eBooks – The Remix

ipads In CEP 811, the first week was all about the remix.  After learning about what a remix is and how most every “new” idea is really a remix of an older idea, we were tasked with creating our own remix of an educational technology buzzword using the tool Mozilla Popcorn Maker.

For my remix, I chose the word ebooks.  I am a school librarian and ebooks has been a pretty big topic in my world for the past five years. I am a pretty technology centric teacher librarian, but I still love my paper books.  That being said, I also love books on my kindle, my iPad, even my laptop or phone depending on the situation. I took that as my starting point.  Books and the stories, facts and inspirations included within them are not dependent on the material’s format.

I started in the Perlinger Archives looking at their fantastically interesting educational movies from the 40s, 50s and 60s.  I was not disappointed in my search for an old school portrayal of a school library.  There were several that would have served as the perfect juxtaposition to ebooks and modern school libraries.  A short clip from one of them was a great starting point for my project.  I then searched flickr for photos of students reading using a variety of interfaces.  It was surprisingly difficult to find photos such as these with Creative Commons attributions, and I had to choose one image that did not represent my point quite as well as I had wished.  My problem then was how to connect the old and the new.  I found an image that I felt would be perfect and I think works as a nice bridge.  While searching for resources, I found a youtube video that said what I wanted to say with my remix.  I wasn’t sure how to fit it in, but it ended up making a nice conclusion to my piece.

My work contains material from the sources cited below.

To see my remix, click here.  Any feedback is welcome.

This work includes material from the following sources in order of use:

Holmes (Burton) Films, Inc. (Producer). (1947). The Librarian [Streaming video]. Retrieved from Prelinger Collection https://archive.org/details/Libraria1947  Licensed under the Creative Commons Public Domain license.

Collier, J. B. (2005). Untitled #18. On Solo Guitar [CD]. Virginia: Bradsongs.  Used with permission of the artist.

SMPTE color bars [Online image]. (2006). Retrieved October 25, 2014 from http://commons.wikimedia.org/wiki/File:SMPTE_Color_Bars.svg  Licensed under the Creative Commons Attribution-Share Alike 3.0 Unported license.

US Department of Education (2013). IMG33 [Online image]. Retrieved October 25, 2014 from https://flic.kr/p/fCP5U2
Licensed under the Creative Commons Attribution 2.0 Generic license.

Ribeiro, L. (2008). Children at School [Online image]. Retrieved October 25, 2014 from https://flic.kr/p/ehBnRE  Licensed under the Creative Commons Attribution-ShareAlike 2.0 Generic license.

Jarrett, K. (2012). Padcamp 2012 [Online image]. Retrieved October 25, 2014 from https://flic.kr/p/cTmUtu  Licensed under the Creative Commons Attribution 2.0 Generic license.

Cassidy, K. (2006). Our Carpet [Online image]. Retrieved October 25, 2014 from https://flic.kr/p/6pr4p6  Licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic license.

Marques, T. (2014). Concentrado no jogo [Online image].  Retrieved October 25, 2014 from https://flic.kr/p/mLxVUR
Licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Generic license.

Haight, L. [Lois Haight]. (2014).  Elementary eBooks: iSchool capstone 2014 [Video file].  Retrieved October 25, 2014 from http://youtu.be/PiVKi11f2AA  Licensed under the Creative Commons Attribution 2.0 Generic license.

Course Reflection – Scaffolding Incomplete

scaffolding

CEP 810 is the first course I have taken on the road to my Master of Arts in Educational Technology program.  This class has forced me to think a lot about the best ways to implement technology both for my students in my role as teacher-librarian and for my staff as the technology leader for my building.  I have explored a lot of new tools that I am excited to use – Wunderlist, Popplet, WordPress.  I have also used familiar tools like Twitter, Google and YouTube in different or more interactive ways.  I have been thinking about how best to make use of these tools to support teaching and learning in my building.  In our first week of class, we focused on teaching, learning and understanding.  The concept that stood out for me was scaffolding.  Teachers need to provide it in their teaching to help students grow.  Students need to develop it in their own brains in order to access learning more efficiently.  My mind returned to the idea of scaffolding in our discussion of TPACK.  My teachers are experts in their content and are comfortable in the pedagogy that they use to teach it.  They may not comfortable with a new technology piece or how it forces them to change their pedagogy.  My job is not necessarily to simply teach them the new technology, but to provide them with the scaffolding to discover and implement the changes that the new technology has brought to their pedagogy.  I am fortunate to be working with a technology integration team in my district that shares this viewpoint.  Although we do not always get the support we need from administration, I am feeling very optimistic though that we will be able to make some changes in our professional development model that will allow us to scaffold teachers more effectively.

I am still working on how to apply some of this to my work with students.  The networked learning project was a great experience and I’d like to use something similar with my fifth graders when we learn a new technology tool, but my district blocks YouTube.  I would also like to have my students start reading blogs, but many of those tools are also blocked.  I want to implement these types of learning into my curriculum, but I need ideas about how to manage it when so many tools are unavailable.  Another question I have is how to get teacher buy-in of any new pedagogy that does not directly relate to high stakes testing.  It is difficult for teachers to be willing to change what they are doing if they know that there will be a short term dip in their students scores as they go through the change process.  I recognize this is a question related to my role as technology leader rather than teacher-librarian, but it is one I struggle with frequently.  Needless to say, with one course under my belt, my own mental scaffolding remains somewhat incomplete, but the questions my coursework has generated are important ones for me to consider.

I have really enjoyed the learning I have done in this course.  It has challenged me, amused me and helped me grow as an educator, but most importantly allowed me the opportunity to learn to knit.  Thanks for the experience.

Photo credit: “Scaffolding incomplete” by Jonas Bengtsson is licensed under CC by 2.0.

Cooking With TPACK

This week in CEP 810, we learned about the TPACK framework.  This framework focuses on how technology, content and pedagogy are interconnected and how each impacts the others when implementing new (or old) technologies in the classroom.  Within this framework, there is no such thing as educational technology.  There is a technology that educators use their knowledge of content and pedagogy to transform for use in a classroom.  A simplistic example of this would be a digital camera.  It is traditional use is for a person to photograph people, places and things that they find interesting.  This same camera in a classroom might be used by one student to represent understanding of a math concept such as fractions, by another to create a learning game that shows their understanding of number concepts and by a third to document book titles for an online reading portfolio.  The technology was repurposed for a use that supported the content in the classroom.

To represent TPACK, we were asked to do a simple cooking activity.  I had my six year old son choose a plate, a bowl and a utensil of his choice, which happened to be a fork, for the activity.  He then chose a number out of a hat which represented a simple kitchen activity.  The activity he selected was making a peanut butter and jelly sandwich.  I then recorded myself and my thought process as I repurposed the fork to complete the process of making the sandwich.  That video is below:

If you would like more information on TPACK, visit tpack.org.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved from http://punya.educ.msu.edu/publications/journal_articles/mishra-koehler-tcr2006.pdf download .pdf