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Linworth webinar, November 15, 2011
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Get in the Game: Developing a Plan for Strategically Choosing Technologies to Support Student Learning Through Your Library Program
Buffy J. Hamilton| November 2011
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we need a canvas as a
context for
the selectionof technology tools for
learningCC image via http://www.flickr.com/photos/blueshoe/5645198954/
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we can’t cultivate networked learners without putting pedagogy before tools
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how do we create
transformativelearning experiences
for students?
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http://teachweb2.blogspot.com/2010/01/personal-learning-environments-student.html 7
Evaluation Criteria, Tools,
andResources
Participatory Sites of Culture and Learning
Inquiry Lens on Learning
CC image via http://www.flickr.com/photos/calamity_photography/4745146362/sizes/l/in/faves-10557450@N04/CC image via http://www.flickr.com/photos/oberazzi/318947873/sizes/l/in/photostream/CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/ 9
Evaluation Criteria, Tools,
andResources
CC image via http://www.flickr.com/photos/clappstar/3588547020/sizes/l/in/faves-10557450@N04/
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crafting selection guidelines for technology
tools and resources for learning
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“learning centered selection”
12Source: Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38. Academic Search Complete. CC image via http://bit.ly/rv1jS3
Questions for Consideration: Educational Significance
• How does it advance the learning/curriculum goals for a project/class?
• What function will the tool serve in the instructional program?
• Does it provide a way for students to think critically about what they’re learning as they use it to create a product?
• Does this replace a tool already in use?
Does it streamline a process, provide for collaboration, or make a significant change in how classroom and library work is done?
Source: Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38. Academic Search Complete. CC images via http://bit.ly/sFypCl
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Questions for Consideration: Benefits and Drawbacks
Source: Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38. Academic Search Complete.
Pros and Cons of Free vs.
Paid Versions
Are paid benefits of a tool/service
cost-effective?
Weigh options of pricing structures
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Questions for Consideration: Unique Attributes of a Tool or Resource
Source: Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38. Academic Search Complete.
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What technical qualities
make this a better choice?
What features make it more
functional?
What sets this tool apart from others?
Questions for Consideration: Additional Points for Evaluation
Source: Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38. Academic Search Complete.
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What is the staying power or stickiness of this tool or resource?
Is the look and feel of this tool or resource appealing?
What is the ease of use/learning curve of this tool or resource?
Questions for Consideration: Additional Points for Evaluation
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Closed or open source
Hosted or installedData ownership
and export/transfer abilities
Terms of Service
Ability to cross-post/share content
created in other information
streams
Privacy issues
Source: http://www.slideshare.net/janehart/choosing-the-right-social-and-collaboration-platform
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selection tools for uncovering the best technology resources
for learning
leave your silos
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Twitter Blogs
RSS feeds of favorite websites
Digital publications
Print publicationsWebinars/
Conferences
Participatory Culture and
Learning
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relatively low barriers to artistic expression and civic engagement
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what is known by the most experienced ispassed along to novices
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members believe that their contributions matter
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members feel some degree of social connection with one another
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strong support for creating and sharing one’s creations with others
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Inquiry Lens on Learning
CC image via http://www.flickr.com/photos/oberazzi/318947873/sizes/l/in/photostream/39
the inquiry driven classroom…
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Graphic used with permission from Dr. Barbara Stripling
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values dis-ease--there are many questions raised without answers
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 42
establishes more than the teacheras validator of knowledge/work
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
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nurtures a feeling of responsibility to oneself and to the class
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire
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recognizes classroom as a complicated, non-laboratory place filled with complex, caring
human beings
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 45
fights culture of school that wants THE right answer
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 46
exercises patience- doesn't give up too quickly and realizes community/learning/inquiry doesn't happen overnight
Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 47
values transparency and make the class part of determining what is occurring
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Source: http://www.slideshare.net/buffyjhamilton/buffy-hamilton-response-to-paulo-freire 48
Graphic used with permission from Dr. Barbara Stripling
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connect
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“awakening prior knowledge” Kristin Fontichiaro
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Connecting
providing context and background
knowledge/building schema
providing focus to deal with information overload (big idea
thinking)
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Connecting
Provide choices
Collaborative knowledge
building
Scale/share constructed knowledge
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Connecting: Transliterate Strategies
KWL (traditional paper and virtual means) and pre-searching
Face to face discussions (scaled and shared through social media/cloud computing
Mindmapping
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Possible Tech Tools for Supporting Connection
• Mindmapping applications
• Blogs
• Wikis
• Liveblogging Tools (CoverItLive)
• Google Docs
• Network community (Edmodo, Ning)
• Skype or UStream TV
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Screenshot from http://www.jogtheweb.com/run/N0WGMbFA3fPQ/Streamlining-and-Glamorizing-KWLs-and-Mind-Maps#1158
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fishbowl discussions
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wonder
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Possible Tech Tools for Supporting Wondering
• Google Docs
• Google Moderator
• Wikis
• Community networks (Ning, Edmodo)
• Wallwisher, Edistorm
• Skype
• Text Polls or Online Voting with Real Time Results (PollEverywhere)
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Wonder
Developing questions
Small/whole group
brainstorming
Scale/share constructed knowledge with larger
“classroom”
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investigate
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Investigate
Search SkillsOrganizing
InformationEvaluating
Information
Reflection/
Metacognition
Information dashboards
Ethical use of information
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Possible Tech Tools for Supporting Investigation
• Pathfinder hosts: LibGuides, Netvibes, Wikis, Symbaloo, LiveBinders
• Blogs or PhotoStream like Flickr
• Google Docs
• Scoop.it or Summify
• Evernote
• Diigo or Delicious
• YouTube or other video hosting service
• NoodleTools or EasyBib
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inquiry, engagement, and collective intelligence face to face
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inquiry, engagement, and collective intelligence via virtual mediums
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netvibes
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symbaloo
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curation
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citation management and collaborative source evaluation
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construct
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Constructing New Understandings
Synthesis
Finding patterns/relationships
Developing conclusions
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Possible Tech Tools for Supporting Construction
• Mindmapping
• SpicyNodes
• Blogs
• Google Docs
• Wikis
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Source: http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf 104
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express
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Express
Shared Learning
Authenticity/Digital Rigor
Creativity
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“Looking at this across the disciplines you start to see how important the knowledge-creation activity plays into the sense of identity. The overriding theme is that one does not become a “scholar” until they have created something new. In their eyes, it is the act of creation that distinguishing the student from the scholar.”
Brian Mathews, Assistant University Librarian at UC Santa Barbara
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Tech Tools for Content Creation and Self-Expression
• Video creations
• Digital storytelling and/or “texts” (PhotoPeach, Storybird, VoiceThread, Prezi, SlideRocket, Glogster, PicLits, Zooburst)
• Self-published multigenre pieces
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netvibes
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digital research “texts”
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reflect
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Reflect
process product
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Reflect: Assessment and Evaluation
Formative
SummativeSelf
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formative assessment:
Source: Stripling, 2007/2009, pp. 167-68
the measurement of knowledge
and skills during the process of
learning128
Formative Assessment
• Formative assessments engage the school library media specialist, classroom teacher, and student in thinking about the learning process while it is happening so that adjustments can be made if needed
• Ongoing and reflective in nature
• Frames teachers and students as partners in learning
Source: Stripling, 2009129
summative assessment is the
measurement of knowledge and skills at the end of a process of learning in order to determine
the amount and quality of learning
Source: Stripling, 2007/2009, pp. 167-68130
Summative Assessments
• Presentations
• Portfolios
• Text based papers
• Reflective narratives
• Multimedia creations (Voice Thread, Video, Glogster)
• Tests/Exams
• Performance based tasks
Source: Stripling, 2009
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student self-assessment:
who is in charge of your
learning?
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Standards for the 21st Century Learner in Action
Original photography by Buffy J. Hamilton 133
Benefits of Student Self-Assessment
• Encourages participatory learning
• Increases intrinsic motivation
• Helps students construct new meanings
• Helps cultivate a sense of ownership of learning and agency over learning environment
Source: Harada, 2010
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Examples of Student Led Formative Assessments
• Reflecting (learning logs or blogs, notetaking)
• Video recorded reflections/narratives
• Graphic organizers (KWL charts, concept maps/mind mapping, idea webs)
• Questions
• Sharing, Reciprocal Teaching
• Peer Review
Source: Stripling, 2009135
Source: http://teachingsagittarian.com/2009/03/voicethread-as-a-digital-portfolio/
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Q&A/Share
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contact information
[email protected]@buffyjhamilton
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http://theunquietlibrarian.wordpress.comhttp://buffyjhamilton.wordpress.com
Works Cited
Berger, Pam. “Student Inquiry and Web 2.0.” School Library Monthly26.5 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Berger2010-v26n5p14.html>.
Fontichiaro, Kristin. “Nudging Toward Inquiry (AASL 2009).” American Association of School LibrariansNational Conference. Charlotte, NC. Nov. 2009. Vimeo. Web. 23 Oct. 2011. http://vimeo.com/7715376>.
- - -. “Rigorous Learning with 21st-Century Technology.” Vermont Dynamic Landscapes Conference.Burlington, VT. May 2011. Kristin Fontichiaro. Web. 23 Oct. 2011. <http://www.fontichiaro.com/uploads/2011/VT-rigor-web.pdf>.
Fredrick, Kathy. "A Fleet Of Freebies: Choosing Web 2.0 Tools For A School Community." School Library Monthly 27.8 (2011): 37-38.
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Works Cited
Harada, Violet. “Self-assessment: Challenging students to take charge of learning.” School Library Monthly 26.10 (2010): 13-15. Academic Search Complete. Web. 23 Oct. 2011. < http://proxygsu-sche.galileo.usg.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=51003266&site=ehost-live >.
Mathews, Brian. “What It Takes To Become A Scholar: Helping Students Scale the Taxonomy.” The Ubiquitous Librarian. The Chronicle of Higher Education, 26 Sept. 2011. Web. 23 Oct. 2011. <http://chronicle.com/blognetwork/theubiquitouslibrarian/2011/09/26/what-it-takes-to-become-a-scholar-helping-students-scale-the-taxonomy/>.
Stripling, Barbara. “Assessing Information Fluency: Gathering Evidence of Student Learning.” 21st Century Learning in School Libraries. Ed. Kristin Fontichiaro. Santa Barbara, CA: Libraries Unlimited, 2009. 166-170. Print.
- - -. “Teaching Students to Think in the Digital Environment: Digital Literacy and Digital Inquiry.” School Library Monthly 26.8 (2010): n. pag. School Library Monthly. Web. 23 Oct. 2011. <http://www.schoollibrarymonthly.com/articles/Stripling2010-v26n8p16.html>.
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