Final Reflection

Final Reflection

Take a look at this link for my digital story:  Press Play:  Final Reflection - Digital Story (Press Play)

Digital Technology for the 21^st century learner is a must.  In an age where new technology applications continue to rise, so must the teacher.  But, which technology applications should we be using in the classroom and the library? 

Reflecting back in this class I felt that this class would be a breeze, because I thought I knew everything.  However, as the first assignment came along, I knew that I had a lot of learning that would be coming my way.  

When I began the assignment to determine how I viewed and how students viewed technology I knew that I was behind in the game.  Although I was correct on many of the areas, I did not have a holistic view of students and the technology available to enhance the learning environment.         

Feedreaders was a concept I had not heard of before this class.  Feedreaders is a great way to follow others in the profession without having to continuously do a search for blogs and the like, because once you follow a page, the page will always be on your feed.  I must admit, I did have difficulty with this assignment, although looking back, I feel as if though I was making it harder than what it was. 

Facebook and Twitter were fairly familiar to me.  I had already explored Facebook and Twitter for previous classes, but I had not explored Instagram.  I already knew that social media was a great way to promote the library and the many activities that are sponsored by the library.  I also knew that I could follow publishing companies, authors and other librarians, which I had already done.  This class however had me explore Facebook and Instagram further.  As a result of this class, I ended up finding many groups on Facebook that I now follow and I was able to learn how to upload videos and create promotions using Instagram.  I did not know that of the three Instagram was the most popular with students.  Also, I had heard of Tik-Toc and I did not know that we could use that app to follow others in the field for instructional purposes.  Really, I have not tried Tik-Toc and that is next on my list. 

I actually love two of the assignments.  One of my favorite assignments was the infographic assignment.  Using infographics, I can create newsletters, promotions and informational pamphlets.  Students can use infographics to write important details on a book report or an assignment.  I really loved this assignment. 

Screencasts was another assignment.  I have used screencasts in the past and I really find it beneficial to use as part of a professional development or instruction.  Especially now, with remote learning.  For me, I thought this assignment was fairly easy. 

YouTube is another technology that I have used in the classroom.  I have used it as part of the instruction; but, I have not created a YouTube video myself.  I find YouTube to be beneficial very much like screencasts, we can use it as part of a professional development or instruction.  Also, with this assignment we had to create an Animoto!  I loved Animoto!  This was the first time I used Animoto for any reason.  I found it to be super fun and can be used for instructional purposes as well.  This could be a fun way for students to present projects or assignments.  QR readers, although I have used QR readers to access information, I had not used them to create assignments.  I think that using QR readers or QR Codes in the library and the classroom will be fun and breaks the monotony of the daily procedures. 

I really liked the comics assignment.  I thought it was fun and engaging.  I feel that students will love to create their own comics.  I did find that although fun, many of the apps had limited features and thus might become a point of frustration for some students. 

Copyright and Fair use using Padlet is a great way to create quick guides for teachers.  We can even create guides for the different processes for students to refer to. 

Podcasts I had previously used, though, I didn’t know all the features that can be used for Podcasts, so for me this was very interesting. 

For me the two technology applications that excited me the most were the infographics and the Animoto!  I just loved creating with the help of the apps, because truthfully, I am not as creative as most.       

The most difficult application for me to use was one of my favorite assignments.  It must have been the infographics assignment.  Although it was fun, the different themes and layouts have many components and to move them around and change them to me my needs as a little cumbersome.  It took me a little to get the hang of it, but the end result was well worth it.  Although it took me a little, I will continue to practice using infographics so that I may become proficient, because as previously stated, I loved it! 

In my opinion, I can’t say that one particular app will be most beneficial to students.  I think that the individual student will dictate which app will be most beneficial to them. 

In regard to the article.  I feel that it is important to find out about our student population.  In this generation we have to become problem solvers and to do that we need to know where students are and where we are going.  The article did lead to many questions that need to be pondered upon.  I guess I need to start looking at what our greatest need is at the moment.

Universal Design for Learning

1.  Guidelines currently using:

 

Guideline 7:  Engagement

I currently recruit interest in a variety of ways.  Obviously, there is a curriculum by which we need to comply and I do not offer choices on that aspect.  During the lesson, we do go through some direct teach and teacher walks around to check for understanding.  Typically, however, depending on the lesson, students are given options in terms of products.  Although, the product itself might be the “same”, students have choices within the product to elicit interest.  For example, when students work on a Google slide presentation, they are given options of resources to use.  In addition, they have free reign over their presentation and the elements presented in the elements.  I feel however, that given what I have just stated, perhaps, a better way to recruit interest is to allow them to create a product of choice, such as, a diorama, an essay, a podcast or something similar, that allows them to present the information based on their interests.  The instructional goals are always relevant.  For example, in science class, students learn about the moon phases, or newtons law, which always has a lab activity that goes along with the instruction.  In mathematics, teachers introduce ramps and mountains to determine slope.  Financial literacy is used daily, whether for school fundraisers or at the store.  Social studies always introduce current events and even conduct their voting for student council during class.  The problem here, is that not everyone feels that the concepts are relevant.  For example, students may claim that they will never use math in real life as they want to be hair stylists or the weather, since they won’t be meteorologist.  In this case, we need to provide meaning instruction and recruit interest in the learners by providing them different modes of learning.  I always create an environment where every student feels safe.  I have always implemented a strategy that works beautifully, and that is, to treat each student with the same regard.  Regardless of background, ethnicity or gender identification it is important that students feel that they are not an outcast or being singled out.  In the classrooms we provide students with different sensory simulations to learn concepts.

Guideline 8:  Sustaining Effort & Persistence

In the classroom I currently use prompts and scaffolds for visualizing desired outcome.  We always build on previous knowledge to learn new concepts.  I always model and demonstrate the desired outcome.  I do not however prompt or require learners to explicitly formulate or restate the goal, nor do I display the goal in multiple ways.  I currently differentiate instruction for learners.  For example, students that are special ed use manipulatives or other means in which they can solve the same content.  ELL students are also allowed to use tools in the classroom, such as a Spanish-English dictionary.  The degree of difficulty rarely changes, in that students are given what is deemed difficult for them, if you will.  For example, an ELL or special education student will be given reading passages that may have a lower Lexile level, but to them, the passage will still remain difficult.  As teachers, we make allowances for their work and reward students’ grades on effort and improvement.  We encourage students to want to succeed and allowing these improvements motivates them to want to continue to improve.  Otherwise, students will feel exasperated and deflated causing a negative reaction.  The most important process for most students is collaboration.  We promote collaboration in varied ways.  For example, there are times where students are assigned a group that has been intentionally selected based on strengths and weaknesses.  Other times, we allow students to select the group members.  I always hear that students learn from their peers and I agree with that statement, so it is fundamental to provide opportunities for the learners to engage in productive conversation in the classroom.

Guideline 9:  Self-Regulation

In that classroom we provide some aspects of self-regulation, such as providing students with guides and checklists to monitor their learning and their goals.  We also provide a journal entry, a writing prompt, at the end of lessons so that the learner self-reflects upon the lesson and their learning of concepts. We help students in managing frustration by having them take mental breaks.

Guideline 1:  Representation

Currently in the classroom the display of information varies.  For example, we use multi-colored pens and highlighters as part of the tools that students use daily.  The presentations speed varies depending on the student population.  For example, if students need more time in a particular slide, we afford them that time.  When it comes to videos, typically, the speed is pre-set, however, what we do have are stopping points to allow for whole group discussion.  This includes descriptions for images or the graphics presented in presentations or videos.  We do provide visuals, such as diagrams and t-charts.  We also provide students with manipulative so that they are able to synthesize and simulate the concepts being learned.

Guideline 2:  Language & Symbols

As part of lesson, I do pre-teach vocabulary and symbols to build on learners’ prior knowledge.  We do highlight synonyms, if you will.  For example, in math situations we do explain and highlight key words such as “same as” means the same thing as equal to.  We also use symbols to replace words with symbols when available.  Students have learned to highlight structural relations to make content more explicit.  This allows them to make connections to previously learned structures.  Students are allowed to use varied representations of assignments.  If students choose, they can display their work via a graph or essay, although, it is not always done.  Students are allowed to make all key information in their dominant language, to later be translated to English.  I do work in a middle school, where there are no bi-lingual classes, instead they are ESL classes, which means that we need to teach predominately in English, with language support.  We do support learners with gestures, visuals such as pictures, videos, graphs and tables.  We present key concepts in illustration, diagrams, tables and models.

Guideline 3:  Comprehension

In the classroom it is important to build on prior knowledge.  As a result, the learning in the classroom is activated by prior knowledge.  We use organizers such as KWL chart or whole group discussions to establish prior knowledge.  We highlight and emphasize on key words and key elements.  We use graphic organizers to identify key ideas and relationships.  I also provide options for students to organize their information, including the chunking the information into smaller elements.  We highlight information to establish sequence of concepts.  We use mnemonic devices to help students strategize problem solving.  We also revisit key ideas through bell work that links the new ideas to be introduced.  Although many problems come with many distractions, I do help students identify distractors as part of the test taking strategies.

Guideline 4:  Physical Action

In the classroom we currently provide alternate keyboard commands for mouse use.  For example, we use Control “B” to bold and unbold. 

Guideline 5:  Expression & Communication

Students in the classroom do use manipulative, such as 3-D models, they are not used as often as they can be used.  When students use Google docs or Microsoft Word, students have spellcheckers and grammar checkers.  Students are provided with sentence stems to assist in their understanding.  I continuously differentiate instruction where students gain the same understanding using different approaches.  Students are always provided with scaffolds as we build on prior knowledge.  Students are often provided with multiple means of solving solutions.

Guideline 6:  Executive Functions

In the classroom, we provide prompts and scaffolds for students, we provide models and examples of the process and the concepts.  I post goals, objects and schedules where are easily viewed by the learner.  I also use the “catch and release” concepts used for stopping points to reflect on the learning.  We currently use graphic organizers and templates for data collection and organization of information.  In the classroom we ask questions for reflections and self-monitor their learning. 

Podcasts

Podcasts:

Podcasts is growing in popularity.  Podcasts can be used for instruction and learning.  People are tuning into podcasts because they are accessible.  Podcasts are versatile, it's different.  I understand that some students are not readers and so Podcasts are an alternative to reading, where the audience listens to episodes rather than read on the information.  Listeners can multitask and listen to podcasts while driving, brushing their hair or even cooking.  It allows them to gain information without having to pick up materials.  It's also a great alternative to writing assignments.  Students are able to discuss and share ideas and publish those ideas using a Podcast.

Podcasts in the library:

Podcasts is a tool for students to use to learn and to synthesize their learning.  Students can strengthen their skills in research, collaborate with others and tell stories.  Ways in which students can use Podcasts in the library:

• Students can share book reviews
• Audio diaries
• They can create read-aloud on books
• They can create speeches as part of their presentations
• Students can replay information
• Story telling
• Public Service Announcements on Fair use

Educational podcasts are easy to find.  For example:

Common Sense Media has 19 learning Podcasts for students:

Link: Common Sense Media

We Are Teachers has 26 Podcasts for students in Elementary, Middle School and High School.

Link:  We Are Teachers

Cult of Pedagogy has 8 great educational podcasts for kids.

Link: Cult of Pedagogy

Podcasts Critique:

I had previously used podcast using PodBean.  I was new to SoundCloud and Audioboom.  I was able to upload the mp3 of the group's recording on two of the three Podcasts platforms to be compared.

Verdict:

Perhaps because I have previously used PodBean, I'm more inclined to prefer PodBean.  I found it was easy to use, I am able to upload episodes, up to ten free hours.  The platform is simple and not very busy, thus making easy for the user to find what they need rather quickly.  However, based on my exploration, I feel that SoundCloud is actually really good and visually appealing.  However, as stated before I do prefer PodBean.

PodBean:

Link:  The Process of Weeding Materials-PodBean

I have done a podcast before and I have used PodBean for the podcasts.

Pros:

• It's free
• Live streaming
• Many podcasts available for listening
• Distribution to all major apps
• Supports publishing to all major podcasting platforms
• Lets you interact with fans
• Listeners or guests could call-in while live streaming
• Easy to use

Cons:

• Limited space on free subscription (up to 10 hours of episodes)
• Monthly charge
• Basic Plan - Free
• Podcast starter 
• Unlimited Audio Plan - $9.99 a month
• Unlimited audio
• Unlimited Plus Plan - $29.00 a month
• Business Plan - $99.00 a month
• Few templates

SoundCloud:  

Link:  The Process of Weeding Materials - SoundCloud

SoundCloud required you to log in to a free trial.  SoundCloud is not strictly for podcasts  and is considered to be mostly a streaming platform, although, it can be used for podcasts.

Pros:

• It's a social platform
• Listeners can download episodes
• Music or podcasts 
• It's free, up to 3 hours of episodes
• Super easy to use
• Has many songs to stream from
• It has many genres 

Cons:

• I don't think there are many cons to SoundCloud.  It's actually very good.
• Cost.
• Basic plan starts at $4.99 a month
• Pro plan starts at $9.99 a month
• No editing tools

Audioboom:

I was not actually able to try Audioboom as you actually have to pay to upload an episode.  However, I did some research and found the following information.

Pros:

• There is a lot of content and features
• provides tools once episode plays 10K times
• Embedded player with social media integration.
• Analytics broken down by geographic region, app and device
• Unlimited episode uploads

Cons:

• Only accessible with paid subscriptions
• Standard plan - $9.99 month
• Plus plan - $19.99 month
• Limited search features
• privacy controls can be frustrating

Cartoons and Comics

Cartoons and Comics

I had not used cartoon or comic apps before.  I think that after using the apps, it is a great way to catch the eye of many.  It's a great way for students to engage in projects or activities and it requires them to think creatively.

Fotojet:

Fotojet required you to log in to a free trial and I believe it was seven days.  Initially, I thought it was only a graphic design that did not include comics.  However, after a few tries and exploring the site I was able to locate the comic section.  It was loaded with templates.  I really enjoyed the templates.  It did however had restrictions on the free version of the app.  It had few free characters you could use, but it did allow you access to your pictures or bitmoji.  I didn't like that you didn't have an options to use their backgrounds with your pictures.  I did find however, that it was user friendly with all the options right on the screen.  I also feel like the paid subscription was reasonably priced, which I'm considering purchasing.  In all despite the constraints, I really did enjoy the app.  

Videos and QR Codes in the Library

Videos and QR Codes in the Library

YouTube Video Promotions:

YouTube videos can be used to promote the library in many ways.  I will use YouTube videos to record events, such as the science fair projects, Family Literacy Night, A/R parties and to salute our veterans to name a few.  I will also use YouTube to embed Screencasts to deliver instruction on how to access different databases.  The one video I really liked was Noodletools, which help students cite their work.  I know I can embed the videos that have already been made, however, websites are updated frequently, so I will need to create an educational video that serves the same purpose.

Channel 1:  Calypso Gilstrap : Norman High Library

Calypso Gilstrap : Norman High Library

 

Most helpful for students:

Getting Started with the NHS Library Website.  Although, there were many great videos, often students will not know how to log in to the databases.  This video explains in a very short easy to understand visual of how to get to the school library website and how to log in to find the different databases.

Getting Started with the NHS Library Website

 

Students would like best:

Tiger Visits the Norman High Library would be the video students like best.  It’s also instructional as the Tiger goes through the library.  The library has books, magazines and computers.  As the Tiger browses the library it also goes through the library procedures such as using the library card to check out books.  It was fun as the Tiger was interacting with happy students. 

Tiger Visits the Norman High Library

 

Channel 2:  The Unquiet Library: Creekview High School

The Unquiet Library: Creekview High School

Most helpful for students:

Video Tutorial: Finding Creative Commons Images Using Compfight.  I really feel that students tend to Google search images and downloading pictures without regard for copyright laws.  This is a great way for students to not worry about copyright laws and find images that they need for their projects or assignments.

Video Tutorial: Finding CC Images Using Compfight

 

Students would like best:

Scenes from The Unquiet Library August 2012.  This video has images or a storyboard of what has transpired in the library during the course of the year.  I feel students would enjoy this video, because if they visited the library then they might have come out on the video.  I also feel that if they continue to do annual videos, students would want to go to the library for a chance of coming out on the videos.  I feel this is a great promotional tool.

Scenes from The Unquiet Library August 2012

 

Channel 3:  Pikesville HS Library

Pikesville HS Library

 

Most helpful for students:

PHS Financial Aid Workshop 2013 would be the most helpful for students.  It is a workshop that provides information on financial aid, scholarships, and other resources that could help assist students in paying for college.  It discusses deadlines and gives them tips when applying.  It discusses essays and criteria for grants and scholarships.  It also provides the names of the financial aid agencies and the names of departments within the school that can assist students when applying for aid.

PHS Financial Aid Workshop 2013

 

Students would like best:

AVID Pimp My Binder 2012 would be the video students like most.  Although, its not exactly related to the other topics, which have to do with student reports, responses and academics, it is about organization.  The video is fun, while learning organization skills and the importance of keeping organized.

AVID Pimp My Binder 2012

 

Channel 4:  bbmsmedia

bbmsmedia

Most helpful for students:

NoodleTools - How to Make a Website Citation would be most helpful to students.  Often, students do not know how to make citations.  This tool is great for ensuring that students cite and give credit to the creators.  It’s a step by step on how to fill in the fields and explains the fields to get an appropriate citation.

NoodleTools - How to Make a Website Citation

 

Students would like best:

General Hux has Overdue Books is the video students would like best.  In the Star Wars theme, the video is about overdue books and how General Hux has not returned books and Supreme Leader Snoke wants the general to return the books.  Students will enjoy this video because it’s fun and perhaps the funniest part is Supreme Leader’s Snokes reaction to General Hux

General Hux has Overdue Books

QR Readers:

ABOUT ROLLER GIRL:

 

                                                     

The Newberry Honor Award Winner and New York Times bestseller Roller Girl is heartwarming graphic novel about friendship and surviving junior high through the power of roller derby - perfect for fans of Raina Telgemeier's Smile!

For most of her twelve years, Astrid has done everything with her best friend Nicole.  But after Astrid falls in love with roller derby and signs up for derby camp, Nicole decides to go to dance camp instead.  And so begins the most difficult summer of Astrid's life as she struggles to keep up with the older girls at camp, hang on to the friend she feels slipping away, and cautiously embark on a new friendship.  As the end of summer nears and her first roller derby bout (and junior high!) draws closer, Astrid realizes that maybe she is strong enough to handle the bout, a lost friendship, and middle school...in short, strong enough to be a roller girl.

In this graphic novel debut that earned a Newberry Honor and five starred reviews, real-life derby girl Victoria Jamieson has created an inspiring coming-of-age-story about friendship, perseverance, and girl power!

Jamieson, V. (n.d.). Roller Girl by Victoria Jamieson: 9780525429678: PenguinRandomHouse.com: Books. Retrieved July 08, 2020, from https://www.penguinrandomhouse.com/books/313687/roller-girl-by-victoria-jamieson/

Trailer:  Animoto

I made a book trailer about Roller Girl by Victoria Jamieson.  I wanted to promote the book and inspire all to read.  It is a brief introduction to the book, just enough to get viewers attention.  For this project I used Animoto to create the trailer.  I then uploaded the video to YouTube.

  

  

Watch the trailer using this QR Code:

How would I like to start using QR Codes in your library?

I think using QR Codes is awesome!  First, when students visit the library the atmosphere needs to be welcoming and inviting.  Sometimes, one walks in with displays or activities.  After a while, these displays go away to bring in new work, projects or activities.  Having QR Codes would keep these projects available for students to watch whenever they choose.  I know that pictures, activities, displays and events could be added to the library website, so, why the QR Readers?  QR readers can be directly connected to one piece.  It facilitates the search and is specific to a body of work.  QR readers are fun.  They are fun, in that they present books, activities, materials in ways other that are not traditional.  In addition, it makes it easy to share the information with others without having to be in the physical library.

 

 

 

Screencast

Screencast

 Jing:  TechSmith Screencast

I went to the link provided for us on blackboard.  I took a look at the preview and I thought… Wow, amazing.  The site provided did ask if I wanted a free trial or purchase now.  It didn't seem quite like the description on blackboard.  I then decided to look for Jing through a web search.  I found Jing and downloaded the software.  It is in fact free.  Below are the pros and the cons based on my observation: 

Pros:

• Very basic, no-nonsense added tools.
• Clean and straight forward.
• It gets the job done.
• Captures excellent image quality.
• Allows you to pause and start again.
• Once you are done recording, it takes you straight to the preview of the video.
• It allows you to access the video the camera.
• Allows screenshots.

Cons:

• Sound is not the best quality.
• Minimal options
• You need to go back to download.
• Toolbar is fixed and can not be moved. (Problem if you have pop-ups).
• Limits the amount of screencasts.

Screencast-o-matic

Screencast-o-matic is another screencast software to capture screen videos.  I have used this software in the past and I feel fairly comfortable with using this software.  Below are the  pros and the cons based on use and observation.

Pros:

• Tools are visible on the screen
• Tools are very user friendly
• Great quality, both video and voice.
• Automatic download option.
• There is a truncate feature, which is great if you want to record over a section.
• It allows you to pause and continue. 
• Allows screenshots.

Cons:

• Computer sound can be purchased at a premium.
• Works only while online.
• Does not allow for full screen recording, although the size is sufficient.
• Free version limits the time on recordings.

Verdict:

Both software programs can be used to visually show students how to access materials, how to create a blog, how to embed videos or even create Padlets.  Teachers can use the software to teach students learning strategies and have them available for use at their leisure.  

I have been using Screencast-O-Matic for a while, so I think I've developed a bias.  But... I think that if this was the first time using both software, I think I would still select Screencast-O-Matic.  I feel that everything you need is right on the screen.  I had a challenging time downloading Jing, or figuring out how to download the video from Jing.  However, once I got the hang of it and looking back, maybe I made it harder than what it was.

Infographics

Infographics:

Infographics is a new vocabulary word for me.  I had always seen what I would consider “flyers”, but I did not know that there were sites that would facilitate the creation of “flyers”.  After navigating through some apps, I found that one can use infographics as a tool for instruction.

My Infographic of Choice:  Piktochart 

I found this infographic app very user friendly.  I did not know how to create an infographic and I tend to try the app prior to getting any video tutorials.  Surprisingly, I was able to navigate and use the app with such ease.  The tiles on the side were labeled and consistent with most apps, thus facilitating the search for tools.

Infographic Apps:

Easel.ly:  Is very easy to sign-up.  One is able to create usernames and passwords or use social media such as Facebook or Google to activate an account.  It has many temples and very easy to use.  The issue for me was that I was not able to find a theme that I felt would fit my needs.  The graphics when scrolling is animated, thus making the site appealing.  It allows for animations, which was very nice.  I did not select to use Easel.ly as the first link did not work.  However, after I completed my infographic, I went in to the site to be able to critique the site and found that I would have enjoyed using this site as well.

 

Piktochart:  Again, like Easel.ly, activating an account was very easy.  The app allows for embedded videos and the use of icons was one that all are familiar with.  It has many templates and many icons.  There are some animation features.  I liked the break between each block and I was able to use many of the design components as well as the graphics on the text elements. 

Infogr.am:  One can easily activate an account using their social media accounts on Facebook and on Twitter as well as a traditional username and password.  It is easy to use and has many charts.  It has maps and one can embed videos, SlideShare or even import sheets from Google.  The text had many options, a bit busy, but very desirable.  I felt that the templates were limited when compared to the other two, although there were plenty.