Reflection

First of all, this has been a really great class.  I learned so much from everyone.  Our course perfectly reflected this weeks discussion topic.

I think this course in particular gave us much more opportunity to continuously practice using the Web 2.0 tools.  It wasn't just learn about a tool and file it away.  This "play time" was the best part for me.  I enjoyed creating work with the tools which increased my comfort level.  As technology continues to evolve in the classroom setting, we need to be comfortable evolving to learn new tools and continuously learning how to integrate them to increase the effectiveness.

I hope everyone has a wonderful holiday season and if you are lucky enough to have snow (I'm actually stranded at my in-laws tonight :/)  Anyway, happy holidays to everyone and thank you for all of the support.

Jenn

Tools for Teachers

Here is a link to my wiki!


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So, How Do You Know NETS Competencies Are Being Met?

I think it’s important not only for the Technology Integrator but the classroom teacher to know what the NETS expectations are.  As teachers we are bombarded with what we need to get done, teach, collect data on... NETS standards need to be integrated into the curriculum expectations.  I like how our Media Specialist (who acts as the tech integrator) at our school meets with each grade level before school begins to go over the grade level expectations.  She shares with us what she will explicitly teach and what we need to integrate into our instruction.  She makes it clear that she will support us with this either through suggestions and ideas or demonstrating/co-teaching so that we can see how it works.  

Overall, it’s a positive way to share the expectations without making it feel like the teacher (once again) has more piled on their plates.

A scenario...

Grade level teachers have been asked to add more options and performance based assessments to their repertoire of assessments. This is an example of NETS-A Visionary Leadership.  

At our school, the administration in conjunction with our IB Steering Committee have set this goal for each grade level.  Specifically, each grade level has been asked to  augment the assessments used in each of the six headings that our units fall under.  I work at an IB school, so this is directly tied in with our requirements to be an IB school.

As a goal, I see this as an example of NETS-A Visionary Leadership.  I see the administrator setting up this expectation but then using other NETS standards to ensure that her staff meets the expectations.  This would fall under Digital-Age Learning and Excellence in Professional Practice.

NETS Wiki

Here is a link to my wiki.  I had a hard time getting my head what we were supposed to include in this wiki, thanks to those who helped me make sense...

http://641netscompetencies.pbworks.com/w/page/70895971/Home%20Page

Virtual High School Connecticut Style

Virtual High School is offered in Connecticut through www.vhscollaborative.org.  In my city, Stamford, 3 of the public schools offer virtual courses. Grades from online courses will only be added to the GPA from accredited schools according to district policy. One high school, AITE, an inter-district magnet school with only 650 students, offers various options including  Project Lead the Way (PLTW) www.pltw.org  which is for pre-engineering or biomedical sciences. They offer a four year course sequence with an opportunity for college credit. Cisco Networking Academy https://www.netacad.com/ offers a 2 year program toward certification in CCNA. There is also a mentoring program for students interested in Architecture, Construction or Engineering www.acementor.org  Finally, a complete catalog of classes available virtually can be found at http://thevhscollaborative.org/.  The school has so much to offer and is popular in the local communities.  It is not for everyone.  

My daughter went there for 1 year but opted to transfer to her district school.  She felt that the courses offered were amazing and the teachers were engaging but that the social aspect was lacking.  Now she is in our district school with 2400 students and is loving it!   

The other two schools a magnet middle school and an inter-district K-8 school offer mainly advanced courses for students who need them.  My friend’s son, who attended a different middle school in town was allowed to take geometry in 8th grade with the students from the other school.  There ended up being logistical issues and miscommunications with the family about the teacher interaction.  This was not a positive experience for this particular student.  But, it is also an example of why this type of school does not work for everyone.  He is exceptionally bright and definitely gifted but is very very unorganized and unfocused.  This set up was not for him!

I can see how these programs could add to the courses being offered at a school.  I think I would like to see an in house teacher interacting with the students, especially for a first class to ensure that the student was focused and mature enough to stay organized.  For the high school level, I would like to see programs that encouraged collaboration with other schools and students.  Also, I could see the programs being used to differentiate programs being offered.  If there were not enough students interested in certain courses, this could be a way to add diversity to the course offerings.

Virtual Learning Environments

I think depending upon the age, maturity of the student and the rigor of the program Virtual Learning Environments have there place in education.  I LOVE going to school online.  This virtual learning environment has worked out beautifully for me.  I do find it interesting that when I first wanted to find a school online, my coworkers thought I was crazy.  I knew I had the demeanor to work independently and I did not need the social aspect of seeing people.  I'm a visual learner, so sitting in a class listening to a lecture is a complete bore to me.  The thought of driving the I-95 during rush hour sounded unbearable.

The other comment I heard was wanting to know why the cost was the same as if the program was somehow less rigorous because it was online.  The tuition at SNHU is the same as Sacred Heart University and Fairfield University which are 2 of my local options.  My friend is a professor and I asked him about whether he would teach an online course.  He said probably not, mainly because he works with undergrads and doesn't think they are as organized as they should be.  He also enjoys the social aspect of the "craft' he thinks it's his most positive feature as a professor.  Knowing him, I'd have to agree. So on to secondary and primary virtual learning environments.  Here are some positives and negatives from my perspective:

Positive Aspects of Virtual Learning Environments

• The option to take courses not offered by the district school.  This would be a positive addition to any type of school.  Also, the virtual classroom would allow students to take a course even if there were not enough students interested to form a tradition class.
• Geographically, students living in rural areas would be able to take courses not normally offered.  The monies saved on transportation can be used for other expenses.
• Resources would be compiled in one location which would allow students in different areas who need specific programs to be accessible.  It seems you CAN be in 2 places at once.
• Schedule flexibility is necessary for some students either due to health limitations or outside commitments.
• The ability of the student to work at their own pace is wonderful.  Students would not need to rush through work to keep up and conversely, students wouldn’t need to wait for the rest of the class either.
• 1:1 attention from teachers would allow for more differentiation and assurance that the student understands the work.
• Students would have the opportunity to interact with students from various communities and locations.  Sharing this information would give students a different perspective and more of a global approach.

Concerns About Virtual Learning Environments

• The younger the students are, the more developmentally inappropriate this type of school would be.
• Transparency of the school, course work, teachers and assessments would be necessary to ensure that the school is rigorous enough and meeting the needs of the students.
• Some of the goals of CCSS is to improve collaboration, communication and problem solving skills.  Virtual schools would need to ensure that these areas are addressed as part of their curriculum.  It would be easy to have the social interactions removed from the daily class work if students are not physically together in the same space.
• The home environment would need to be a positive environment where education was valued.  Too many times when discussing students who are struggling, the aspect of the families view on education is mentioned.  If school is not important than the student suffers.  This would be exasperated in a solely virtual school setting.
• Teachers are not bots! Part of our craft is the social and human interaction. It’s not just the curriculum we teach.  The younger the students, the more important this aspect is.
• Students already have a large amount of screen time, this would add to that daily amount.

• By solely attending a virtual learning community, you lose the school community.  Book fairs, ice cream socials, movie nights, dances. Some of my children’s best friends are from kindergarten!
  

Virtual Library from Group Wiki

Virtual Library, A Must!
Our world is ever evolving. Our students need to be able to work successfully in this ever changing environment. Here is a What's Hot/What's Not Poster for successful school libraries from the National Association of Independent Schools.
Technology and the Library:
What’s Hot, and What’s Not?

What's hot	What's not
Physical and virtual libraries as hubs of creating new knowledge and educational innovation.	libraries as stand-alone centers of knowledge consumption.
regular collaboration with the technology team to ensure consistency in skills, approach to technology, and technology policies.	librarians teaching technology in a vacuum, or ignoring the technology curriculum, while staying out of the conversation about technology policy or plans for the school.
Staffing that allows librarians to visit classrooms, to teach and accompany students on the research experience where it is happening, and to attend faculty meetings and department meetings across the curriculum.	Understaffing the library so the teaching librarian has to supervise the library and miss authentic research and collaboration moments.
Keeping a curated selection of books and digital resources that are used, and weeding and updating the collection on a regular basis.	Keeping an archive of books and resources that are rarely used.
encouraging the librarian to experiment and play with new digital resources and tools.	no opportunities to offer ebooks and new media to students and faculty due to budget constraints.
offering collaborative workspaces for students and noise-cancelling headphones for those who want silence.	Shushing students all day.
lending gear from laptops to iPads, from phone chargers to video cameras, from rulers to calculators.	advocating in-library use only for many materials.
librarians active in their personal learning networks in order to stay aware of the rapidly changing field and to help lead the discussions about new and meaningful avenues for technology in the curriculum.	librarians not willing (or not given the opportunity) to implement change in the library program or services offered.
collaborating with teachers to create inquiry-based projects that seamlessly integrate research and information literacy skills into the academic curriculum.	leaving the librarian out of the planning process and implementation in regard to research and technology resources.
learning how to search google effectively.	one million hits in your google results list.
a library space with powerful Wi-Fi, numerous outlets, whiteboards, moveable furniture, and easy access to the virtual library.	inflexible learning spaces.
a welcoming, student-centered library that supports learning and curiosity.	a library where students feel there are too many rules with no purpose.

Learning to utilize the current and ever changing resources available allows our students to learn how to be successful researchers. This process is ongoing and can be applied to all subject areas. The media specialists, technology integrators and teachers help our students use these resources most effectively. 


References
National Association of Independent Schools. Retrieved from 
http://www.nais.org/Magazines-Newsletters/ISMagazine/Pages/The-New-School-Library.aspx

Jenn Freeda