider Wikipedia or a google search to be an adequate source for research. I found the cost associated with a number of quotes for databases to be extreme. I requested a quote and a trial from EBSCO, who recently got back to me, which quoted the school at $1000 for the use of four databases. When I approached my principal about it, he said there was no way we could afford a yearly subscription. Image source: http://www.onlinereferencecentre.ca/ What I did appreciate is that many of the databases available to schools are available free of charge by the Alberta government, as they have an Online Reference Centre where a teacher can log in with their information and obtain resources from a variety of sources. After a number of different questions, and a few different reminders, our Alberta Education representative gave us the information we need to be able to access the resources, and my whole school is thrilled! Lesson 10 was an excellent reminder about using bibliographies, biographies, and directories as reference materials. In the discussion forum, we discussed how at times we as students may go to the bibliography of a text and search out materials to keep reading. I often find myself looking toward the authority of sources before considering a source reliable or unreliable. We were also reminded Riedling's mention of evaluating the cost, accuracy, comprehensiveness, currency, and ease of use of reference materials. The activity we completed in lesson 10 was exploring the different formats of databases. I generally find using databases easy and well-refined, however, I do get frustrated when the results page takes me to a whole host of other sites with different layouts. I did comment in the forum that I prefer PDF results, which is even better if it is searchable. I was frustrated (and remember my frustration vividly) with how one e-book was available to download only by separate chapters. Again, I understand why (because one file could be too large), but am frustrated with the choice that was made. Lesson 11 brought us to generalized and specialized encyclopedias, where we discussed in the forum at length established vs. citizen-built encyclopedias. I appreciated the back-and-forth in the forum, as I also felt at a loss for which is truly "better". The conclusion I came to (among others) is that if the purpose of the encyclopedia is for academic research, the established encyclopedia would be the appropriate research material. However, if using the citizen-built encyclopedia is used as a springboard to access other materials for research, it may be put to good use. Lesson 12 was a wonderful learning opportunity for me as we examined physical copies vs electronic copies of dictionaries and thesauri in the discussion forum. From my opinion, there was very little reason to say one was "better" than the other, but that it is important to provide access to students to ensure they are able to participate with others. I appreciated the note that was made about alphabetization, especially since we often put items in alphabetical order as adults without realizing that is what we are doing. I also appreciate how other teachers see the value in having both kinds of resources available to students to compare and contrast. My favourite part of our discussion was the adopted game that one of my colleagues mentioned: to have a word of the week and students can look up the definition in the dictionary, write it down, and enter to win a prize.
References [BuzzFeedVideo.] (2018, November 10). How Scary Is The Dark Web? [Video file]. Retrieved from: https://www.youtube.com/watch?v=OGAV7MPw0_U
Bookselfpublishing. (2016, January 17). Ebook vs print book [Digital image]. Retrieved March 30, 2019, from https://visual.ly/community/infographic/business/ebook-vs-print-book Government of Alberta. (n.d.). Online Reference Centre. Retrieved March 30, 2019, from http://www.onlinereferencecentre.ca/ Government of Alberta. (n.d.). Online Reference Centre. Retrieved March 30, 2019, from http://www.learnalberta.ca/OnlineReferenceCentre.aspx?lang=en National Geographic. (n.d.). Indigenous Peoples Atlas of Canada [Digital image]. Retrieved March 30, 2019, from https://www.amazon.ca/Indigenous-Peoples-Canadian-Geographical-Geographic/dp/0986751626/ref=sr_1_1?ie=UTF8&qid=1531148078&sr=8-1&keywords=indigenous peoples atlas of canada JustScience. (2018, February 12). How is google search changing us? [Digital image]. Retrieved March 30, 2019, from http://www.justscience.in/wp-content/uploads/2018/02/how-is-google-search-changing-us.jpg Riedling, A. M. (2005). Reference skills for the school library media specialist: Tools and tips. Worthington, OH: Linworth Books.
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For proper formatting, please see link above. Collaborate with a Teacher and Evolve Their Practice Krista Belanger LIBE 467 - March 3, 2019 1 Abstract Classroom teachers require support, care, collaboration, and concern by members of the community, Teacher Librarians, and administration to ensure their students are best served. Teachers’ practice can be improved by considering the SAMR model of infusing technology into the curriculum. 2 Background The teachers referenced in this assignment are two specific teachers whom with I have taught with over the years. Each of these teachers have been given a pseudonym. 3 Teacher One: “Winston” Winston is a Social Studies teacher who is fresh out of University and has not taught grade 6 Social Studies, however, he is eager to test different ways his students can research and learn about Government. Right now in his classroom, Winston uses a textbook called Voices in Democracy: Action and Participation (Pearson, 2008). Other reference materials Winston uses include local and national newspapers, political party pamphlets, and political party websites. Recently, Winston began using weekly CNN 10 clips online (https://www.cnn.com/cnn10) and discussing current events around the world with his students. Winston would like to transform his teaching from the substitution and augmentation phases of the SAMR continuum to the modification and redefinition phases. 4 Plan for Winston As Winston is already using some online resource materials, Winston’s plan is more focused on transforming what is typically done in the Social Studies classroom into creating new experiences and new opportunities for student learning. Winston will be striving for “significant task redesign” in modification and “Tech allows for the creation of new tasks, previously inconceivable” in redefinition (Puentedura, 2009). While Winston understands the importance of primary source material and the scope of reference works, he lacks understanding in establishing context, process, and scaffolding an understanding of bias in his students. Resource 1: The Mock Legislature: A Student Handbook (Legislative Assembly of Alberta) This resource will allow students a greater understanding of how laws are made, which will also allow them the opportunity to host a legislative seating to try to pass a law. Previously, this resource was only available to students and teachers who managed to get to the Legislature during a session and watch the House in session. Now, the resource is available online and students do not need to go on a field trip to access the learning materials. Winston may choose to use this resource to create something new, such as a law. Again, previously students were unable to learn about creating a law unless they were on a field trip to the Legislature. Winston could be supported in using this resource by contacting his local MLA to help be a part of the classes mock legislature. Students may be able to film their attempt to pass their law and use it as a learning opportunity for later years or to show the school at an assembly. Resource 2: Registered Political Parties and Parties Eligible for Registration (http://www.elections.ca/content.aspx?dir=par&document=index&lang=e§ion=pol#wlp) This resource will allow students to read about and access materials for various political parties in Canada. Students can read about various political parties, find commonalities, and summarize what makes a “good” political party. Winston may choose to have students create their own political parties based off of what they find. This activity may extend into redefinition if students create their own political party websites and they hold a class election, and this would be a good culminating activity at the end of the local government unit. This activity could be supported by both the administration and the Teacher Librarian as Leading Learning states, “[administration] and teacher-librarian work with teachers to design challenges to empower student-led collaborative learning. Students learn how to build personal learning networks” (2014, pg. 11). Winston could find help from a technology teacher in the school or Teacher Librarian who may make suggestions for which website builders to use, or he also may access help from a local political figure (mayor, MLA, or MP) to help design logos or establish platforms. In our area, the mayor is often in the schools, so asking him to come in and help would be easy. Students will also see how difficult it is to establish a party platform and will appreciate the practicality of the activity, “Learning experiences are designed to have real world context and relevancy for students” (Leading Learning, pg. 15). By using this resource, Winston will not need to create a list of political parties and their information, as it has already been done. Not only will this save Winston time, but it will also encourage Winston to focus on other areas of preparation for the activity. Resource 3: Canada 101: Just Political Parties (https://www.youtube.com/watch?v=nhaq5nWYUa0) This resource will provide students with background knowledge of the various political parties. Winston will need to be careful in how he shows this with his students because it does contain bias. However, including biased materials is acceptable as long as students are aware that they do contain bias and know what bias is. Winston will likely need to do some pre-teaching about bias prior to showing this video. By using this video as a reference to springboard their political parties discussion, Winston will be able to work in the realm of augmentation where there is significant improvement but also direct substitution (Puentedura, 2009). While Winston spends most of his time already in the augmentation phase, it is important for students to have a base understanding about a concept prior to moving into modification or redefinition. Winston will be supported by the Teacher Librarian as the Teacher Librarian can pull together other resources which show bias and help Winston in the classroom. 5 Teacher Two: “Mary” Mary is a veteran teacher in the public school system, having been a teacher of grade 12 English for over twenty years. Mary is known as being a strict no-nonsense teacher who primarily uses print reference materials such as encyclopedia sets and specific content area titles such as Uncle John’s Bathroom Reader Plunges Into Canada to reach her struggling learners. Other reference titles she uses are: the MLA Handbook, Webster’s Dictionary, and Webster’s Thesaurus. As the head of the English department, Mary ensures she keeps copies of the local daily and weekly newspaper in her classroom for students to use, as she also covers current events in her classes. In the back corner of her classroom is a shelving unit housing years of old National Geographic magazines, “just in case”. These materials, while serving her teaching practice well for a number of years are insufficient in providing access to many students who are now coming into her classroom. Simply substituting these reference resources for electronic versions is not enough (lowest level of the SAMR continuum). 6 Plan for Mary Mary is open to replacing many of her print resources and using digital resources, as she is familiar with their benefits and ease of use. Since Mary teaches in a one-to-one school where students have access to a ChromeBook for most of the day, she is interested in expanding the access of resources to her students to enhance her students’ learning and to meet them at their level. The SAMR model indicates that simply substituting Mary’s existing hard copy reference materials would be the lowest level of enhancing her students’ learning, but Mary is not ready to move all of the way up the continuum to redefinition - nor should she be. First, I would suggest to Mary that there are a variety of substitutions available, including electronic encyclopedias, dictionaries, and thesauruses. I would make her aware of the potential of these resources, as simple substitutes for what she is using currently in the classroom. I would also introduce Mary to Google Classroom as a way to distribute online materials to students. These suggestions are all substitution level suggestions. Knowing that Mary teaches Shakespeare across all of her classes, I would point Mary to the many resources online for establishing context into the day in which Shakespeare wrote his plays. Encouraging Mary to make changes one unit at a time, or one thematic focus at a time would be best done slowly and with purpose. By choosing the topic of Shakespeare, Mary can experiment with implementing electronic reference materials with her classes without making a semester-long investment. Assistance and continuous collaboration with the Teacher-Librarian will help ensure Mary is using the resources to the best of her ability. By the Teacher-Librarian coming into the classroom and modelling how to access and use the materials, Mary can take notes, engage in her own professional development, and feel less pressure to “be the expert” (which more often than not results in the classroom teacher becoming frustrated and choosing to abandon implementation of a new idea or resource). Resource 1: Shakespeare Resource Center (http://www.bardweb.net/) This website is a collection of links to websites surrounding topics of Shakespeare’s life, Elizabethan England, The Globe, and various performances. The site is maintained by an individual with a vested interest in keeping information accurate and current. Originally, the site was created for a university project. Mary may choose to use this website to direct students into completing inquiry work or research regarding the context of Shakespeare’s time. Instead of all students using the same textbooks or reference materials, this website offers a concentrated list of options to choose from for research. By using this site, there is potential for students to skip the substitution phase and move up to the augmentation phase of the SAMR continuum as the “tech acts as a direct tool substitute, with functional improvement” (Puentedura, As We May Teach: Educational Technology, From Theory Into Practice, 2009). In using this resource, Mary may understand that implementing a different type of resource does not mean that she must “reinvent the wheel” as there are many other educators who have done most of the leg work by this point for her and she simply needs to access some of the great work that has already been done. Resource 2: Shakespedia (https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/) This resource contains primary and secondary reference materials in an online collection. The website is maintained by the Shakespeare Birthplace Trust which is a registered charity. Mary may choose to use this resource to enhance her current practice in establishing context as well as conveying information about Shakespeare’s early life. She also may choose to use this resource to discuss bias and compare the information on this site to the information on the previous resource to create something new online (in the modification phase of the SAMR continuum). This exercise would be known as modification because “tech allows for significant redesign” (Puentedura, 2009). Mary may also choose to give students guiding questions to help them as they browse the site, or she may assign students to examine a particular aspect of Shakespeare’s life or find something which they find as relevant to them, as Leading Learning encourages, “Learning experiences support differentiated learning approaches and processes” (pg. 16). This resource will provide opportunities for students to access information from a variety of sources, using a website which is logical and well laid out. The charity is a reliable and welcoming resource - they have stated that they are available to assist teachers and are willing to work with schools who are unable to visit the physical site of Shakespeare’s birthplace. Resource 3: Electronic Databases (Explora Secondary) Generally, in my experience, databases have not been made available to students for the purpose of research. In my opinion, failing to teach proper use of electronic databases have done those students a disservice, not simply because they will be using these resources in post-secondary schooling, but because there is more to research than using Google and exploring items there. Databases contain articles, images, magazines, and journals which contain both primary and secondary reference materials, and a significant amount of information housed in the databases are not found via Google. Mary may choose to use databases in her classroom to examine different aspects of Shakespeare’s life which may be controversial or unpopular. In using reference materials in this way, students can grow as critical thinkers, potentially resulting in moving to the modification or redefinition phases on the SAMR continuum. Using this database can open up the conversation in Mary’s class toward creating something completely new, “redefinition: Tech allows for the creation of new tasks, previously inconceivable” (Puentedura, 2009): Mary’s students may choose to create their own music to compliment one of Shakespeare’s plays or they may choose to “modernize” the building of the Globe Theatre. Utilizing the database will provide opportunities for research which are unavailable through a typical Google search. Mary will likely appreciate the reliability of the resources on the database, but will likely need significant assistance or someone stepping in to teach her students how to use a database. Mary has likely never used an electronic database before. Going forward, it would be likely that the Teacher Librarian would teach the classes how to use the databases while Mary worked in an assistance role. In the event that the Teacher-Librarian is unable to provide assistance or teaching, there is a help section on the database and individual students (and Mary) can choose to use the help section and chat to have their questions answered. 7 Conclusion While both teachers are working to better their teaching practice, collaboration with the Teacher Librarian and others in the community will help allow their students develop depth in their engagement with learning material. Both teachers are committed to handing over their classes to improve their own teaching practice, to learn, and to understand how their own teaching can be strengthened. It is recommended that these teachers be supported by administration and the community to ensure their students receive the best resources available. References (n.d.). Retrieved February 27, 2019, from https://www.ebsco.com/products/explora.
Canada, Government of Alberta, Legislative Assembly of Alberta. (n.d.). Mock Legislature (2nd ed.). Edmonton, AB: Government of Alberta. Canadian Library Association. (2014). Leading learning: Standards of practice for school library learning commons in Canada (Canada). Ottawa, ON: Canadian Library Association. Elections Canada. (1970, February 02). Registered Political Parties and Parties Eligible for Registration. Retrieved February 27, 2019, from http://www.elections.ca/content.aspx?section=pol&dir=par&document=index&lang=e [Just In Canada / Juste au Canada]. (2015, October 4). Canada 101 Just Political Parties. [Video file]. Retrieved from https://www.youtube.com/watch?v=nhaq5nWYUa0 Pressley, J. M. (2005, February 10). Shakespeare Resource Center. Retrieved March 1, 2019, from http://www.bardweb.net/ Puentedura, R. R., Ph.D. (2014). SAMR, Learning, and Assessment. Shakespeare Birthplace Trust. (2016). Shakespedia. Retrieved March 1, 2019, from https://www.shakespeare.org.uk/explore-shakespeare/shakespedia/ |
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