Diversity

When I think of diversity as an educator, I think whatever it takes.  Whatever it takes to provide for that student, reach that student or inspire that student, whether it is a physical need, an emotional need or an intellectual need.  We all honestly know what diversity is.  What we have to consider as educators is how to provide for it.  We have to ask ourselves, “What does this unique student need?” and “What does this average student need?”  I consider my current classroom of twenty-seven fourth graders, a fair cross section of my school’s student body.  I have many levels of diversity, which I see also as needs, among my students.  I have four gifted students, two students with learning disabilities, six students with speech disabilities, five students in the Early Intervention Program, students on medication for attention problems, and students with vision problems, which require some type of modification.  I have students who are white, students who are African American, and students who are mixed.   But that is really just the tip of the iceberg.  I have students who love to read, but struggle in Math.  I have students who love Math, but struggle to read.  I have students who worry about their families’ financial situation.  I have students who love to draw, students who love Science or Social Studies, and some who just love PE and recess and nothing else.  My point is this; ALL these students come to the Media Center!  As Media Specialists we must focus on providing information and access to that information for all these types of needs that a diverse student body has.  WHATEVER IT TAKES!

Ebooks and Digital Storytelling

Wow! What great topics… My media specialist confirmed that we currently do not have any ebooks or e-reference, though she is looking into the idea for the future.  She was thankful for sites that I gave her and will review them in assessing the needs of her elementary school population.

Ebooks are texts that are stored electronically and are accessed through the Web. This means there are no covers, dog-eared pages, fraying edges or overdue books.  They are typically accessed through e-readers, iPads, Rocket, Nook and Kindle, but can be accessed on home or school computers, as well. Project Gutenberg is an interesting and noble undertaking; one that could greatly assist student learning, and the general literate population. It is a group of volunteers who manually type in texts of materials whose copyright protections have expired, thus allowing the book to be considered “unowned” by anyone or any entity. They are all in the public domain and can be accessed by anyone.  International Children’s Digital Library is a digital library site for children that I found confusing.  It is a site worth viewing, though.

The article by Christopher Harris, “A Souped-Up Picture Book: What Apple’s iPad might mean for libraries” is interesting.  While the author acknowledges his love for traditional books, he is enthralled by new technology that allows so much information to “replace” books.  He notes the obstacles:   (1) aesthetics; (2) usability issues; and 3) access.  Ultimately, he states that he wants to be part of the discussion about future of books and the library so “his (new) daughter and his students will have the chance to grow and learn both as a natural and nurtured digital child”. 

The article by John Green, The Future of Reading: Don't worry. It might be better than you  think was exciting to read. All that I can say is, “Who IS this guy?”  His main thesis is that we, as educators and media specialists, have a unique role to play in the future of books, reading, and media centers.  His most on-point message is the following:  “The choices you make—whether to defend the status quo or to attack it, whether to reinforce the gatekeepers or to undermine them—will affect reading and readers for generations to come.”

Now, a word about e-reference, because its idea is related to ebooks.  Last year, I took the MEDT 6464-Reference Sources and Services class.  Our media center has numerous shelves devoted to reference materials, which are excellent resources, but are difficult to maintain and keep updated. The latest trend in reference materials is e-reference.  If you are interested, check-out the article by Pat Luebbe, "Is Print Reference Dead?" at http://www.gale.cengage.com/gvrl/printReference_casestudy.pdf.

Digital Storytelling is a blend of images, audio, music, text and content, all rolled into one presentation format to create a story.  While it may be used primarily for personal stories (re-telling a vacation, wedding, graduation) or personal life event, it has great implications for teaching.  In education, I see it as a way for teachers to grab students’ attention and interest before starting a new unit; sort of like a teaser or a commercial. On the flip side, it is a vehicle for students to “show what they know”.  Rather than creating a poster, scrapbook page, or diorama, students may use their technology skills to capture and present their learnings. Digital storytelling is a way for teachers to re-enforce research and writing skills, copyright/plagiarism/bibliography issues, art, context/meaning and, perhaps, persuasion.

By Cecilia 

Tech Training in Schools

It is important for teachers to stay current on technology because it is becoming more and more prevalent in our world (and in our schools).  My school has two faculty members designated as "technical support".  However, neither of these people receive any type of training in order to be deemed with this title.  I have found that they know little to nothing more than I do about any piece of technology of which I might need assistance.  The only technology training that is held for the faculty is Promethean board training for those teachers who have a Promethean board.  This training is held at a couple of different schools around the county.  Those teachers with a Promethean board meet at the designated school for training sessions.

It would be beneficial for faculty to have brief technology trainings at the beginning of each school year.  The trainings could include tips of what to do for minor difficulties with computers, printers, etc.  It could also be a time where the media specialist might review how to use devices that could be checked out such as video cameras, digital cameras, projectors, etc.  Having a hands-on training would be the best way to ensure that the teachers become comfortable with using the technology.  If teachers are not comfortable with a piece of technology, they will more than likely never check it out of the media center and use it. 

In lueu of a technology training, the media specialist could create a portfolio of directions and tips for using different types of technology that teachers use.  This could include troubleshooting information, how to set up the technology, and how to take care of it (maintenance that is needed).  A guide of this nature would be best if it includes pictures to accompany the instructions for use. 

Technology training is important.  If teachers are not trained on how to use technology, it will either be used inappropriately, little to its full potential, or not used at all.  An example of this would be the latest installation of Promethean boards at my school.  The teachers received two of the five trainings, then funds were cut and those teachers did not receive any more trainings on how to create flipcharts and what tools the board provides.  These teachers used the board to show powerpoints if they used the board at all.