Digital Stories and Schools

After doing the reading for digital stories my mind began to swim. The ideas that popped into my head and how intrigued I was about digital stories was awesome. I could see this being used in every grade level (a first for me and technology) and every part of the school.

Digital stories are short (3 to 10 minutes max) videos created by anyone that include video, picture, music, narration, and graphics. Digital stories are that....stories told and created by the presenter. They are based on a sigle topic and one point of view. They can be about anything and made by anyone with a "story" to tell.

I would think that digital stories could be used in the media center as a way for the media specialist to review or introduce a library concept (DDC or how to use a non-fiction book). Students could use digital stories in the media center as a way to share their favorite book (especially the younger grades). This story could be done weekly or bi-weekly by various students on various grade levels and shared school wide.

In the classroom, I began to think of all the ways I could use it as well. Of course, any teacher could use it as a way to preview a topic, review a topic, or teach one. But, I really wanted to think about how my class could use it...23 six year olds. Then I thought how they could use it to keep track of their own writing ideas. It could become a digital storybook of sorts. I also thought about how a digital story could be used as a culminating activity for students in any subject area. As I've heard often in education and know from real life....if you can perform the task and explain your thinking clearly...you must understand it. By creating performance based task using digital stories as a way to show understanding in my book is an awesome way to not only implement 21st Century Learning but to also the every day standards students must learn.

The Power of Digital Storytelling

Digital stories are a way for people to share their stories through technology.  A digital story is a story told using a variety of still and moving digital images with voice over narration and music playing throughout the story.  It is a powerful way to tell a story.  They are short, usually ranging from 3- 10 minutes and focus on one topic.

Digital stories can be used in the media center to show students important historical events, to help students gain a better understanding of what that time might have been like.  Images and music have a powerful way of transporting people to another time and place, and digital stories are excellent when teaching students about various times in history.  Digital stories can be used to introduce a unit, or help students gain a deeper understanding of a particular lesson being taught.

Another way they can be used is to allow students to tell their own stories to share with their classmates.  They could share one specific event in their life, or share some of their background history.  That would be a great way for students to dig into their own history and share their stories.

The media specialist can guide students to creating digital stories for any subject area; from showcasing various geometrical shapes in architecture and exploring various themes in pop culture, to showing how a particular disease affects various parts of the body.  Any subject area can be used, and it would be a good idea for a media specialist to think of the myriad of ways that digital stories can be used, and use it as a way to collaborate with teachers in each subject level.  Creating digital stories is an excellent way for a student to think critically, and express themselves verbally and artistically.

The media specialist would have to be sure to educate students about copyright issues, and guide them in the correct way to use photos and other information for their digital stories.  Digital storytelling is a powerful tool for teachers, students, and the media specialist to use to tell a story, or convey a message, using technology.

Not Another Technology Training?!$%!?

Jukowski states in Chapter 13 of Technology and the School Library that time and energy are usually the problems when it comes to participation in professional development. How true are those words? I don’t know about all the other schools out there, but when the words “mandatory training” are thrown around, the faculty does not respond positively. They are usually too busy or too tired to really take advantage of the benefits of professional training.

This year, the Hardaway R4 (Rigor+Relevance+Relationships=Results) team decided to put together a professional development plan centered around technology. The ultimate goal of the project is to teach a technology tool that will prove helpful in the classroom. The R4 committee gathered some “tech savvy” faculty members to help plan and implement PLU courses specifically for classroom teachers. The techies were encouraged to plan a course that focuses on one aspect of technology with which they are particularly comfortable. The topics were brainstormed and the following list was created:

October – SMART technology including Google Calendar, math graphing, stories/songs

November – ipods & smart phones

December – building & using weebly sites

January – engaging presentation (PowerPoint & Prezi)

February – SMART technology (specifically SMART Response)

February – xtranormal

March – edmodo

The above courses will add up to a PLU and equal about an hour to an hour and a half in length. Because these are quick, relevant opportunities for training, we are hoping the teachers will not only take advantage of the courses but actually be able to implement the technology into their classrooms, as well.

I am personally responsible for the December course on Weebly sites. I know that when I design my course, I am going to keep Jurkowski’s advice in mind. Here is his sage wisdom for implementing teacher trainings:

·    Think about the needs of the audience. If time allows, perform a needs assessment. Figure out exactly what would be most useful for the group to learn so that you aren’t wasting time on unneeded information.

·    Remember that the course is for adult learners. They have different needs than young people. Consider what they already know about your topic in order to save time.

·    Consider your objectives carefully. Develop some specific goals and competencies you want the learners to achieve by the end of the course.

·    Reward with incentives! Our incentive will be a PLU…but we will also have some snacks to keep the crowd happy!

·    Make sure the lessons are practical and provide tip sheets for later use. If the audience cannot use the material you are teaching and they do not have a reference to use later, the class will be a waste of time for them.

·    Allow time for hands-on application. Have the class actually use technology so that they can actually get a feel it and so that you can spot any weak spots immediately.

·    Use small groups as much as possible. Large group activities can be cumbersome.

·    Always evaluate at the end of the class. Have the participants fill out a quick Q&A on the session so that you can make improvements for the next time.

·    Continue to provide support after the training is over. Make sure you follow up with participants to troubleshoot any issues.

 

One point that Jurkowski makes is that, whenever possible, trainings should be optional. We agreed with this idea. The R4 committee decided to open the courses up to anyone who wanted to attend, but we are not using the words “required” or “mandatory.” We are hoping that because of the short timeframe and the relevant topics, teachers will come.  

As with any new idea, the initial buy-in from the faculty may be worriesome, but we think that we can build some momentum through our enthusiasm for the technologies we are teaching. Once the naysayers see the results of the technology trainings, they will hopefully give a tech tool a try.

Stay tuned! I will update you on the progress of this project. Until then… keep your fingers crossed for us!

Jurkowski, O.L. (2010). Technology and the school library: A comprehensive guies for media specialists and other educators (revised edition). Lanham, MD: Scarecrow Press.

Technology Training

It is ironic that I am setting down to type up this blog today since my school just had technology training on the Promethean Boards today. This is the first training we have received in school since our boards were installed a few weeks ago. This is also the only training we have had at the school level on using the boards. There was training offered this summer for Title I schools in my district. I did take 3 different technology trainings through the summer program, but since they were optional, some teachers did not take the trainings at all. My district (Douglas) has a Title I technology person who trains anyone at Title I schools in the use of any type of technology. This person is very knowledgeable and willing to come to the schools to train anyone who is interested. I am sure she will be back in our school soon for additional training. 

Overall, teachers at my school are very technologically adept. We completed a technology survey at the end of last school year and our school scored highest among the Title I schools and 6^th in the county. This is quite remarkable when you realize the fact that we had the least amount of technology available to us. Most of the teachers at my school are willing to attend additional trainings and do so during the summer and on their own time. Of course, there are always a few who struggle using technology. 

Technology training is very important especially with the new CCGPS standards which push for more digitally published work, student collaboration, and research skills. These new standards make it even more important for teachers to become familiar and use the technology that our students will be required to use as they continue their education. We as teachers need to stay on top of the technology world and a great way to do that is through short technology trainings at the school level. These trainings can be delivered by anyone, but the media specialist will hopefully have a hand in organizing, promoting, and perhaps delivering these trainings. Training should be as short and to the point as possible. They should also be delivered in a multitude of ways not just through after school sessions. Incentives are a good idea to use to get teachers more motivated to attend training. A great idea for simple technology training is a website spotlight of the week. This could be a short blurb at a faculty meeting or a weekly email spotlighting a great (and hopefully free!) website that teachers might find useful. This could go a long way in promoting better use of technology with teachers. 

Technology training Dos and Don’ts

Dos

-          Make training ongoing not every once in a while

-          Ask teachers what they want technology training on

-          Remember that you most likely have teachers with a wide range of technology ability levels from novice to advanced users

-          Use informal and small group trainings when appropriate

-          Teacher the teacher while teaching the students i.e. modeling the use of technology during a lesson

-          Provide tip sheets and handouts

-          Use guided practice and hands on training. People learn more by doing not just watching

Don’ts

-          Give out handouts and sheets without permission from the author

-          Just do lecture type technology trainings. Teachers need to practice the skill to really learn it.

-          Overwhelm teachers with a multitude of trainings only offered after school

-          Plan trainings without input from teachers

-          Think that after the training everyone should know how to complete the task. Instead be available for follow up training and questions

Video Distribution in a Local Middle School

I spoke to a middle school media specialist about video distribution at their school. She smiled and said that their system was very outdated. When TV’s went digital and were no longer analog, it reduced the system’s capabilities. They have a total of three channels that can broadcast. One channel shows scrolling announcements and the student produced morning news. Another channel is GA Public Broadcasting, and the last channel, she had the staff vote on what the channel should be. They decided on CNN.

The first channel shows the school TV news that is run daily. The student news crew does it in the news production room in the media center, but the media specialist is not in charge of it; two teachers are. After the student news airs during homeroom, the rest of the day there are scrolling announcements that are made on a Power point. Teachers have some input into what is put on the scrolling announcements. They can email a Power point slide to the media specialist, and she puts it on the scrolling announcements.

The other channel is GA Public Broadcasting. She said that few teachers watch it. They usually use United Steaming. All of the teachers have the code for using it, and the media specialist promotes it a lot. When teachers request a particular video, and the media center does not have it, she encourages them to check United Steaming to see if they can find a video on there related to their topic, and they usually do. She also said that with her school district recently unblocking Youtube videos for teachers only, that a lot of teachers show Youtube videos if they cannot find what they need on United Streaming.

The last channel is CNN, which the teachers voted on. There are a few times a year when she plays a video for the entire school to view, or an entire grade to watch. When the weather is bad, she will air the Weather channel for teachers to watch. Otherwise, the channel is always on CNN.

Although the media specialist would like to do more with the video distribution system, as far as having more channels, it serves its purpose in the school. The school tv news is aired every morning, announcements are seen by everyone if needed throughout the day, GPB channel is accessible, and there is one cable channel available. She is currently working on having more channels added.

 

Social Media in the Library

1.       In this age of social media obsession, it only makes sense for library media specialists to use social media to promote their library media program. There is definitely a place for social media in the media center. It’s important for library media specialists to promote their program continuously; to students, teachers, and the community. That ensures that their patrons remain informed about the happenings at the media center. That, in turn, would do a lot to increase book circulation and media center usage.
   

    

        I know that many school districts do not allow access to social networking sites, but that should not stop a library media specialist from using social networking. The media center patrons will still benefit from media center social networking. I visited with a media specialist that has a Twitter and Facebook account for her media center. She includes pictures of what is going on in the media center, links to book reviews on her blog, shares recommended books, keeps students abreast of current contests going on at the media center, informs patrons of new books that have just arrived, and more. She has students that ask for book recommendations via social networking, and share reviews of books. So, it’s a great way to involve students and promote reading.

    

        The way the aforementioned media specialist used social media to promote her media center is great. Social media should be used to promote the library program, and keep patrons informed of its services and offerings. Social media provides a great way to increase reading motivation by:

        • Allowing the media specialist and students to discuss books and increase motivation for other students to read the book.

        • Informing students of the variety of books that the media center offers.

    

        Social media is an asset to a media center that can motivate students to read and keep patrons informed of the media center’s happenings.

    

Elementary Students and Social Networking

As I did the reading, I started having a panic attack thinking about my six year old daughter on a social network or 23 first graders on a social network during the day....how overwhelming!! Of course, the first thing I think of when I think of social networking is FaceBook, MySpace, and Twitter.

I have had to do a great deal of "soul searching" while reading the material printed and have come up with this when it comes to social networking and students. Young students don't need social networking. We need to teach them how to use a computer (turn it on, turn it off, access applications, etc.). We need to teach them how to type in a search window, a website, and filter through the overload of information the Internet can give us. At a young age, we need to begin teaching students responsibility of using the Internet.

In Paulding County, social networks are blocked...ALL OF THEM...I haven't found any that I could open at school. Even with Web2.0 as popular as it and useful most of it is still blocked. Is this fair? I don't think so...there are thousand of middle and high school students that could learn a great deal of things from these social networks and Web2.0 tools. And most of them are only using them as a way to "talk" to their friends and complain/rejoice about life. None of them are probably using them to talk to the author of the newest book they just finished or to a new "friend" who lives on the other side of the world/country. I believe for the older students social networking and tools provided by Web 2.0 are boundless but for the young students that can't read, write/type, or figure out how to turn a computer on/off...this type of learning should be kept under lock and key. I do believe teachers should have access to it and a way to access an account created by the school system so that they can share the information with their students.