The faculty at my mentor’s school has taken a giant leap in their technology skills over the last two years. Over that period of time, every classroom in the school has been equipped with a Promethean Activboard and projector. While some teachers are still more advanced in their technology skills than others, the new technology in every classroom pretty much forced the faculty to advance in their technology skills. The training approach that the school took in this situation was to send two teachers to extensive training on the use of the Activboards, and then have them redeliver information to the faculty. This decision was made primarily due to funding or lack thereof, one of the major problems of technology training. Another problem or barrier that exists in technology training is that it does not take priority over the latest “program” that the system is promoting. So, schools have to get creative and motivated within their building to make the training occur and on-going.
The first item on my “Do” list if it were my responsibility to provide technology training would be to be proactive in offering training. I see this as one of my main responsibilities and priorities as a media specialist. Also on my “Do” list would be to offer technology training in a variety of formats. (such as on-line, small group, large group, and training aid type materials) Just like students, teachers are not all the same in their learning styles and preferences, so flexibility of instruction is important. It is also important to offer training during a variety of times as well. (during planning time, before or after school periodically, or by sign up) Also included on my “Do” list would be to provide follow-up support to the training. This is a vital piece to technology training that is often missed, but is often the determining factor in the continued use and success of technology.
The sole item on my “Don’t” list would be making training mandatory. Instead, I would focus on communicating with staff to see what technology is needed and desired, spreading the word about what trainings are available, and publicizing the success of teachers applying the technology in their classrooms.
Monday, November 24, 2008
Sunday, November 23, 2008
Teacher Technology Training
I have had precious few staff development technology training sessions in the past 12 years. I remember in 1998, some of us completed several sessions on Microsoft Word. I recall learning nothing, but I think I still have the handouts...I hate to say this, but technology training has been pretty much non-existent in my teaching history. I have attended several faculty meetings where United Streaming was demonstrated, but aside from that my training has been limited to someone showing us how to input test scores on a website, and demanding that we post our personal information on our class web page, (name and educational background only) in return for a free jeans pass. Precisely one year later I repeated this exercise.
I was beside myself when I was told that I no longer had to take the county technology class but that I could "test out" of it. I had no idea how I would pass the computer test as I had had no instruction at all over the years. I managed to pass that test only to discover that I had to pass 6401 when I enrolled in this program (help) which was substantially more difficult than the county course. Now I wish I hadn't spent all those years avoiding the course...
There are no official people in my school to go to for technology assistance. When I have a question about a project I am doing (always for one of the media classes, never for my own students) I have to run around the school and ask people who know more than I do. Someone usually say, "go ask Susie Q., she knows about XYZ." Then Susie says, " I can help you with Powerpoint but I don't know anything about LNMOP." It's very frustrating. I have, however, learned a great deal from the teachers in my school. I learned Powerpoint from a team member, and was fortunate enough to spend several hours during a work day getting technology assistance from another teacher who was soooo lovely to me. I could not have completed my projects without these fabulous colleagues. In return, I willingly help anyone who comes to me for help.
I believe that it would be very difficult to provide technology training for the staff since everyone starts from a different "place" and if you are not prepared to take in the information you take in nothing. We do have optional classes provided on Blackboard for teachers and staff to take for small amounts of credit. It certainly doesn't work to have mandatory training. Any training done by the county would need to be voluntary. During pre-planning, a technology department person came to our school and briefly discussed the 2007 Word which had been installed on the computers over the summer. If I were sending someone to present this topic to school I would make sure that they were extremely well versed in the program. I asked a very simple question and she could not answer it. ("How do you change the default font?" Kim Huett discovered the answer.)
I was beside myself when I was told that I no longer had to take the county technology class but that I could "test out" of it. I had no idea how I would pass the computer test as I had had no instruction at all over the years. I managed to pass that test only to discover that I had to pass 6401 when I enrolled in this program (help) which was substantially more difficult than the county course. Now I wish I hadn't spent all those years avoiding the course...
There are no official people in my school to go to for technology assistance. When I have a question about a project I am doing (always for one of the media classes, never for my own students) I have to run around the school and ask people who know more than I do. Someone usually say, "go ask Susie Q., she knows about XYZ." Then Susie says, " I can help you with Powerpoint but I don't know anything about LNMOP." It's very frustrating. I have, however, learned a great deal from the teachers in my school. I learned Powerpoint from a team member, and was fortunate enough to spend several hours during a work day getting technology assistance from another teacher who was soooo lovely to me. I could not have completed my projects without these fabulous colleagues. In return, I willingly help anyone who comes to me for help.
I believe that it would be very difficult to provide technology training for the staff since everyone starts from a different "place" and if you are not prepared to take in the information you take in nothing. We do have optional classes provided on Blackboard for teachers and staff to take for small amounts of credit. It certainly doesn't work to have mandatory training. Any training done by the county would need to be voluntary. During pre-planning, a technology department person came to our school and briefly discussed the 2007 Word which had been installed on the computers over the summer. If I were sending someone to present this topic to school I would make sure that they were extremely well versed in the program. I asked a very simple question and she could not answer it. ("How do you change the default font?" Kim Huett discovered the answer.)
To Attend or Not to Attend: or What! Not Another Meeting ! by Sharon H.
I admit I'm somewhat at a disadvantage on this topic as I am not presently teaching within a school system. You see, I retired this past June after 30 years of teaching. However, I can comment on how it was done at my previous school for years and years and years. It went something like this. (teacher's voice) Okay, I've got a teacher workday. So, I'll work on finishing my report cards. Then, I'll start planning that Social Studies lesson I've been meaning to get to like forever now---" (sound of intercom) "If all teachers will report to the computer lab for the mandatory meeting on whatever technology we're trying to introduce to you today."
And so it goes. So, for the morning or aftenoon I would be in the computer lab learning about some new technology the school wanted me to know about. Most of the training was great, and I usually learned a lot for it, however, there were drawbacks. Namely, the meeting was mandatory. Some of the classes could have been voluntary. So, why not offer an incentive for attending? For example, a PLU. Many of these classes were taught by employees of the firm who was selling the program to the school. This instructor was in a room with 30 teachers who would rather be someplace else. Also, there was always a time limit. Frequently, some questions were not answered because there was need to "move on." I could surely empathize
with my students after one of these sessions. I would have enjoyed it more if I could have been in a room with a smaller group where I could ask questions without worrying about holding up everyone else. So, I guess my do's and don'ts lists include the following:
If the technology is not needed for maintaining school records or information, make the class voluntary and offer an incentive for attending.
Teach the technology in as small a group as possible so that dummies like me can ask lots of questions.
While some teachers may never attend these trainings, the teachers that did attend are usually willing to share what they learned, so the information is dispersed to others through the "trickle down" process.
Make the technology training as specify a possible and provide handouts with step-by-step instructions so that we can follow them when we go back to our classrooms to practice this new skill.
Well, I've spoken about training teachers in technology. What about the students? The students' training was always done in the computer lab by the manager of the computer lab. However, again she was met with many of the same problems that I mentioned above with the teachers. She had a varying degree of proficiency among her learners, and there were too many students present for her to answer all their questions. Often though when I would walk into the computer lab, I would see that the children were teaching each other about the technology.
The media specialist at the school where I am apprenticing for my media specialist add-on expressed some of the same concerns to me in a conversation we recently had. He told me that he would like to offer more technology classes to the teachers but feel that they would resent the intrusion on their time. So, I suggested that he teach the willing, offer an incentive, and let the word spread about the rest.
I admit I'm somewhat at a disadvantage on this topic as I am not presently teaching within a school system. You see, I retired this past June after 30 years of teaching. However, I can comment on how it was done at my previous school for years and years and years. It went something like this. (teacher's voice) Okay, I've got a teacher workday. So, I'll work on finishing my report cards. Then, I'll start planning that Social Studies lesson I've been meaning to get to like forever now---" (sound of intercom) "If all teachers will report to the computer lab for the mandatory meeting on whatever technology we're trying to introduce to you today."
And so it goes. So, for the morning or aftenoon I would be in the computer lab learning about some new technology the school wanted me to know about. Most of the training was great, and I usually learned a lot for it, however, there were drawbacks. Namely, the meeting was mandatory. Some of the classes could have been voluntary. So, why not offer an incentive for attending? For example, a PLU. Many of these classes were taught by employees of the firm who was selling the program to the school. This instructor was in a room with 30 teachers who would rather be someplace else. Also, there was always a time limit. Frequently, some questions were not answered because there was need to "move on." I could surely empathize
with my students after one of these sessions. I would have enjoyed it more if I could have been in a room with a smaller group where I could ask questions without worrying about holding up everyone else. So, I guess my do's and don'ts lists include the following:
If the technology is not needed for maintaining school records or information, make the class voluntary and offer an incentive for attending.
Teach the technology in as small a group as possible so that dummies like me can ask lots of questions.
While some teachers may never attend these trainings, the teachers that did attend are usually willing to share what they learned, so the information is dispersed to others through the "trickle down" process.
Make the technology training as specify a possible and provide handouts with step-by-step instructions so that we can follow them when we go back to our classrooms to practice this new skill.
Well, I've spoken about training teachers in technology. What about the students? The students' training was always done in the computer lab by the manager of the computer lab. However, again she was met with many of the same problems that I mentioned above with the teachers. She had a varying degree of proficiency among her learners, and there were too many students present for her to answer all their questions. Often though when I would walk into the computer lab, I would see that the children were teaching each other about the technology.
The media specialist at the school where I am apprenticing for my media specialist add-on expressed some of the same concerns to me in a conversation we recently had. He told me that he would like to offer more technology classes to the teachers but feel that they would resent the intrusion on their time. So, I suggested that he teach the willing, offer an incentive, and let the word spread about the rest.
Monday, November 17, 2008
Video Distribution and Announcements
Currently at my school the county is in the process of updating our video distribution system. As the system is currently set up in the media center we house the vhs tapes and dvd's. We request that teachers sign up for videos at least one day prior to the showing date. Of course this does not always happen. Rain, substitutes, and other events often bring unexpected changes in our video schedule. We fast forward the videos through the credits and previews to avoid that time being wasted in the classroom. Teachers send down a student when they are ready for us to start the videos. We let them know then what channel the video is on. This works well for teachers if their schedule or time is off a little. The new system from what I understand is going to allow teachers to access the system and begin the videos via their computers in the classroom. I haven't heard very positive remarks about this new system so I am somewhat dreading it.
My school does do a morning announcement show via the closed circuit system. We pre-tape it every morning at 7:30 and show it over the closed circuit system at 7:50. At the end of last year we auditioned upcoming 5th graders for news anchors, weather, camera, and technical crew. Each day we have different students Monday through Friday. We have a Powerpoint system that the kids use as a teleprompter. Each week a different class sends 3 or 4 students down per day to do the pledge and the national anthem.
My school does do a morning announcement show via the closed circuit system. We pre-tape it every morning at 7:30 and show it over the closed circuit system at 7:50. At the end of last year we auditioned upcoming 5th graders for news anchors, weather, camera, and technical crew. Each day we have different students Monday through Friday. We have a Powerpoint system that the kids use as a teleprompter. Each week a different class sends 3 or 4 students down per day to do the pledge and the national anthem.
Video Distribution System
The media center at the middle school where I am mentoring is not responsible for or even connected to any production of a morning show or announcements. To get information on the morning announcement television show I had to go see the technology teacher. He is responsible for producing the program every morning.
The show is aired every morning via a channel on a video distribution system. Children read the announcements and sign up on a voluntary basis. The show is created through Visual Communicator software, and this is apparently an easy program to use and manipulate. In the show the students show photographs, make announcements, say the Pledge of Allegiance, and announce the daily lunch menu. There is not much else done with the announcements over the video distribution system.
There are five other channels in the video distribution system. The single one used for the morning show is located in the technology room. The five others are located in the media center workroom. Four are attached to VCRs while only one has a DVD. The system is not used for anything other than showing movies closed circuit throughout the school.
The classrooms use the Smart Boards and projectors to show multimedia off of the computer. More than GPB, the teachers use united streaming. They usually show these videos only in their single rooms through their projectors. The media center does not do anything with these activities and leave it up to the teacher to choose media to show in their classroom.
The show is aired every morning via a channel on a video distribution system. Children read the announcements and sign up on a voluntary basis. The show is created through Visual Communicator software, and this is apparently an easy program to use and manipulate. In the show the students show photographs, make announcements, say the Pledge of Allegiance, and announce the daily lunch menu. There is not much else done with the announcements over the video distribution system.
There are five other channels in the video distribution system. The single one used for the morning show is located in the technology room. The five others are located in the media center workroom. Four are attached to VCRs while only one has a DVD. The system is not used for anything other than showing movies closed circuit throughout the school.
The classrooms use the Smart Boards and projectors to show multimedia off of the computer. More than GPB, the teachers use united streaming. They usually show these videos only in their single rooms through their projectors. The media center does not do anything with these activities and leave it up to the teacher to choose media to show in their classroom.
Saturday, November 15, 2008
TV news and GPB
We do not have TV news at my school. We do all our news on the announcements in the morning and afternoon. Students are selected to assist with the Pledge. The students are in second grade and above. The principal discusses the lunch menu, character word of the day, and any special announcements.
One nice thing we do is mentioning students on the announcements who have exhibited good character. A teacher will submit their name and mention what they did. For instance, a child may find a dollar in the hall and turn it in or pick up trash on the playground without being asked. This is a nice way of highlighting students who "do the right thing." Their name and good deed is written on a leaf and added to the tree bulletin board in the front hall. This program has promoted more good deeds in our school.
We do not use GPB educational resources through a video distribution system. We could use the GPB digital resources via the computer or with our new projectors. There are many wonderful resources available and would be something I could refer teachers to in the future as a media specialist.
I have used some of the GPB online resources with my students. We do use United Streaming in our classes. We locate material that is related to the lesson topic and show them to individual students on the computer.
One nice thing we do is mentioning students on the announcements who have exhibited good character. A teacher will submit their name and mention what they did. For instance, a child may find a dollar in the hall and turn it in or pick up trash on the playground without being asked. This is a nice way of highlighting students who "do the right thing." Their name and good deed is written on a leaf and added to the tree bulletin board in the front hall. This program has promoted more good deeds in our school.
We do not use GPB educational resources through a video distribution system. We could use the GPB digital resources via the computer or with our new projectors. There are many wonderful resources available and would be something I could refer teachers to in the future as a media specialist.
I have used some of the GPB online resources with my students. We do use United Streaming in our classes. We locate material that is related to the lesson topic and show them to individual students on the computer.
Friday, November 14, 2008
Hear All About It by Sharon H.
I interviewed the media specialist at Allatoona High School in Acworth about their school news, video distribution system, and the GPB. Allatoona High's principal conducts the announcements each morning over the intercom. You know, what I mean. The pledge, the moment of silence, the warnings about writing obscene words on the bathroom walls. However, the media specialist also has a computer which runs powerpoint presentations on televisons throughout the school. These powerpoint presentations include announcements about important dates (such as holidays), club meetings, and when and where the pep rally will be held on Friday afternoon. Teachers who want to contribute a slide to the power point announcements can create the slide and put it into the media specialist's drop folder on the computer. Additionally, the journalism teacher in the school has a class which allows the students to produce and present video announcements which are also shown over the television. These announcements usually contain information about special events that may be too long for a single slide. For example, this month his class did a video about a charity drive. The student in the video stood in front of a green screen with a white forest behind her so that she appeared to be in a snowy environment. Other teachers may also request videos from this teacher about special projects they may have. They have to fill out a Request for Production form and submit it to this teacher in time for the production to be completed. This is the video distribution system for the school.
The school encourages teachers to use GPB in their classrooms especially the United Streaming part of the web site. When teachers approach the media specialists asking about videos the library may have a certain topic, the media specialist will often refer them to GPB.
I interviewed the media specialist at Allatoona High School in Acworth about their school news, video distribution system, and the GPB. Allatoona High's principal conducts the announcements each morning over the intercom. You know, what I mean. The pledge, the moment of silence, the warnings about writing obscene words on the bathroom walls. However, the media specialist also has a computer which runs powerpoint presentations on televisons throughout the school. These powerpoint presentations include announcements about important dates (such as holidays), club meetings, and when and where the pep rally will be held on Friday afternoon. Teachers who want to contribute a slide to the power point announcements can create the slide and put it into the media specialist's drop folder on the computer. Additionally, the journalism teacher in the school has a class which allows the students to produce and present video announcements which are also shown over the television. These announcements usually contain information about special events that may be too long for a single slide. For example, this month his class did a video about a charity drive. The student in the video stood in front of a green screen with a white forest behind her so that she appeared to be in a snowy environment. Other teachers may also request videos from this teacher about special projects they may have. They have to fill out a Request for Production form and submit it to this teacher in time for the production to be completed. This is the video distribution system for the school.
The school encourages teachers to use GPB in their classrooms especially the United Streaming part of the web site. When teachers approach the media specialists asking about videos the library may have a certain topic, the media specialist will often refer them to GPB.
Wednesday, November 12, 2008
Social Networking: Untapped Potential
Now that Web 2.0 is such a hot topic, social networking is at the forefront of many technological discussions. It seems that every day a new site dedicated to networking and communication is launched. Sites like Facebook, Myspace, Blogger, and others are the modern tool of communication. These highly interactive websites depend on users talking and networking with each other, and they are quickly reducing the prominence that older internet tools, such as email, held for so long. Unfortunately schools, in my area of Georgia, are not utilizing this type of written word and communication. In fact, in the education arena it is as if they do not even exist except as a deviant tool of inappropriate content. All personal networking pages and blogs are blocked. Some slide through the filter, but ninety-nine percent are stopped immediately regardless of their content. I understand the need to block inappropriate content from the internet, and I know that social networking sites have a lot of this content. It is hard to simply say do not block these pages, but the potential benefits of these sites far out weight the hazards they present.
The benefits of these websites are just beginning to blossom in the minds of educators. As I think about blogs, Facebook, and other networking sites I realize that they hold an untapped potential for all subjects, and they can teach students many different things about communication, writing, and even life. Students will willingly write to each other, which can build communication skills and discourse. Students may also learn to evaluate information and its use. This may make them more literate and critically aware of the world around them. This is potentially one of the most motivating methods to get them to discuss and respond in the written form. They also can view and learn to implement many differing forms of multimedia. The overall structure of the sites allows everyone to be successful at using them, and this is potentially useful in ensuring access of information for all students.
Social networking sites and other tools of Web 2.0 are changing the way everyday people use the internet. These tools are not the future, they are the now. Eliminating them from the education of students is limiting a great, typically free, resource, and it is hurting their knowledge of current technological tools and uses. Technology is advancing exponentially. If education wants to prepare students for the future, as is often claimed, then they need to at least bring current technology and its uses into the classroom. Besides, I cannot think of a single student who would not want to post to their friends on the internet, even if it is about a subject in school.
The benefits of these websites are just beginning to blossom in the minds of educators. As I think about blogs, Facebook, and other networking sites I realize that they hold an untapped potential for all subjects, and they can teach students many different things about communication, writing, and even life. Students will willingly write to each other, which can build communication skills and discourse. Students may also learn to evaluate information and its use. This may make them more literate and critically aware of the world around them. This is potentially one of the most motivating methods to get them to discuss and respond in the written form. They also can view and learn to implement many differing forms of multimedia. The overall structure of the sites allows everyone to be successful at using them, and this is potentially useful in ensuring access of information for all students.
Social networking sites and other tools of Web 2.0 are changing the way everyday people use the internet. These tools are not the future, they are the now. Eliminating them from the education of students is limiting a great, typically free, resource, and it is hurting their knowledge of current technological tools and uses. Technology is advancing exponentially. If education wants to prepare students for the future, as is often claimed, then they need to at least bring current technology and its uses into the classroom. Besides, I cannot think of a single student who would not want to post to their friends on the internet, even if it is about a subject in school.
Social Networking
As a mother of two teenagers, I see the pro and con of the Facebook and MySpace type of social networking. I don't see how the classroom could be positively impacted by students using these. Instead, I think it would keep students interested in what the latest posting, status change, new picture added, or bulletins. I know that I have seen very mean and inappropriate comments posted by teenagers about others. I would hate to think what they would say about a teacher they got upset with. The benefit that I see is that it teaches teenagers how to complete advanced technology tasks with editing and music on their pages. It also allows them to be creative creating their own unique page.
I found that it was interesting that the interpersonal networking concept originated in 1929 by Karinthy Frigyes who said that we are all connected to each other and the internet or the world wide web was not developed to decades later and it truly did connect us with virtually everybody in the world.
I had never heard of a friendling. I do understand what it is with the adding of friends to someone else's profile. I just had not heard of that term. This reading has got me thinking about how social networking could be beneficial in the school setting. I did get some ideas that I would love to try particularly with younger students that have not been exposed to the vast amount of unhealthy social networking.
I found that it was interesting that the interpersonal networking concept originated in 1929 by Karinthy Frigyes who said that we are all connected to each other and the internet or the world wide web was not developed to decades later and it truly did connect us with virtually everybody in the world.
I had never heard of a friendling. I do understand what it is with the adding of friends to someone else's profile. I just had not heard of that term. This reading has got me thinking about how social networking could be beneficial in the school setting. I did get some ideas that I would love to try particularly with younger students that have not been exposed to the vast amount of unhealthy social networking.
Sunday, November 9, 2008
Social Networking?
It's difficult to comment on something I know so little about. When I hear "social networking" I generally think of Facebook and MySpace. Clearly social networking is bigger than this. So I decided to do an internet search on education and social networking. Much of the information I received was fairly similar to the chapter in Library 2.0.
I did, however, find an interesting article by the National School Boards Association. (http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generation-social-creative-and-interconnected-lifestyles-NSBA-2007-1109.htm)
Not surprisingly, 96% of students with online access report using social networking sites. Now for the interesting part: 60% of students who use social networking talk about education topics online! And more than 50% talk about schoolwork. Although many school districts are leary of social networking some schools have reported using social networking sites for:
-online collaborative projects with other schools
-online pen pal and other international programs
-school-run blogs
-creation and maintenance of wikis
-staff development purposes
Students spend time at networking sites in many ways; blogging, sharing music, videos and photos. But the key task they are involved in is creating content, say the authors. It seems that this energy and involvement could be used in a positive and beneficial way in the classroom.
Students report creating detailed stories with new characters, contributing to collaborative projectsweekly or more frequently, sending suggestions to Web sites, and submitting articles to sites on a weekly basis.
The article reports that only a minority of students and parents have reported having had negative experiences with social networking. Most problems they reported were similar to those they have had with other media (television and music) or encountered in everyday life.
I think we will face an uphill battle gaining district approval for social networking in schools, although there are clearly benefits to students. Harold Rheingold made an excellent point in a related article. He said that "learning to use participatory media technologies, refining one's own ability to speak, present and communicate visually may indeed be among the most precious skills that the young generations of digital natives need to learn if you want them to be able to affect sensible change in the future."
I did, however, find an interesting article by the National School Boards Association. (http://www.masternewmedia.org/learning_educational_technologies/social-networking/social-networking-in-education-survey-on-new-generation-social-creative-and-interconnected-lifestyles-NSBA-2007-1109.htm)
Not surprisingly, 96% of students with online access report using social networking sites. Now for the interesting part: 60% of students who use social networking talk about education topics online! And more than 50% talk about schoolwork. Although many school districts are leary of social networking some schools have reported using social networking sites for:
-online collaborative projects with other schools
-online pen pal and other international programs
-school-run blogs
-creation and maintenance of wikis
-staff development purposes
Students spend time at networking sites in many ways; blogging, sharing music, videos and photos. But the key task they are involved in is creating content, say the authors. It seems that this energy and involvement could be used in a positive and beneficial way in the classroom.
Students report creating detailed stories with new characters, contributing to collaborative projectsweekly or more frequently, sending suggestions to Web sites, and submitting articles to sites on a weekly basis.
The article reports that only a minority of students and parents have reported having had negative experiences with social networking. Most problems they reported were similar to those they have had with other media (television and music) or encountered in everyday life.
I think we will face an uphill battle gaining district approval for social networking in schools, although there are clearly benefits to students. Harold Rheingold made an excellent point in a related article. He said that "learning to use participatory media technologies, refining one's own ability to speak, present and communicate visually may indeed be among the most precious skills that the young generations of digital natives need to learn if you want them to be able to affect sensible change in the future."
Social Networking by Sharon H.
Social networking, as I understand it, is the ability of a group of people with like interests to meet together to discuss various topics and share ideas. Social networking has been around for years in such websites as MySpace and Facebook. Essentially, by writing our comments in this blog and sharing them with others, we are performing the rites of social networking within the specialized environment of our class.
Theoretically, social networking is an excellent platflorm for the exchange of information, thoughts, and personal profiles. However, as with any internet medium, there are problems associated with social networking as well. Since social networking is usually open to a world population, the dangers of undesirable members whose goal is not to interact with others but to steal people's privacy if ever present. The news is full of stories about runaway teens convinced by an internet predator to meet secretively with them in a prearranged time and place. The anonymity of the who exactly is posting can be chillingly scary. Identifies can be easily misrepresentated or at times even faked.
However,in regard to social networking and the library, I have found some really useful information. Sites such a Librarything and Shelfari allow users to create and publish collections of books that they have read and enjoyed. Readers with common interests can meet and discuss books that they have read. Reviews of books can be posted for everyone to read before they buy. These features are great for fostering a love for books and reading. OPAC, the library search engine, should also contain some of these features whether they are limited to a particular school, county, or state. What a fantastic way for young people to read and share books. Safeguards would have to be built in, of course, to protect the innocent, but I feel that social newworking about books has great potential.
Theoretically, social networking is an excellent platflorm for the exchange of information, thoughts, and personal profiles. However, as with any internet medium, there are problems associated with social networking as well. Since social networking is usually open to a world population, the dangers of undesirable members whose goal is not to interact with others but to steal people's privacy if ever present. The news is full of stories about runaway teens convinced by an internet predator to meet secretively with them in a prearranged time and place. The anonymity of the who exactly is posting can be chillingly scary. Identifies can be easily misrepresentated or at times even faked.
However,in regard to social networking and the library, I have found some really useful information. Sites such a Librarything and Shelfari allow users to create and publish collections of books that they have read and enjoyed. Readers with common interests can meet and discuss books that they have read. Reviews of books can be posted for everyone to read before they buy. These features are great for fostering a love for books and reading. OPAC, the library search engine, should also contain some of these features whether they are limited to a particular school, county, or state. What a fantastic way for young people to read and share books. Safeguards would have to be built in, of course, to protect the innocent, but I feel that social newworking about books has great potential.
Monday, November 3, 2008
Web Pages
Web Pages are unlimited in number. One of the main problems I find with web pages is that they are often not updated or not longer exist. It becomes very frustrating to find a web page, especially a school web page, and when you click on the links all of the sites are not longer available or have been moved.
The other thing that I notice about school web pages is the vast amount of differing information and or content. Some school media centers have a very simple web page with numerous resourceful links while others have numerous pictures and very little actual information that can be utilized.
I find that busy and cluttered web pages not only distract me but students also tend to avoid them because they feel they are bombarded with useless pictures and information that may or may not be appropriate for the web page.
The best web pages I have looked out tend to be the interactive ones. They work with you as you surf your way through the content. Web pages are here to stay with each passing day more and more come online while others are no longer available or are no longer supported.
The other thing that I notice about school web pages is the vast amount of differing information and or content. Some school media centers have a very simple web page with numerous resourceful links while others have numerous pictures and very little actual information that can be utilized.
I find that busy and cluttered web pages not only distract me but students also tend to avoid them because they feel they are bombarded with useless pictures and information that may or may not be appropriate for the web page.
The best web pages I have looked out tend to be the interactive ones. They work with you as you surf your way through the content. Web pages are here to stay with each passing day more and more come online while others are no longer available or are no longer supported.
Web Pages Past, Present, and Future
By the time I graduated high school and entered college, the internet began to really become something useful to ordinary people. Just a few years earlier it was something that only individuals with specific skills could access and use. Now, the internet has become even more interactive, allowing any person with access to a computer to create their own website, blog, wiki, or many more personal pages and space. With the increase in access and use, there have been a slew of new issues pop up. Some websites are phenomenal, and with today’s software becoming more and more point and click, sites for schools and media centers really have to be upgraded. The thing I find most frustrating with media center websites is that they hold a lot of potential, but are often used as a list of links. The idea of setting a standard for a webpage through the media center is quite appealing to me. I would love to start a blog and a wiki. It’s a little ambitious, but I would hope that I could spark the creativity under some teachers.
I also tend to want web pages to look neat and sophisticated. I really do not think that tons of random clipart and a lot of poorly constructed tables makes for a useful webpage. I am definitely not insinuating that a media specialist needs to be an expert at web design, but a lot of the software available now is very helpful in keeping the look clean and professional. Attention must be paid to colors, logos, pictures, and current links. It is quite annoying when a site has pixilated pictures, poor color choices (it’s a personal choice, but some things do not work together), or dead links. A little bit of effort in these areas really helps.
I don’t want to list a bunch of complaints and make it seem that I am negative. I really believe there are quite a few educators out there willing to put in the time and effort to make a really interactive and useful tool out of the classroom, media center, or school website. I am always excited to see the new ways educators from all levels want to implement the available tools on the internet. The main thing about it is that a webpage is somewhat like a garden. They are fun to plant and watch grow, but they need care and weeding and eventually new plants. A webpage is a growing organism. If it is not constantly changing and checking and redeveloping , the internet will leave it behind.
I also tend to want web pages to look neat and sophisticated. I really do not think that tons of random clipart and a lot of poorly constructed tables makes for a useful webpage. I am definitely not insinuating that a media specialist needs to be an expert at web design, but a lot of the software available now is very helpful in keeping the look clean and professional. Attention must be paid to colors, logos, pictures, and current links. It is quite annoying when a site has pixilated pictures, poor color choices (it’s a personal choice, but some things do not work together), or dead links. A little bit of effort in these areas really helps.
I don’t want to list a bunch of complaints and make it seem that I am negative. I really believe there are quite a few educators out there willing to put in the time and effort to make a really interactive and useful tool out of the classroom, media center, or school website. I am always excited to see the new ways educators from all levels want to implement the available tools on the internet. The main thing about it is that a webpage is somewhat like a garden. They are fun to plant and watch grow, but they need care and weeding and eventually new plants. A webpage is a growing organism. If it is not constantly changing and checking and redeveloping , the internet will leave it behind.
Sunday, November 2, 2008
Media Center Websites
I have visited numerous school elementary school websites. I have found some excellent ones and some I don't care for as much. My favorite websites were clean, clear, colorful, attractive, simple in style, and easy to use. I don't care for a website that is busy, has lengthy lists, or too cutesy. I want to be able to locate the information I need quickly (if I were a regular user) and not have to work so hard for it. I am not as interested in the name of the media specialist or the media center hours as I am in locating information (were I a student or parent).
Some websites were very user friendly. They had each grade level listed with links attached in all the curriculum areas. Some had working links, some did not. It's important that the web master frequently check the links to determine if they still work. Several websites had links to the local public library which I thought was a great idea.
Some of the terrific items listed on websites were:
*student and teacher book reviews
*links to Newbery and Caldecott winning books
*links to state book award winning books
*links to school OPAC
*lists of recommended books
*a separate area for parents
*a separate area for teachers
*information on how to use the internet, including, "what does .org mean? .edu? .com?"
*information on how to do research, how to cite sources, how to write
a bibliography
*book care tips-see http://www.frsd.k12.nj.us/barleylibrary/lib/bkhap.htm
It is clear that with a little research before creating a website one can determine how to make an attractive site and things to avoid.
Some websites were very user friendly. They had each grade level listed with links attached in all the curriculum areas. Some had working links, some did not. It's important that the web master frequently check the links to determine if they still work. Several websites had links to the local public library which I thought was a great idea.
Some of the terrific items listed on websites were:
*student and teacher book reviews
*links to Newbery and Caldecott winning books
*links to state book award winning books
*links to school OPAC
*lists of recommended books
*a separate area for parents
*a separate area for teachers
*information on how to use the internet, including, "what does .org mean? .edu? .com?"
*information on how to do research, how to cite sources, how to write
a bibliography
*book care tips-see http://www.frsd.k12.nj.us/barleylibrary/lib/bkhap.htm
It is clear that with a little research before creating a website one can determine how to make an attractive site and things to avoid.
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