2. Conference CD - One to one mobile computing devices by
Anne Weaver SLAQ-IASL Conference 2010, 30 September
3. Contents
1.Razzle Dazzle-me
2.Lifting the lid-me
3.Questions-YOU, Living Books
4.Participatory Projects-me- probably
run out of time, but I am available for guest
appearances, especially at exotic locations to
discuss these
5. Texting – Ccommunication highlights
•WOMBAT Waste of money, brains and time
•WDALYIC Who died and left you in charge
•ROFLCOPTER Rolling on floor laughing and
spinning around
•831 I love you (8 letters, 3 words, 1 meaning)
7. Great Revelations – NOT!!!
1.There are imperatives for continual learning
2.Learning is a process, not a series of events
3.Most learning occurs outside classrooms
4.The vast majority of learning is social
5.A lot of formal learning is ineffective
6.People learn better when they are in charge
7.Informal and social learning are cost-effective
8.There’s inherent inertia in formal approaches
New pedagogies need to be learner (student and
teacher) centred – TLs need to resource the
curriculum- WHAT and HOW?
http://www.slideshare.net/charlesjennings/8-reasons-to-focus-on-informal-social-learning
8.
9.
10.
11.
12.
13.
14. Your library will not be quieter
or less busy if students have
their own computer
http://www.flickr.com/photos/sully_aka__wstera2/1408154388/
22. 1. Razzle Dazzle
1.Angelos and the SCDC crew
http://www.youtube.com/watch?v=nXAlQG6rB94
This is from a much longer talk by Chris Anderson which I will not play
today
http://www.youtube.com/watch?v=X6Zo53M0lcY&feature=player_embe
But watch this 2.
http://www.youtube.com/watch?v=v7sjyN8yjFM
45. 4. Participatory Projects
1.Monologue- Audacity example
2.War video – Moviemaker, dramatic rendition
3.Photostory – voice recording over story-primary
4.Home and Away – Book trailer –Moviemaker
http://www.youtube.com/watch?v=kmLRFN4HPqQ
With access and connectivity, assessment
is not the end of the process
46. http://startl.org/2010/09/24/we-are-not-waiting-for-superman-we-are
If we continue to limit our
thinking about education to
28 students,1 teacher,1500
square feet between the
hours of 8 to 3, we are
condemning today’s fourth
graders to exactly the same
educational experience that
I got in 1976, that my father
got in 1946, and that his
father got in 1916.
Diana Rhoten
http://nofatclips.com/02010/06/30/waiting-
superman/waiting-for-superman.jpg
47. Are TLS IT teachers?
•Rewind- Teacher librarians need to
become the Chief Information Officer at
their school – said by Michael Hough SLAQIASL2010
•Remember, information is increasingly
online, in addition to traditional sources
•Resourcing information needs is about
both WHAT and HOW eg Web 2.0 tools, Barbara
Combes – break it up- into steps and stages
•Build a bridge !!!
48. Not the End
Move from industrial learning forced feeding model
to creative, innovative, learner centred models for
students and teachers
Online elearning- creating learning
objects/experiences/modules
Need one to one devices that are
– Personal
– Portable ( not just mobile- wifi anywhere)
– Multifunction (not just an ereader) - and Participatory
49. Homework
• My paper has a lot of research on the theory unde
• http://www.slideshare.net/PewInternet/informati
Information that may be helpful in relation to this presentation “Personal, Portable, Multifunction-Devices and School Libraries” can be found on my blog in a post that is dated September 29, 2010 at
http://readingpower.wordpress.com/2010/09/29/slaq-iasl-2010-presentation/ so this may reduce the need for more extensive note-taking.
The paper behind this talk is on the conference CD and is called “One to One Mobile Computing devices and School Libraries.” This paper contains much background research, both other people’s and some of my own, about one to one learning devices, so please see this paper if interested in this area, as I will be diverging quite a bit from the paper today. June Wall will be talking about one to one computing devices and digital literacy later today, so please attend this session if interested in this aspect. My talk will be more specific in relation to practical use of Netbooks in relation to school libraries.
Thank you to those organizing this wonderful conference. It has been 2 yrs since All Hallows’ hosted the last School Library Association of Queensland conference, and planning for this week’s conference started virtually as soon as the last one ended and has been an enormous amount of work. I think you will agree they have done a great job. I would also like to say thank you to those presenting for their sharing and excellence. And finally, some birthday wishes. Happy birthday to my school, All Hallows’ School that is 150 years old next year
So, looking at the outline for todays’ presentation. We will be starting with razzle dazzle. One of the other concurrent sessions had razzle dazzle, so I thought we should have some too. Then, I will be discussing examples of how Netbooks can be used in a section called Lifting the Lid. Then, you, the audience, will have responsibility for Section 3. I have brought along 2 living books. They are experts on using Netbooks. Sarah is in Year 11 and has used Netbooks for 2 years and Emma, is in Year 8 and has used Netbooks for 6 months. So please think of some questions for Part 3; whether specific questions about battery charging or general questions, such as asking the girls the best learning activity they have undertaken using a Netbook. It is unlikely we will have time today for Section 4 which includes examples of learning projects using Netbooks, but I am available for guest appearances, especially at exotic locations, to present these.
My talk today is about how I believe personal learning devices will revolutionize learning, just as the ipod and mobile phones have revolutionized music and communication.
For where would we be without such technology highlights such as those brought by texting: Wombat- waste of time and money; WYDALYIC-who died and left you in charge?; ROFLCOPTER-rolling on the floor laughing and spinning around and the especially touching- 831- which means: I love you - 8 letters, 3 words, 1 meaning?
Today, I will not be discussing which device to choose, apart from the fact it needs to be
Personal not shared, and students can take the device home
Portable - wifi, light-weight, the battery lasts the school day
Multifunction- has functions such as a camera, software, it is not just an ereader, records sound etc
Out of interest, our Netbooks are Acer Aspires with double batteries that last a full school day. I will ask the girls to pass around some Netbooks, so you can observe the weight and screen size.
Referring to the conference paper, research shows that one to one devices will drastically increase demand for and use of online data-evidence from moodle. Michael Hough, our first keynote speaker at this conference, talked about using moodle as a learning management system. Moodle can generate reports that record every click on the different parts of a Library moodle site. Usage of our library site was compared in weeks 3 to 6 of Term 2, 2009 and also for the same period in 2010, to compare use of the library site when we had fewer and then more Netbooks. Netbooks increased from 300 in 2009 to 800 in 2010. Use of the Library moodle website increased from 2674 visits in 2009 to 3803 visits in 2010- so the increase in Netbooks brought a 30% increase in usage of the Library site. Please refer to the conference paper to see what parts of the site were accessed, but the increases were generally across the board, from research pathfinders to referencing resources to reading lists. Also, the Year 8s only received their 240 Netbooks in Week 1 of Term 2, so were new to having the Netbooks, so it possible that the increased use came mainly from Year10 and 11 students. . The figures also show that students stayed longer interacting with the site. So, the payoff for effort expended on library websites will be greater once students and staff have “one to one” devices.
But the secret of one to one is pedagogy. The device alone will not increase learning. We all know that without direction students can spend a lot of time on the internet and learn absolutely nothing- well maybe a lot about Justin Bieber or looking at photos of their friends or watching youtube clips and playing games. So, without direction, without pedagogy, computers can be the equivalent of gazing out the window.
And teacher-librarians should be in the middle of this- not the gazing out the window, but as Michael Hough said: teacher-librarians need to be Chief Information Officers – they need to help their schools sort through the info glut and help their staff and students develop info-competencies (a term I made up). To work effectively, it needs a systematic context that includes professional Learning, IT support, tools like projectors in every classroom, and mentors.
Netbooks cost around $600 - so are bottom-of-the-technology pond devices. Cabled computer labs can cost $250,000 plus, if fully costed. And schools may be able to defer one to one costs via technology levies. $4,000 laptop is a big investment when technology changes so fast, and given the age group and care factor of the average student. Thus, Netbooks represent a relatively lower cost, lower risk strategy. And these devices do many things. Demonstrate the Netbook camera and how to take photos and video. These Netbooks can be used to make podcasts, movies, take photos, deliver ebooks and even can replace graphic calculators – all for around $600.
What is the role of the teacher-librarian in this? I recommend participating on every IT Committee possible. Otherwise teacher-librarians lose influence over information, which is a big problem for a role purporting to be an information specialist.
Here are 8 constructivist social learning considerations associated with use of Netbooks.
There are imperatives for continual learning
Learning is a process, not a series of events
Most learning occurs outside classrooms
The vast majority of learning is social
A lot of formal learning is ineffective
People learn better when they are in charge
Informal and social learning are cost-effective- so a every likely direction
There’s inherent inertia in formal approaches
Netbooks support new pedagogies that need to be learner (student and teacher) centred. Teacher-librarians need to resource the curriculum- supporting both WHAT and HOW? If interested in this, more can be found at http://www.slideshare.net/charlesjennings/8-reasons-to-focus-on-informal-social-learning
So, having mentioned the need for continuous learning and access, we move to the more specific context of our school, and here is our school website where students and staff can access online resources at home and school, and anywhere they can access an internet connection, using these Netbooks.
Aerial shot of the school taken quite some time ago.
The convent
Looking towards the bridge
Looking at the school from the river
And moving to our library. This is the reading area in the Potter Library.
I actually wondered if we would have fewer students in our library once we had Netbooks. Judging from our experience and that at other schools that have moved to one to one devices, the opposite is true. In fact, in response to student requests, we have designated a new area for quiet study in the Library as the Netbooks bring not only more students, but more noise.
Potter Library- 1400 students, 2 libraries, Years 5-12
Our busy Library at lunchtime
Potter Library
The middle school library
Library helpers
Library helpers
My blog- if you think of any questions later- my twitter address and email are here.
So now to Part 1, the razzle dazzle. Play Angelos and the SCDC crew http://www.youtube.com/watch?v=nXAlQG6rB94 This is from a much longer talk by Chris Anderson which I will not play today http://www.youtube.com/watch?v=X6Zo53M0lcY&feature=player_embedded This 6 year old boy taught himself to dance using youtube clips. Many other children have also learnt this way and a group of these self-taught dancers performed at the Oscars. Chris Anderson points to the power of video as a teaching tool, as a tool to individualize learning and as a tools that students can use to create meaning. But watch this as well: http://www.youtube.com/watch?v=v7sjyN8yjFM Here we see Chris Anderson talking about the power of these devices to help the developing world move forward in facing the challenge of poverty. So video has the power to change the world, as well as learning.
Here is an example of how Netbooks can be used to teach concepts in a much more meaningful way. Here students have used the Netbook camera and software to understand Bolshevism.
Using cameras to understand concepts
Here we have an example of an online text book that can be accessed via the Netbooks
Students can learn through levelled online reading resources, such as Ziptales.
Here is an example of using the Netbook as an ereader.
EeeRotate is a free software program that can be used to rotate pages to make Netbook reading more like other ereaders.
Play first few minutes of this video http://www.youtube.com/watch?v=OtB6_D_toVQ&feature=player_embedded This is an example of how video can be used as a teaching tool. Guerilla Bill can teach how to use Photostory in 6 minutes and students can use such resources for just-in-time learning.
Similarly, Libraries can create their own learning tutorials. Teacher Librarians provide many lessons such as referencing and how to use the OPAC, over and over, so learning tutorials provide another and possibly more effective way of delivering such lessons. Tools like Captivate, Jing and Wink can be used to create video tutorials for teacher and student use.
This slide shows students learning how to use databases at the State Library. Their Netbooks accessed the State Library wireless connection and students can learn by hands-on participation.
Hands-on is more effective learning
Access to resources anywhere. Here is the School Moodle site and access point for the Library websites .
These slides show how teachers can provide an online classroom, where lesson resources can be provided for student use in class, after class to revise later, and to support students who are absent. This is the home view.
Saving lesson planning online is useful for reflection for teachers and students.
Here is an example of using Moodle to support plagiarism and referencing objectives. Turnitin can be integrated into Moodle so there is no need for any additional passwords. This is much easier for both teachers and students
Personal devices mean that resources like online assessment planners are more easily accessible for both parents, teachers and students.
This shows how the Library is providing instructions to support independent use of technology via the Library Moodle site. Again these resources can help utilise teacher-librarian time more effectively.
Here is an example of using Moodle for questionnaires which support evidence based practice.
This is an example of using Moodle to support reading. Students can write book reviews, read book reviews from other students and comment on them, via the Library Moodle site. The book review is accessed by clicking the book cover.
Example of book review. Others can respond to the review by adding comments. The teacher can set up the database so that any information needs teacher approval before being published.
Here is an example of using OneNote. OneNote has many wonderful features to support learning. The clip function provides the reference automatically from the internet. Onenote can also integrate video and audio as well as images.
Question Time - Please ask questions of myself or the students- Sarah and Emma
Participatory projects- did not have time for this, as expected.
We need new classroom approaches- quote from “We are Not Waiting for Superman.”
One question that might arise is the delineation between teacher-librarianship, IT teaching and IT support. Teacher Librarians need to find models that suit their own learning context. They need to resource both the “what’ and the “how” of the curriculum.
So one to one personal learning devices provide the potential to move from industrial learning structures to more personal, creative, learner centred models. There are opportunities to further explore the opportunities of elearning.
But to do this, students need access and connectivity. They need devices that are personal, portable and multifunction.
So in finishing, please refer to my paper on the Conference CD for more research on one to one pedagogy. There is also a slideshare link here that may be of interest http://www.slideshare.net/PewInternet/information-consumption-2010-portable-participatory-and-personal
So there is a big opportunity for teacher librarians to “take charge” of learning. Here is how we deal with charging of batteries. Students are supposed to charge their batteries at home, but we also have a swap and go battery program. The girls will demonstrate how easily, the battery is removed. As in the conference paper, it has been shown that teachers will integrate technology more readily if they receive effective technology support, including support such as charging of student batteries. So just like the Netbooks, there is a need for teacher-librarians to be charged for the challenges of elearning.
Find this presentation on my blog at
http://readingpower.wordpress.com/publications/
