Five Year Horizons for the Library

     When thinking about a five year plan for your Library, the Horizon Report: K–12 Edition from New Media Consortium provides a good framework.  

    In the short-term, the report advocates STEAM learning and coding literacy. I think for my library, that will take the form of more collaborative teaching with my colleagues.  I will use the hour of code initiative to spotlight coding and hook kids on the fun and creative aspects of coding.  Robots and microbits could act as a focal point, or culmination of the coding week.  As for inserting STEAM into the curriculum, our elementary system is very conducive to interdisciplinary approaches. Coordinating with teachers to find out what they want is a good start. I anticipate that this would lead to the creation of resource bins, or makerspace resources for select subject areas.  These are solvable challenges.

        The first year or two in a new position is a time to build relationships and create trust, especially around collaboration. I think coding and STEAM are conducive to building that base when new to the Teacher Librarian position.

    In the middle term, the report identifies focusing on measuring learning and redesigning learning spaces.  I wonder if the focus on measuring learning is an artifact of the USA's obsession with standardized testing.  I think I will keep in line with BC's assessment guidelines. These are in a state of flux at the moment, and I think it is important to keep on top of them, and play a role in helping staff understand them in the context of ADST, because of the teacher librarian's leadership role in technology. Redesigning learning space seems like a wicked problem in my school. It is a full and crowded school with very little wiggle room, but some redesign plans have been discussed in my post https://rupertsreflections.blogspot.com/2021/10/library-possibilities.html. 

    In the long term, 5 years or more, the report points to advancing a learning culture of innovation, and deeper learning approaches.  I think cultural shift is difficult, but very worthwhile. I use school-wide initiatives to help create a culture in the school, as well as building relationships with staff and students. I think the report is wise to make this their longest term goal. It takes a lot of sustained effort to change culture, but it is time well spent.

3D Design

 

Here is a project that I do with my kids in TinkerCad. I combine it with a Math measurement unit.  We can calculate the volume of the nameplate, and relate that to how long it takes the printer to print it.  It is a good idea to do this pretty prescriptively so that no none gets lost. After that, they have time to mess with the concepts we learned. This lends itself to making iterations on the theme. 

It is a good idea to prep some 'assistants' to help with this lesson.  This could be some kids who express an interest, or kids from higher grades who have done it before and want to take on a leadership role.

Other things I've done with the kids are pencil toppers. It is great for a measurement unit, because if they can't measure the pencil right, then the topper doesn't fit.  It is great for teaching the real world implication of accuracy in engineering. 

Here are some more projects that I've done with kids. 

I used https://www.tinkercad.com/ for all these projects. I found it to be intuitive, and pretty easy for kids to use.  I found the printer itself to be finicky and hard to get along with. It is difficult to plan out print runs in order to get a class set done in a timely manner. I would set it to run after school and be done by morning, but one print per day isn't much. Our printer was quite loud, so if you want to run all day, it needs an isolated place where the noise won't interrupt learning.

Computational Participation

 In 1982, 15 Vic20 computers were brought to my elementary library, and my class learned how to program in Basic. We learned how to use the program Turtle to move a little turtle icon around the screen, drawing pictures.  We heard rumours that you could input this program into a turtle robot and drive it around the room, but our district didn't buy that.  

We worked in pairs because there weren't enough computers. We loved it. It was a social experience as well as a technological one. A month later, they packed up the computers and moved them to the next school.  

Later, my friend got a Commodore 64. In those days, you could buy magazines filled with incomprehensible code. If you typed it in all night, and didn't make any mistakes, you would have a game where you would drive a little lawnmower around the screen. We thought it was so cool. This experience didn't teach us any computational thinking because programs were written in assembly language. It was the social aspect of it that we liked. 

Fast forward to the 2020s, and kids still love to play with code. It is still the social aspects of it that they like. Kids will do sleepovers to code MineCraft worlds. Kids will bring in their latest mash-up videos to share. Kids will show off their Scratch creations. They help each other, peer into other programmers' code, or watch tutorials. It is the social aspect that drives them still. Yasmin B. Kafai writes about creating community around coded creations. It is an important part of any school coding experience if you want the kids to take what they learn and run with it.

The hour of code is coming on December 12. It is a great opportunity to introduce the joy of coding in a social setting to your students. I like to get my grade 5s to partner with their Kindie buddies and do unplugged coding.  https://code.org/curriculum/unplugged . This is a great way to go because the big kids are the experts and don't get bogged down goofing on the computers. It is pure fun and introduces computational thinking in a social environment. Sometimes we move on to Code.org lessons for the non-reader. Sometimes  the big buddies bring in games that they have made to share. Sometimes we program our micro:bits to play Rock Paper Scissors with the buddies,

 I make copies of coding unplugged for all the teachers and the whole school gets into it. I direct teachers to other resources, mentor peers, or offer to teach a microbit class.  Fun.

Question:

 How can you create a culture of participation and sharing around the digital arts?

What role does the library play in giving students a platform for sharing their work, and what liabilities does that create for the teacher librarian?

Kafai, Y. B. (2016). From computational thinking to computational participation in K--12 education. Communications of the ACM, 59(8), 26-27.

Computational Thinking

 Here is a Scratch lesson I do with grade 5 kids when teaching patterns on geometry. 

Here is the pattern that the Scratch program created, about 3/4 of the way through the process.

To teach coding, I generally use code.org, which I find to be very useful for kids to learn at their own pace. I have used it for kids as young as kindergarten, and like their paper-based coding for Day of Code events.

I use https://microbit.org/  to code micro:bits.  This shows some real life functionality with little computers that they can hold in their hands.

All three of these platforms use block coding, which is great for beginners. Kids can expand to other coding programs if they like.

Software note:  I used ScreenCastify to create this video, and loaded it onto my YouTube channel to embed it into my Blog. You can embed ScreenCastify videos directly into your google.classroom stream without using a YouTube account.

Computational Thinking and Robotics

When you look for Computational Thinking, and Robotics, grade 5 on the BC Curriculum search, not much comes up. Luckily there are some really good sources for linking Computational Thinking to the curriculum, and Robotics provides one of many tools to explore those links.

SD 61  Has a comprehensive overview of the topic on their curriculum pages: https://learn.sd61.bc.ca/curriculum/coding/computational-thinking/ 

They start with a comprehensive video, defining Computational Thinking in kid-friendly language.

Key visuals help break down the four aspects of Computational Thinking even more. 

I was curious where I could find these in the BC Curriculum, so I went back to the search page and looked for patterns, problem solving, plan, and other language from the posters.  I found those concepts were everywhere, especially in Math, LA, Science, and ADST. 

For elementary, there are many good online resources to help teach coding. These may lead to coding a robot as a cumulative activity, or robots could be used as a hook to begin the unit.  Here are some resources I have used:

https://codebc.ca/

https://code.org/

https://kidscodejeunesse.org/

https://scratch.mit.edu/

I like to link coding with cross-curricular units. In LA, writing instructions lends itself to thinking about coding. In Science and Art, design thinking pairs well with robotics and Computational Thinking. Math pattern units are a great time to introduce programming concepts.

My school district resource centre lends out robots. At the moment, we are using BeeBots with primary grades to think about how to make effective instructions. I use coding and micro:bits in grade 5, and couple it with my simple machines unit.  

I think it is a trap to see robots as the be all and end all of teaching computational thinking. For my kids, the world if full of real life examples of computational processes that are easy to incorporate into the outcomes of the curriculum. Though programing robots is a tonne of fun and a good hook to get kids interested in science.

Questions: 

Are robots overrated compared to the other tools we have for teaching computational thinking?

What skills do my middle school and high school colleagues think that we should focus on in elementary school?

Iteration of Building the Plan

Thank you to all my classmates who made suggestions to my last iteration. On their advice, I increased the size of the information to make it more readable and added graphics to each section. In looking at some peers' work, I decided to add in some personal Pro-D wishes around collaborations with my PLN. Note my change of format from Linoit in my last iteration.  Linoit version is http://linoit.com/users/rupertgadd/canvases/Building%20the%20Plan

Local Libraries

 

The Greater Victoria Public offers a lot of digital content, all accessible with your library card and password.  The GVPL site includes 34 resources including LinkedIn Learns (formerly Lynda.com) a collection of thousands of courses taught by experts in many fields.

Building the Plan

 

Here is a plan for implementing the from last module.  Assuming that I could get six additional computers, here are some considerations.  This plan was originally made in http://linoit.com/, but I found the format did not translate to this blog format so I reworked it. Link to the original here . I found the app to be impractical for my students and staff to use, and though it is a Substitution on the SAMR Model, it did not Transform the task. It required a log in, leading to privacy concerns.

Digital Literacy

 Thanks Glen for working with me on these slides:

References:
Office of the Privacy Commissioner of Canada, (2017). Social Smarts, Privacy, the Internet, and You. Her Majesty The Queen in Right of Canada. Retrieved from https://www.priv.gc.ca/media/3609/gn_e.pdf 

Tanase, M. (2009). Cloud Computing – How it all works. Retrieved 23 October 2021, from https://youtu.be/TTNgV0O_oTg

Privacy in BC Education

 While reading Julia Hengstler's A k-12 Primer for British Columbia Teachers Posting Students' Work Online, I was happy to see that BC has some of the strongest privacy laws in Canada. I was also alarmed by the myriad of pitfalls and liabilities that teachers open themselves up to when posting student work online. Here are three questions that come to mind:

SD62 uses the Google suite of tools. It seems very thorough when it comes to permissions from parents for its use. Can I trust the process that the school district has in place to be sufficient?

Many of my colleagues use FreshGrade to post continuous reporting to parents. How much responsibility do teachers assume if parents repost their children's work?  What about it the work is shared by several students and reported out to several parents. What responsibility do parents have if the repost those?

One site that I use is Scratch.mit.edu. Students create their own accounts and do passion projects in class, but as extention when they are finished other work. They are creating animations and games. How liable am I if a student makes public work with personal information or explicit content?  If the student uses that app out of school time, am I still liable for its content?

Reference:
Hengstler, Julia. 2013  A K-12 Primer for British Columbia Teachers Posting Students’ Work Online VIU.

Privacy and the Internet.

 

What steps can you take to make sure you have control of your online information? Why is it important to lock privacy settings and set strong passwords?

This is a big topic for upper elementary students. Many of them are starting to post on social media. It is a big topic for parents too, who are concerned about their kids' social media behaviour.

I often direct parents to Google's educational resources:

https://beinternetawesome.withgoogle.com/en_us/families

https://beinternetawesome.withgoogle.com/en_us/

There they learn steps to control online information such as being aware of what you post, not posting friends' into without permission, not posting personal information, and maintaining your online presence.  

They learn that it is important to lock down their devices with strong unique passwords so that others cannot access their information. We talk about which sight require more security and why. We talk about thinking about what sights you may choose to join, and what the sights get from you in terms of personal data.

Finally, I talk, especially with adults, about the need to make your own online presence: that you can't just opt out. If you don't control your own online presence, others will.  

I remember when I started teaching in 2000. I looked up my name and found a teacher with a similar name in the news for some nefarious reasons. That week, I made a number of blogs and sites until the other name dropped off of the first page of search results. It was a lesson that our online identities matter, and we should take control of them.

How do you teach social media safety to your kids?

Slutsky, Mark. Social Smarts : Privacy, the Internet, and You. Ottawa: Office of the Privacy Commissioner of Canada, 2017. Print.

Imagine Easy Solutions. What Are Tracking Cookies? 

 https://www.youtube.com/watch?v=4n2Syt0P4js&t=180s

Determining the Problem

The Questionnaire

I composed a questionnaire based on the collaboration with my classmates around questions for staff and students. I focused on communicating with staff at this time. The questionnaire began with multiple choice questions around how staff uses the library, and what is working for them in the current library. It then used open ended questions to ask what staff would like to see added to the library, what collaborations would be most valuable, what technology they would like access to, and finally, how the TL could help serve students who need more support.

The Response

5 non-enrolling teachers (TL, ELL, 3 members of the LSIS team), and 13 teachers from K-Gr5 responded. Some common issues arose. 

Problem 1.

There are no computers for students to use.

 5 years ago, the district removed the computer lab in the school, as part of a district-wide initiative. Desktops are no longer supported, and the few old and outdated computers in the library were removed. There are chromebooks on carts that individual teachers can sign out, but students cannot print from chromebooks. Students cannot access chromebooks outside of when the teacher books them. 

8 teachers and all non-enrolling staff mentioned the need for students to have access to computers. The remaining teachers were primary grades and mentioned a need to access technology, but focused on iPads. 9 of the teachers talked about the need to access online research sites, and most talked about ADST, specifically coding opportunities.

Reframe A. With library computers, students will be able to access digital reference sites, provided by the district. 

The district subscribes to a number of online resources, such as EBSCO, Gale and Worldbook. It is the nature of the way students log on to the chromebooks that access to digital subscriptions are cumbersome and, as a result, are rarely used by teachers or students. Library computers would be set up to have those sites easily accessed. The open nature of the curriculum, from inquiry projects to skills based learning would be easier to facilitate. Students would gain independence as they followed their passions. An underused district resource would be used.

Reframe B. Library computers, with networked printers, will help to serve those students who do not have access to digital resources at home.

One of the great things about the computer lab is that it was often possible to have kids work independently on work they needed to finish in a flexible way. Without that resource, students with computers and printers at home are at an advantage over families with fewer resources. If the library is to be a hub to support families, both within the timetable, and before school, in breaks, and after school, then library computers are an essential part of that. ELL and LSIS teachers too, were looking for computers on which they could run their individualized programs. One problem they faced was that the current chromebook access structure makes it hard for non-enrolling teachers to get just one or two for small group work. Library computers would be a great place for them to work at certain times of the day.

Problem 2

Teachers want robots for students to learn about coding.

Many teachers stated a desire for their students to learn coding. For the primary teachers, that means robots. The District Resource Centre has a variety of robots, but they are becoming more popular and harder to get.  In the past when we have used them, we have had them checked out for months to service every class that wanted to use them. 

11 teachers mentioned the need for coding, ADST, or robots specifically. Among the younger grades, BeeBots were mentioned often

Reframe: A school set of programmable robots to supplement those from the DRC would drive ADST programs, promote design thinking and lead to more interest in coding and programming passion projects.

I see Robot Month as a great annual event to drive interest in the libraries tech offerings. One of the problems the current TL has is getting teachers interested in engaging in collaborations. I think robots would be a good way to build collaborative relationships around the school, as well as getting kids interested in the tech aspect of the library.

Perhaps, rather than buying robots for the school, a collaboration between a few schools might make the budget stretch a bit further. Perhaps the DRC could be persuaded to increase their stock of robots so that I could have access to them for the amount of time needed to service the whole school. This would be a better solution, as different robots are suited to different grades.

My Focus

I will do both of these, but the most ambitious and pressing one is to get computers back in the library. As a stopgap measure, I will second some chromebooks to permanent duty in the library. Then I will keep data on their use to bolster my case.  Ours is a Google district, but a lot of teachers shied away from getting kids on Google, as they saw it as a hassle. They were happy when I offered to take on the job of signing them up and administering the accounts. I do this collaboratively in the school already with a number of teachers; I am happy to help to remove this barrier for kids. I think this initiative will make the most difference in the lives of kids and will also help teachers by giving them the flexibility to help students that get behind on assignments. I am happy to have a couple of students working quietly on library computers while I do other duties with other classes, or in the times before and after school. I think it will pay off in spades by creating good relationships with colleagues, families, and individual students. I think it will foster a positive and creative culture in the school based around the library as a hub.

Acquire 6 computers for the library. Configure them to allow students to easily access digital references, the library catalogue, their google accounts or another work processing program, and individualised educational resources. Network the computers to a printer to allow students to print their work. Provide opportunities for students to use these computers both within and outside of the timetable.

Resources:

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

 

Innovative learning Center. Taking Making Taking making into the Classroom.   2021 https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

 

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

 

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

 

YALSA Makerspace Resources Task Force. Making in the Library Toolkit. Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021 https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

 

PowerSchool Retrieved from:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Rendina, D  (2016) How to Identify and Reframe Design Problems in Your Library Space Retrieved from:

https://knowledgequest.aasl.org/identify-reframe-design-problems-library-space/

Library Possibilities

 

The library space at my elementary school is small, but full of potential. It is just 16mx10m, less a 4mx4m office space. My students and I measured it out with metre sticks and measuring wheels. Half of the space is taken up by the book stacks and the other is split between library administration and flexible seating and work space. The door at the top of the map opens into an outdoor classroom space, with picnic table seating.

Here are some of the possibilities I see in the space.

Computers: Our school computer lab was removed several years ago to make room for more classroom space. We lost a flexible place for students to research, finish up work, extend their learning and pursue passion projects. It was valuable to learners who needed quiet space and technological adaptations thrive. Pierce talked about "enabling learning anywhere," and computers would help with that. They would also be a valuable resource when teaching robotics, coding, 3D printing, research, discovery and a million other things. Ideally they would be networked to a printer, and perhaps a 3D printer and wide format printer.

Maker Space Tool Benches: I would love to develop a set of Maker Benches to work on design challenges and projects to help develop growth mindsets and design thinking in the students. I want to continue to build a culture of Making in the school.  I envision a set of benches on wheels that would be stored under the counter space at the top right of the map. These could be wheeled to the outdoor classroom, or teachers' rooms to use at different times of the year.  When I look through the cupboards in my class, I see the makings of these. I have a simple machines tub, woodworking, sewing, cardboard assisted design, microbits and printmaking.

Media Centre: If I was able to limit the space needed for administration, I would like to turn part of the work room into a media centre. A green wall on the lower wall on the map would make a flexible space for a student TV station. Filming and sound equipment could be put away so the room is still a working office when not being used for filming.

Outdoor Classroom: As I mentioned above, the outdoor classroom area is underused. If I could secure funding, I would love to install a sunshade, or rain protection.  In summer the kids find the glare and heat too much and in winter there is often rain. But this is Victoria, so with a little effort, I think the space would be usable most of the year.

Questions: I think is is important to have quiet areas where kids can work and feel safe. More and more of our kids have anxiety and sensory considerations. I wonder how I could create spaces for small group, or EA and students to work that is calm and somewhat separated from the rest of the library.

References:

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

Innovative learning Center. Taking Making Taking making into the Classroom.   2021 https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

YALSA Makerspace Resources Task Force. “Making in the Library Toolkit.” Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021 https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

PowerSchool Retrieved from:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

Map of Happy Valley Elementary Library

 

Each square is 50cmx50cm.

The COW is a computer on wheels - Chromebooks in a cart.

Nonfiction shelving is tall. Fiction shelving is short for students to be able to see over.

Tools:  This project is a blend of traditional inking and digital tools. A scanner was used to capture the image, and Windows Photo to crop and edit.

Pierce, D., (2015). Three Ways Mobile Technology is Transforming Learning Spaces, The Journal. Retrieved from: https://thejournal.com/articles/2015/08/25/3-ways-mobile-technology-is-transforming-learning-spaces.aspx

Maker in my Library

 These things are in my library:

• Chromebook carts
• iPads
• microbits
• books

These things are available at the District Resource Centre

• Snap Circuits
• Bee Bots
• Spheros
• Edison Robotics
• Code and Go Mice 

Possibilities for my school community:

• Computers with printer
• Maker Cart
• Cardboard Assisted Design Kits
• Media centre
• Lego
• 3D printer
• Tool kits for kids or families to sign out
• Sewing kits
• Papercraft kits

Question:

How do I manage my budget to build resources  that will benefit the most kids and instills a design thinking mindset?

Resources:

References:
YALSA Makerspace Resources Task Force. “Making in the Library Toolkit.” Young Adult Library Services Association. January 2015. Young Adult Library Services Association, Web. Accessed Oct. 2021 https://www.ala.org/yalsa/sites/ala.org.yalsa/files/content/MakingintheLibraryToolkit2014.pdf

Design Process/Maker Terms

 Here is a sketch note on some of my thoughts around the design process.  With my own kids I tend to simplify to a 4 step process, a little like Taking Making into the Classroom, but I use: Discover, Design, Develop, and Deploy.  I use this language consistently across subjects, including editing writing. I find it shifts the emphasis from getting it done, to working with your drafts until they are ready to publish. 

Resources:

 Innovative learning Center. Taking Making Taking making into the Classroom.   2021

 .https://mytrainingbc.ca/maker/en/toolkit/Taking_Making_into_Classrooms.pdf

Shrock, K., . Sketchnoting: Kath Shrock's Guide to Everything.  https://www.schrockguide.net/sketchnoting.html

ADST in my Library

 I saw a super video by Tim Brown and started thinking about play, and how I can facilitate it in my library space. Here is a mind map.

Tech Leader Goals

 

Revisions:

In viewing the amazing work of my classmates, I came to an understanding of the importance of using references for refreshing my knowledge when I revisit these goals. I added a useful reference section. I revised some of the language in my individual goals to reflect the ITSE standards. 

Professional Goals Manifesto.

 Well I would love some feedback on this infographic manifesto. 

 

My Focused PLN: Google and KCJ

 I am a part of a PLN that I have found to be excellent and aligns well with my goals, Kids Code Jeunesse. (https://kidscodejeunesse.org/). I came to it through a professional development I did on coding with Microbit micro computers. (microbit.org/). This group offered Pro-D on using these great resources, as well as a variety of other services. In working with this group, I developed a relationship with the members, and they asked me to be an ambassador for the organization. I have connected with members across the country. I have attended virtual seminars and social meetings with members. I have used their online resources, and shared my learning with staff in my school, and teacher librarians in other PLNs.

For me, PLNs online, often start with real world interactions. Those whose ideals and practical focus align with mine are worth pursuing. It is great to find like-minded people to share passions and expertise with.

References and resources:

kidscodejeunesse.org

microbit.org

Focused PLN

A Professional Learning Network is a great way to stay in touch with my fellow teacher librarians in my district and beyond. For me, the connections often start in the real world and then extend to online platforms.

In a district as big as Sooke SD62, it is hard to stay in touch with all the great people that you have met at Pro-D events, volunteering on committees, and through shared connections. I find that one of the best ways that I stay connected with people is through Twitter accounts.  I get to see what other librarians are up to, what Pro-D they are excited about and what books they recommend.  I am just beginning my journey as a librarian, but I post pictures of my pinecar races, art in the school, and book recommendations. From peoples retweets, I see what is on their radar, and expand my PLN to see posts from interesting professionals. Occasionally, I will tweet out a question for help on a certain topic.

If you want to see my tiny little PLN (44 followers), I'm @RupertGadd.

   Cook, R. J., Jones-Bromenshenkel, M., Huisinga, S., & Mullins, F. (2017). Online Professional Learning Networks: A Viable Solution to the Professional Development Dilemma. Journal of Special Education Technology, 32(2), 109–118. https://doi.org/10.1177/0162643417696930

ADST: Design Thinking/Human Centred Design Thinking, and and Annual Events

How I Use Annual Events to Promote Design Thinking

2020 was a sad year for the grade 5s. It was their last year of elementary and all the usual year end fun was not allowed due to Covid-19.  I took this as an opportunity to introduce an event that I have been wanting to do for quite a while, a Pine Car Derby. Pine cars (or KubKars) are small wooden cars that kids and their parents design and build. Then we race them down a track in an excitement filled, head to head, series of races. Kids got kits to make the cars with. We modeled the design process, did some mini projects, and then they took them home to make their cars.  On race day the grade 4 kids watched, creating buzz.  Already this year, the new 5s are asking about the cars. It creates a model to hang the design thinking framework on for projects all year.

Of course I do a lot of work around design thinking, but I find a big annual event is a great way to get lots of kids excited about ADST.

Our school also does the Young Entrepreneur Show each year. (https://www.powerplay4success.com/).  This event is tailor made to promote and teach design thinking from a business perspective. 

If you want to promote design thinking in your school, maybe an annual event is a good way to do it.

http://wiki.scouts.ca/en/Kub_Kars

https://usergeneratededucation.wordpress.com/2016/09/25/introducing-design-thinking-to-elementary-learners/

TPACK and SAMR

 

This visual reflects my thinking in using SAMR and TPACK as  a teacher librarian

Questions I am still mulling:

1.     What is the balance of my roles as a support for teachers and a support for students in the school? What are my boundaries in terms of encouraging  peers to use more technology in the classroom, vs respecting their professional autonomy? 

2.    What is the role of SAMR-TPACK in supporting diverse and vulnerable students? How do I work with the LSIS team to make education more accessible to all our kids?

Further References:

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-pedagogicalcontent-knowledge

http://matt-koehler.com/tpack2/tpack-explained/

TPACK: a practical use in Science 5

 

Additional References: 

http://matt-koehler.com/tpack2/tpack-explained/

Technology Tools: Questions to ask.

 

    It is tempting for teachers to adopt new apps and technologies into their teaching. New apps engage students and create a fun buzz in the classroom or learning commons. However, it is easy to loose sight of the tasks and learning you want to accomplish in the face of these shinny new programs.  The SAMR model can help, in that it acts as a guide to question why the tool is being adopted.  Here are some guiding questions for teachers and teacher librarians to think about when deciding if a tool is appropriate.

For further insight into choosing technologies for our students, it is worth looking at Monica Burns' book, Tasks Before Apps.

Additional Resources:

Burns, M. (2018). Tasks before apps: Designing rigorous learning in a tech-rich classroom.

https://www.edutopia.org/article/powerful-model-understanding-good-tech-integration

SAMR in the Library

    In my elementary school, I often find myself in the role of helping my colleagues with technology. As a Technology Leader, I support both experienced teachers that want to adopt new technologies into their teaching, and new teachers, who are comfortable with the tools, but want to collaborate on using them effectively in their classes.  I find the SAMR model, by Dr. Ruben Puentedura, to be a useful tool for helping teachers who are reluctant to adopt digital tools. 

    Teachers are more likely to engage with technologies in A meaningful way if they are familiar. By starting with the Enhancement parts of the model. teachers find technologies easy to adopt and use in the classroom.  For example, using Google Docs as their primary writing program is an easy start, as a form of Substitution for the more familiar Word. Using it in the class is easy, once students have google accounts.

    Once they are using Google Docs, the sharing, and collaboration functionality, begin to Augment the experience. Teacher begin to use these features on assignments, leading to improved learning.  The goal is to make the experience useful for teachers and make their jobs easier in the long run.

    As teachers get more use to using digital technologies in their everyday practice, they begin to Transform their teaching. They use technology to Modify their work flow. For example, they may start using Google Classroom as a platform to collect work, and use the built in rubrics to give useful, formative and summative assessment. In class, work has become Redefined as students and teachers can incorporate peer-feedback into the writing and editing process as part of the expectations of the assignments. Work can be embedded with digital media, and edited according to suggestions.

    As Teacher Librarians, collaborating with colleagues to deliver innovative education is important. So is supporting teachers to use the digital tools available to them to improve their practice.  I find SAMR to be a good model to guide this support.

Happy learning!

Rupert

Helpful resources:

https://www.powerschool.com/resources/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

SAMR in 120 Seconds