Using Technology to Enhance the "Non-Technical"

I've been over-thinking my topic.  I originally tried to address something that really didn't inspire me.  Computer skills are important--of course!  But I already address those in my lessons--all year long! 

Despite my job being mainly about technology and information retrieval these days, I can't forget about my first love--why I chose my career (and I know it's cliche)--reading!  I spend so much time worrying about students understanding PowerPoint and in-text citations, that I don't spend enough time inspiring students to read. 

Then an idea literally fell to the ground at my feet.  I was putting away some magazines and several editions of School Library Monthly fell off the shelf.  The February issue was on top and in the content list on the front, I saw "Edmodo: A Great Tool for School Librarians."  Not only can I use Edmodo to address tech skills, but I can use it to promote reading! 

What I love is that I can reach out to students--I don't have to wait for them to come to me.  My hope is that using Edmodo to promote the library (and also forming an Edmodo book club!) will increase my circulation and library attendance.

It was suggested to me that I also address enhancing tech skills (in addition to reading and circulation)--which I will obviously do, but I'm not sure how to combine both objectives without it seeming like two projects.  If you read the article you'll see that there are so many possibilities for Edmodo as a vehicle for the school library, and increasing readership is just a part.  So I'm going to create a product that addresses many aspects of literacy--how do I measure it all and seamlessly combine it into one project?

So that's the part that stumps me...Any suggestions???

Reality Check

Spent the last week in Naples, Florida.  So fun and relaxing!
Now that I'm home I have to prepare for pre-school dinosaur reading day, teach Fakebook to several English classes, polish my solo paper, and finish preparing for my Web 2.0 workshop.  I've taught adults before, but never Web 2.0.  There's a gazillion tools out there...so which to choose?  I'm going to stay somewhat safe my first time out and stick mostly to those tools highlighted by the NJ Assoc. of School Librarians.  They're tried and true, and I'm pretty sure most of my attendees are new to Web 2.0.  I'll throw a few extra fun things in though...
Alligators are not the monsters we think they are.  Before the photo was taken, Tiny Turbo (3 ft. long) had his muzzle off and never opened his mouth.  Apparently they only eat once a week, at the most.  The rest of the time they conserve heat and enjoy being rubbed on the cheek:-).

Angry Librarian

I'm officially strung out on information literacy and what it means in our computer/Web 2.0 age.  I submitted my rough draft early because I won't be in class on March 19 and also because I have a lot to say and wanted to do it sooner, rather than later. 

I'm at a professional impasse.  I completely embrace the idea that the nature of my job is changing.  What it should be changing to is an increase in collaboration with teachers.  However, even though the standards and our curriculum emphasize the teaching of research skills, no one is knocking on my door this year.  I've taught Web 2.0 tools but not research.  When I address it with the English supervisor I'm told that despite what the state standards say, meetings are being held that will change them.  Apparently teachers are now supposed to hand students research materials, thus cutting out the information gathering aspect.  But I can't find evidence of this shift anywhere.  We'll send kids off to college and the real world and they'll have no idea how to seek information.  Shame on us.



2010 Common Core Standards for Writing--

Apparently I'm Supposed to Ignore Them

What scares me the most is the fact that if this keeps up, my position will become irrelevant.  So I'm constantly trying to come up with ways to make myself necessary, something I've never had to do before.  I wish I could get the straight story.

Enjoy this video from a more innocent time. 

Don't get me wrong...it's not that I want to go back in time, I just imagine less "grey areas" in the library field! 





I Can Relax for About 5 Minutes

I think our Humanism/ARCS presentation went well!  I'm glad it's over, mostly because I can now focus on things I've been ignoring like medical study hall and updating the Virtual Library.  But now I've got our solo paper to ruminate on...never a dull moment!
March 2nd is Read Across America Day!  The library is entertaining the preschoolers with stories, character visits, songs, REAL green eggs and ham, and several craft stations.  I've even made hats for all of them!  It should be cute AND fun.
My kids are excited--they're school has a big event call "Get Fit with the Cat in the Hat."  They have to wear exercise clothes...  I love that they're excited about working out!
14 days till vacay...  My goal was to lose 5 lbs. before leaving but I now realize that I've got terrible self-control and I just have to accept that and move on.

Plugging Away

Our humanism group met again and I think we really made some headway.  We've written a tentative "script" for our presentation.  We're just nervous about the technology cooperating.
I really like humanism because it demands respect of the learner.  When we are treated with respect, we are motivated, pure and simple.  Synectics and connectivism also lend them selves to humanism.  Synectics expects people to think creatively, deeply, and "outside the box". If the facilitator thinks the learner is capable then there again is that respect thing!  Connectivism focuses on the process and how people work together.  With success comes motivation!  One of the greatest skills we can learn is how to find what we're looking for--it's so simple, yet so important.  I've always said that it never hurts to ask, suggest, or even disagree.  The more you put yourself out there, the more results you'll get!
Anyway, my children are outside on this beautiful Saturday and I'm sitting here.  I think I'm done now.
Going to "connect" with my "human" need for fresh air and fun!

Still Afraid of Thinking

Information overload anyone?  Phew! But I think my group members and I have more of a handle on what we are doing for our theory lesson/products.  Thank goodness because until tonight I felt like we were flappin' in the breeze. 

It's 7pm and I've mentally checked out of class for the evening.  I feel like looking at beautiful landscapes to the tune of soothing music, like I need to level out my brain waves or something.  I went through a "new age" phase in my twenties; I know what it's all about--ear candling, chanting, etc.  There's merit to that lifestyle (still not sold on ear candling though;  no one has that much ear wax!), however it takes too much time.  But I digress.                                                       
Today was report card day for my kids.  My 9 year old got straight A's (of course) and my 6 year old got a mess of dots, pluses, and checks.  The Kindergarten report card is massive.  All I care about is that my child, after 1.5 years of kindergarten, still can't read.  I think he's capable, he's just not interested.  And my goodness, if you believe what this site says, you might as well check yourself and your child into a mental facility for intense therapy.  One, because there's something terrible wrong with him and two, because I've failed as a parent.

I've obtain access to Pottermore..! (more to come on that).

What to do, what to do?

I've been tearing my hair out trying to come up with a topic for our solo theory project.  Either I'm thinking too deeply or I'm just not very smart. 

This year I find myself teaching students to use Web 2.0 tools (Fakebook, Community Walk, Creaza, etc.), more often than teaching database searching.  And these teaching moments only occur because I try to convince a particular teacher to try it.  I find this disturbing because teachers seem to be getting away from requiring their students to find information on their own.  They'd rather hand it to them to save time. I'm sympathetic to their plight (testing constraints, fitting in skills, etc.), but the students are losing a vital life skill. 

Despite this being a very large "gap" in my professional existence, I'm not sure how it translates into a theory-based issue.  So unless I can figure that out I think I will base my paper on how we must embrace a connectivist style of teaching when incorporating Web 2.0 into teaching.  Like connectivist theory, Web 2.0/e-learning encourages users to make connections with others, to collaborate.  It's more about the journey, and the learning that occurs is a by-product of the journey. 

I think I also may touch on how sometimes teachers are reluctant to embrace allowing their students make online connections with others.  But in the right environment, educational collaboration can be very satisfying and safe for teachers and students.

Tah dah!