BCTLA Conference Jennifer L. Branch firstname.lastname@example.org/tl-dl
Background Teacher-Librarianship by Distance Learning Program Leadership in Inquiry, Technology, Literacies, Resources Push back by students to try new technologies Developed new course in Fall of 2007 Taught new course in Winter 2008 Followed the course (TLEF, other research projects)
Literature Review Emerging research topic Little research on teacher’s use of Web 2.0 in schools and libraries but lots of “how to” articles and books Professional journals (Leading & Learning with Technology, Multimedia and Internet @ Schools, Teacher-Librarian, School Library Journal) Much research on professional development, technology integration, teacher education and how best to support teachers in their professional development
Methodology Data collection involved a survey of students who had completed the Web 2.0 course within the past two years. We focused on K-12 teachers and teacher-librarians – other students had taken the course. We sent 64 emails to former students and got responses from 33. Several of the email addresses no longer worked so we believe that we reached about 60 former students. We sent one reminder notice three weeks after the initial email. The survey asked participants to reflect on Web 2.0 tools they explored as students, the tools they continue to use in their own teaching and learning, professional development and personal lives.
Personal Use Before the Course Facebook – friends and family Wikis Created for and with teachers Links to resources (library websites) YouTube For fun (music, shared by others) To see what kids are doing For current events Photosharing – family and friends Blogs – to keep up with friends
Personal Use of Web 2.0 Before and after Course
Personal Use After Course “I create slideshows of family photos with Animoto and Flickr, and use Voicethread to share books with my nieces and nephews. I use Diigo for all my bookmarks, occasionally blog, and am on Facebook daily to keep up with family.” “I still social network on Facebook and use YouTube for entertainment (but I don't upload my own videos). I use Delicious to keep track of my own book marks for personal websites and I share with my friends. I post photos to Flickr for my family. I still read entertainment blogs.”
More Quotes “I use Facebook more often and am beginning to post photo albums to share with friends. I am not currently maintaining a blog, but I read other people's which I access through Google Reader.” “I use facebook primarily with family to share photos. I listen regularly to CBC podcasts that I enjoy (Writers and Company, the Next Chapter). I am trying to use Diigo for all kinds of things, though mainly it is for professional development. Other things I use when I want to research something.”
Teaching Use Before Course “To show videos, to bookmark sites used in class. Very much used with students as the consumer and the teacher the source of videos, knowledge, etc.” “I hadn't tried any in a classroom or library setting.” "Animoto- slideshows of student work, field trips; Voicethread- commentary by students on volcano unit; Blogs- professional blog for parents/ students; Wikis- school library website"
More Quotes “YouTube clips as a motivational set for certain lessons.” “I hadn't used Web 2.0 tools prior to taking the course at all.” “I used Glogster in my classroom to replace the typical poster assignment.”
Teaching Use After Course "Wikis- use with students on projects, have my own wiki to organize classroom lessons; Blogs- use to connect with students; YouTube/Teacher Tube- videos for classroom lessons; Delicious- connect and share resources with other teachers; Flickr- Creative commons photos for blog/wiki/website use.” “I have introduced some of these things to colleagues by way of a professional book club. Other things I've shared at TL workshops for our local TL organization. I am working as a teacher-on-call at present, so I am not initiating projects with students.”
More Quotes “I use them for many reasons. Most often they are used as creative presentation tools to represent the students' learning. Teachers are being taught by me how to create wikis or blogs to make classroom websites to share their students work. Flickr has been used to store photos as our server space within our school division is so limited in space for storing photos.”
Use of Web 2.0 for Teaching Before and After Course
PD/PLC Use Before Course “I would read blogs/nings for professional information.” "Created a library website using a wiki. Collected resources using Delicious.” “Podcasts, videocasts, Youtube and TeacherTube helped enhance my professional development by introducing new educational resources, websites, and professional contacts. Mainly used these four tools to listen to or watch 21st century/technology sessions, speeches, or conference highlights.”
More Quotes “I used Facebook to research how the privacy settings could be controlled for my Internet Safety lessons.” “I knew of a couple of wikis by teacher-librarians, so I had read those.” “I read various blogs using RSS feeds after reading Richardson's book Blogs Wikis and Podcasts. I used delicious to mark links from currciuluminstread of constantly emailing links. Teachertube and Youtube for "how to" situations and curriuclum related material.”
PD/PLC Use After Course I continue to use RSS feeds on my customized iGoogle page and Twitter to keep abreast of professional development.- this is MY MOST FAVOURITE TOOL for PD - THANK YOU THANK YOU THANK YOU JOANNE. I still consider myself more of a lurker but I have gained more PD on Twitter than anywhere else in the past two years. I use both Delcious and Diigo for bookmarking professional sites and follow individuals which has helped with my classes and agin my own personal learning. Flickr and other photosharing sites are used to add to presentations. I am currently learning Prezi in hopes of sharing this with students as another option to PowerPoint.”
More Quotes “I follow different educational blogs. I post professional reflections and thoughts on my own blog. I tweet and follow different literary, political and educational people on Twitter.” “Nings can help answer questions that are posed, wikis can provide information and links for learning, our school blog updates daily events and information, flicker can be used to share pictures for presentations, RSS is such a time saver for all the tech stuff I want to keep in touch with, and finally creative commons is great to utilize.
More Quotes "I can't imagine how I learned anything without my Google Reader access to blogs and wikis from the ""edubloggers"" and other professionals in the technology and education field. My delicious account is brimming with my favorite sites and I love scoping out the bookmarks of fellow TL's and edutechies. I'm still new to Twitter but I'm catching on slowly. I'm more of a lurker than an active ‘tweeter’.” “Listen to podcasts to keep current with updates to our Destiny library management system. Follow blogs for book reviews and current practices. Use the wiki as a collaborating tool with other t-l's. Continue to use and share Voicethread with staff and students.”
More Quotes "As I continue to learn about the teacher librarian field I continue to use resources I first heard about in the U of A program. “I follow different technology writers, I keep track of books I read using Shelfari, when I need to find information I check out TL-focused wikis and videos."
Use of Web 2.0 for PD/PL/PLN Before and After Course
Beginning Ideas More balanced use of Web 2.0 after course Move from consumer to producer (as learner and as teacher) Move from showing how to use to integrating the Web 2.0 tools into lessons Respondents see real benefits of Web 2.0 for Professional Learning as indicated by use of nings, RSS/blogs, wikis and Twitter.
More Ideas According to Lieberman and Pointer Mace (2010), “the interconnectedness and ground-up, user-generated world of Web 2.0 has yet to reach into the realm of teacher professional learning” (Para. 5). We disagree. We are seeing that this course is helping teachers learn how to connect and stay connected. We are very interested in Anderson’s (2010) ideas on connectivism as a pedagogical framework for distance education.
References Anderson, T. (2010, April 14). Three Generations of Distance Education Pedagogy [Webinar]. Retrieved from http://cider.athabascau.ca/CIDERSessions/sessionarchive Lieberman, A., & Pointer Mace, D. (2010). Making practice public: Teacher learning in the 21st century. Journal of Teacher Education, 61(1-2), 77-88. doi:10.1177/0022487109347319 Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin Press. Solomon, G., & Schrum, L. (2007). Web 2.0: New tools, new schools. Eugene, OR: International Society for Technology in Education.