I couldn't agree more. As teachers, our role must change to one that enables, guides, personalises and embraces digital technology as a fundamental part of student learning. The most dangerous thing we can do to our students is to keep doing what our teachers and professors did to us:
A teacher should create a profile that is herself or himself as a teacher, on Facebook or wherever your cohort of kids are. Never go and friend a student on your own, but if a student friends you, accept. And if a student reaches out to you online, respond. If you see something concerning about a student on a social media account, approach him or her in school. Give your password to the principal, so it’s all transparent, and then be present.
Limitless Libraries is a cooperative program of Nashville Public Library and Metro Nashville Public Schools with the goal of improving school libraries, fostering resource sharing between the two institutions, and improving student access to learning materials.
A new Follett-sponsored initiative aims to raise awareness of how important school librarians are to the success of digital learning.
School librarians are critical to the success of digital learning initiatives, and they deserve a place at the table in discussions about digital learning: That’s the message behind a new awareness campaign that targets K-12 superintendents and other senior school district leaders.
With iPads, once we begin thinking beyond the confines of a page, anything is possible. Consider the video below created several years ago by two of my students. First they wrote plot summaries. Then they wrote character sketches. From there, they crafted paragraphs about theme, tying the visual and auditory elements of their videos back to the books. Finally, they created storyboards and bibliographies before producing and publishing their final product.
Keith’s latest research on the impact of school libraries and librarians is being pursued on several fronts: a major, federally-funded, statewide study in Pennsylvania; and a Colorado replication of a national study that documents the impact of the Great Recession and its aftermath on school library staffing and thereby on students’ reading scores. - See more at: http://keithcurrylance.com/school-library-impact-studies/#sthash.XODVRigp.dpuf
The culmination of my quest for more powerful learning grounded in theory and research came when recently I conducted an experiment in pushing constructionism into the digital age.
Constructionism is based on two types of construction. First, it asserts that learning is an active process, in which people actively construct knowledge from their experience in the world. People don’t get ideas; they make them. This aspect of construction comes from the constructivist theory of knowledge development by Jean Piaget. To Piaget’s concept, Papert added another type of construction, arguing that people construct new knowledge with particular effectiveness when they are engaged in constructing personally meaningful products.
Imagine my surprise and joy when I realized that I had arrived at constructionism prior to knowing that such a theory even existed. I believe that thousands of other educators are unknowingly working within the constructionist paradigm as well. Although many within the Maker movement are aware that it has it’s roots in constructionism, the movement is gaining impressive momentum without the majority of Makers realizing that there is a strong theoretical foundation behind their work.
After I came to understand this connection between my practices and the supporting theoretical framework I was better able to focus and refine my practice. Even more importantly, I felt more confident and powerful in forging ahead with further experiments in the learning situations I design for my learners.
Nashville school's library offers glimpse of the future The Tennessean This school year, Wright Middle School became the second completed large-scale renovation through the Limitless Libraries program, which pairs Metro schools with the Nashville...