Crookedie6991comp3 In Service Initiative

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Crookedie6991comp3 In Service Initiative

  1. 1. Edie Crook Assignment 3 6144 Spring 2010 Dr. Dotson Web 2.0 tools are personally and professionally changing the way individuals interact with others and the school community must support and endorse the use of technology in learning by 21 st century learners. The school library media specialist must be able to convey the benefits of utilizing Web 2.0 tools that will engage students and allow them to “think critically and communicate effectively in the library 2.0 age” (Fredrick, 2010). Berger (2010) emphasizes the need for school librarians to teach, use, and learn about Web 2.0 tools to use with student learning. Web 2.0 tools allow the school community to collaborate and actively participate through user participation, the sharing of information and ideas, and through collaboration. In addition, Web 2.0 tools also are beneficial throughout the research process to “support the appropriate thinking skills” (Berger, 2010). Ultimately, it is the obligation of the school community to prepare students for the future that they will live and work in. Through observation, it is evident that students approach assignments with increased vigor and interest when technology is incorporated. Therefore, it is my aspiration to educate the teachers about the benefits of technology integration for the entire school community, and in the process of doing so, ensure that we are successfully preparing the students for the 21st century. Gardner Park Elementary School has prioritized in the School Improvement Plan the directive to integrate the use of technology and Web 2.0 tools in the curriculum. Unfortunately, due to budget shortfalls, the school no longer has an employee assigned with the responsibility to teach technology applications and the county instructional technology facilitator assigned to our school also serves five others. This lack of resources leaves the staff without the personnel needed to inspire, encourage, educate, and inform the teachers of the ever-changing Web 2.0 tools and the applications and benefits that the tools have in the classroom. It is important to remember that this should be accomplished without forgetting that the importance should be on learning, not just about the tools (Fredrick, 2010). 1
  2. 2. During the process of preparing for my in-service initiative, I consulted with our county instructional technology facilitator regarding guidance and to benefit from her expertise regarding the initiative. She also emphasized that technology must be beneficial to the lesson and be embedded in the curriculum and not merely used for the sake of using technology, as Frederick noted. To be successful, the school community needs to utilize the Web 2.0 tools to foster “interactive, inquiry based, technology-rich learning” (Berger, 2010). Berger also highlights the importance of increasing both the effectiveness of the learning experience and the use of technology. While attending the Gadgets and Tools and Apps, Oh My! Webinar, I became aware of Glogster, a virtual online poster Web 2.0 tool when it was mentioned in a comment by a participant of the webinar. Initially, the format for my service initiative presentation was a PowerPoint presentation; however the utilization of my glog and wiki for the presentation allowed me not only to showcase the Web 2.0 tools, but to illustrate the benefits and how they could be used by students, and incorporated in the curriculum and daily instruction. My glog incorporated some my favorite Web 2.0 tools, http://ecu2010.edu.glogster.com/ecu2010/, and my wiki supported the glog with links to pertinent information on the tools. I demonstrated embedding pictures, podcasts and videos; showed my use of Shelfari, Jing and Screencast, Prezi, Wordle, and Storybird; and highlighted blogs of interest and the AASL Best Web sites that emphasized integrating Web 2.0 tools and teaching and learning, respectively. By utilizing my own use of the Web 2.0 tools, the school community was able to understand the immediate benefits and applications that the tools would have in their current classroom lessons, the ease at which Web 2.0 tools may be utilized, and provided them an avenue to revisit the information by accessing my glog and wiki. Teachers were able to visualize implementing the Web 2.0 tools into the standard course of study and past assignments to “extend student learning and create compelling 2
  3. 3. interactive learning” (Fredrick, 2010). Students who use technology collaboratively with peers and not passively as individuals are able to establish online interaction with communities and groups to locate, share, and evaluate information. One of the tools that generated the most interest was the Jing Screencast capture that demonstrated the features and benefits of Shelfari, via my account. Web 2.0 tools demonstrated were: • Wordle clouds to introduce the rock cycle and my assessment of the transportation modes the Kindergarten classes knew. • Shelfari can be used to introduce material on lessons and to share with others what you are reading, have read, and plan to read, as well as provide reviews and recommendations. • A Prezi presentation created by another user about the rock cycle was shown. Prezi is helpful in understanding the relationships of information. • Glogs can be an alternative assignment to the familiar poster for biographies, host information about topics that a teacher wants students to access, or serve as a student portfolio. • A Jing Screencast can be used to record the actions taking place on the screen to show others how to navigate websites, etc. • The creation of Storybird stories can be edited by multiple users, including text and pictures. Storybird is different from Voicethread in that audio cannot be added and your own pictures cannot be used. The highlight of the presentation for me was being informed thirty minutes before the presentation that the school superintendent had decided to attend the staff meeting and would be there for my presentation. For the majority of our school community, this was the first time they had been exposed to the Web 2.0 tools I presented. Without a technology teacher at the school, a focus on championing technology integration and use by students and staff has been lacking. The presentation demonstrated to the school community that they will benefit from the knowledge and joint support from the county instructional technology facilitator and the school library media specialist regarding technology and Web 2.0 tools. After the presentation, teachers expressed an interest in using technology to introduce subjects and lessons, as well as allowing the students to use technology to submit assignments. As a school library media specialist, it is my desire to infuse the AASL’s Standards for the 21st-Century Learner in Action into collaborative, technology-rich lessons. 3
  4. 4. Presentation Survey Notes: A survey was taken at the end of the presentation. There were only two surveys with unfavorable comments and scores. One survey noted that I needed to talk louder and one noted that the information was not relevant to the responder, however interestingly, they made a point to request that an email be sent to the school community with the appropriate links to access the information presented. A Jing shot of my Shelfari. 4
  5. 5. A Jing shot of my glog. 5
  6. 6. A Jing shot of my Rock Cycle Wordle created to introduce the 4th grade classes to the rock cycle lesson. References: American Association of School Librarians. Best Web sites for Teaching and Learning. http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/bestlist/bestwebsitestop25 .cfm Berger, P. (2010). Student Inquiry and Web 2.0. School Library Monthly, 26(5), 14-17. Retrieved from Academic Search Premier database. Fredrick, K. (2010). In the Driver's Seat: Learning and Library 2.0 Tools. School Library Monthly, 26(6), 34-35. Retrieved from Academic Search Premier database. Gadgets and Tools and Apps, Oh My! Polaris Library Systems and Library Journal. February 9, 2010. http://event.on24.com/event/18/44/31/rt/1/documents/slidepdf/gadgetstoolsappsrev.pdf Tools: Glogster Jing Prezi Screencast Shelfari Storybird Wordle 6
  7. 7. 4117.05 Prepared for LIBS 6991 Internship – Assignment 3 Media Coordinator Performance Appraisal Instrument Edie Crook Gardner Park Elementary School Media Coordinator's Name School Name/School Number SSN (Required): N/A Career Status: Intern Year: Spring 2010 INSTRUCTIONS • Based on the evidence from observation, documentation, and discussion, the evaluator will rate the media coordinator's performance on the 3 major functions listed below. • The evaluator must add pertinent comments at the end of each major function. • The media coordinator must be provided an opportunity to react to the evaluator's ratings and comments. • The evaluator and media coordinator must review and discuss the results of the appraisal and any recommended actions pertinent to it. • The evaluator and media coordinator must sign the instrument in the assigned spaces. • The instrument must be filed in the media coordinator's personnel folder. • The rating scale's four Levels of Performance are described below. RATING SCALE Above Standard Performance is consistently above defined job expectations. The media coordinator demonstrates outstanding teaching practice and program management skills. The media coordinator seeks to provide leadership; take initiative; expand scope of competencies; and undertakes additional, appropriate responsibilities. At Standard Performance is consistently adequate/acceptable. Teaching practices fully meet all performance expectations at an acceptable level. The media coordinator maintains an adequate scope of competencies and performs additional responsibilities as assigned. Below Standard Performance within this function is sometimes inadequate/unacceptable and needs improvement. The media coordinator requires supervision and assistance to maintain an adequate scope of competencies and sometimes fails to perform additional responsibilities as assigned. Unsatisfactory 7
  8. 8. Performance is consistently inadequate/unacceptable and most practices require considerable improvement to meet minimum performance expectations. The media coordinator requires close and frequent supervision in the performance of all responsibilities. MAJOR FUNCTION: Planning and Facilitating Above At Below Unsatisfactory Standard Standard Standard Teaching and Learning x 1. 1.1 Assesses learning and information needs of students and staff 1.2 Plans and works collaboratively with teachers to use appropriate resources that address curricular needs and learning goals 1.3 Works with the principal and school leadership team to provide flexible access to the instructional services of the school library media coordinator 1.4 Instructs students and staff in the effective use of the media center and its resources 1.5 Incorporates information literacy into day-to-day instruction 1.6 Advocates and promotes reading and life-long learning through motivational activities 1.7 Collaborates with the Instructional Technology Facilitator to provide leadership in the school’s use of instructional technology resources to enhance learning 1.8 Follows a plan for personal professional development and actively seeks out opportunities to grow professionally Comments: Edie’s use and integration of technology and Web 2.0 tools demonstrate her commitment to grow professionally and provide the staff and students enhanced learning opportunities. Demonstrated by 1.1, 1.2, 1.4, 1.6, 1.7, and 1.8. Above standard on 1.1 and 1.6. MAJOR FUNCTION: Planning and Facilitating Information Above At Below Unsatisfactory Standard Standard Standard Access and Delivery, Evaluation, and Use x 1 2.1 Creates and maintains an environment conducive to learning 2.2 Works with the principal and school leadership team to provide flexible access to school library media center resources to accommodate individuals and groups simultaneously 2.3 Organizes school library media facilities and resources in a manner that supports the mission, goals, and objectives of the school and maximizes intellectual and physical access to resources 2.4 Encourages the widest possible use of print and electronic resources and services--within the school library media center, throughout the school, and through remote access 2.5 Works cooperatively with other libraries and agencies to share resources that enhance teaching and learning 2.6 Adheres to and communicates copyright as well as other laws and guidelines pertaining to the distribution and ethical use of all resources 2.7 Advocates the principles of intellectual freedom 8
  9. 9. Comments: Edie use of Web 2.0 tools is providing the students an avenue to use and learn the skills and tools of the 21st century for project assignments. Computers in the media center will be used by students to complete assignments. Demonstrated by 2.1, 2.2, 2.3, and 2.4. Above standard at 2.1, 2.2, and 2.4. MAJOR FUNCTION: Planning and Facilitating Program Above At Below Unsatisfactory Standard Standard Standard Administration x 3. 3.1 Works with school staff to design and implement short- and long-range plans that ensure balance among all aspects of the school library media coordinator’s role and responsibilities 3.2 Develops and implements an ongoing collection development and evaluation planning process, in collaboration with the Media and Technology Advisory Committee, that focuses on a variety of formats and resources to meet diverse learning needs 3.3 Evaluate and select resources that build a collection addressing curricular needs and learning goals in collaboration with teachers, technology staff, and students 3.4 Maintains a collection addressing curricular needs and learning goals 3.5 Evaluates the school library media program on a continual basis according to accepted standards of quality 3.6 Plays a leading role in the school’s budgetary process to ensure funding for the school library media program to support school-wide goals 3.7 Leads, in partnership with the Instructional Technology Facilitator, the Media and Technology Advisory Committee in effective decision making to promote the media and technology program 3.8 Interacts effectively with students, staff, administration, parents, and the community to promote and expand the school library media program 3.9 Prepares and submits accurate reports as required 3.10 Adheres to established laws, policies, rules, and regulations 3.11 Carries out non-instructional duties as assigned and/or as need is perceived Comments: Edie sought input from the SIT plan and the instructional technology facilitator in the development of her technology and Web 2.0 presentation to demonstrate a variety of tools for student and teacher use. Demonstrated by 3.3, 3.4, 3.7, and 3.8. Above standard at 3.4, 3.7, and 3.8. Principal's Summary Comments - Media Coordinator’s Comments: Kathy A. D’Aurelio 9
  10. 10. Edie is well informed of the latest technology available and is able to express it in easy to understand terms. Edie’s lessons lead the teachers to a greater understanding of the media center and information resources using a variety of technology. Media Coordinator's Reaction to Evaluation: N/A Employment Recommendation for Non-Career Employees ONLY (Please check one box)  I recommend continuing the employment for the _______________________ school year. N/A OR  I recommend that this employee’s contract not be renewed for the _________________________ school year. If recommending non-renewal of the employee’s contract, provide a summary of the reasons why on the back of this page. ___________N/A________________________ ___________________N/ A_______________ Principal’s Signature/Date Media Coordinator’s Signature/Date Intern (Signature indicates evaluation has been seen and discussed) 10

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