Collaborate with a Teacher to
Evolve their Practice
Tamara Stewart
LIBE 467
March 6, 2016
For this
assignment, the focus is specifically on how a classroom teacher, in
collaboration with the Teacher Librarian, can use reference resources more
effectively to improve student learning.
The collaboration was a science unit with a grade 2/3 teacher at a K-7
elementary school of approximately 300 students. Students in the grade 2/3 class studied an
arctic animal of their choice. Students
were required to become “experts” on their animals through research and the
gathering of evidence whilst considering the central question, “how are arctic
animals adapted to their environment?”. While the project was generally
successful, it would be interesting to consider how it could be changed for
another group of students (or the same group of students using a different
topic) using the SAMR
model. The SAMR model provides a
framework in which students can use online resources and digital technologies
to enhance student learning in ways that were not possible prior to the
introduction of said resources and technology. Put simply, it is worth considering how
innovative reference resources, when paired with digital technologies, can
improve how these students learn.
The first level
of the SAMR model, “Substitution” explains that teachers are using digital
reference resources to simply replace that of non-digital resources. The tool
has changed, but the learning has not (Puentedura). In the case of the above
mention unit, the classroom teacher was using reference resources at this
level. Some examples of how students were using reference resources at the
SUBSTITUTION level were:
·
Doing a Google image search to see what their
animal looked like (no different then looking at pictures in books).
·
Reading articles on Google about their article
(*for many students in the class this reading level was too difficult)
·
Reading, highlighting and taking notes from these
articles.
·
Using this information to produce a brochure-style
paper report and diorama to share with other classes and parents.
When considering moving the
teacher’s use of reference resources along the SAMR model, some significant
challenges (though not impossibilities!) need to be considered:
·
Many of the students in the class are below
grade level expectations in reading, writing and technology skills. A handful of students are significantly below grade level/on an
IEP/have various health and/or behavioural exceptionalities, and need, at
times, one-on-one support to be successful, especially in project based
learning. This support is not always
available. Something as “simple” as
logging onto a computer and accessing an online encyclopedia article or accessing
an iPad app, can take up a large part of each 30-minute block.
·
Both the TL and classroom teacher have fairly
rigid schedules which can make collaboration times limited and can lead to
projects “dragging” for longer then is affective.
·
Both TL and classroom teacher are fairly new to
digital technologies and online reference resources.
·
Access to technology, (computer lab, iPads) is
very limited due to shared use and at times is unreliable (poor Wi-Fi, old
computers).
Despite this, some changes can be
made to better the use of reference resources. With this class it is important
to keep it simple, and to not implement too many resources or technology at a
time. Students will still choose and research an arctic animal of their choice,
and will produce an artifact and will share their learning. A more innovative,
yet still achievable way of completing this project could be as follows. Moving into the AUGMENTATION/MODIFICATION
level of the SAMR model:
1. Students
are introduced to e-books (more current then print resources available in
library) via EPIC
and Tumble books. Student will create notes from their
research. Non/low readers can use the
audio books or “read to me” features (generally not possible with traditional
print books). Ideally, the use of audio
books with help low readers be more independent with their work as they are not
relying on a teacher or EA to read to them for comprehension.
2. Students
will take notes and record their findings the “traditional” way with pencil and
paper. Both the classroom teacher and
the TL agreed that basic penmanship is still very important to practice at this
grade level.
3. Students
will then we introduced to the Book
Creator app and use the information they have gathered in their notes. This
app allows students to showcase their knowledge in a fun and interesting it
way. It also has useful features such as
“speech to text” which allows students who struggle with writing or typing to
talk into the microphone and have it appear as sentences on a page of their
book.
4. Some
of the features within this technology allow for the MODIFICATION of
learning. In order for students to work
with a wider array of reference resources, student will include the following
(minimum) in their Book Creator book:
·
A small written description (3-5 sentences)
explaining how their animal is adapted to living in the arctic.
·
A photograph of their animal found from one of the
above sites or Google
·
A link to a YouTube video that they have found,
evaluated and enjoyed
5. Students will have a “sharing day” where they
can present their e-books to their parents in small group settings via an iPad
or to their class or other classes by connecting their iPad to our digital
projector. Students who are shy can
record audio on the e-book and just have their voice playing while their audience
watches.
For Consideration
Students will need introductory lessons on
the importance of using the above mentioned online reference references as well
as practice on how to access them. Some
students will also need an introduction on “how to use an iPad”. All students
will need at minimum, a few introductory lessons on how to successfully
navigate and use the Book Creator app.
Overall, I feel students will need a lot of guidance and support
to be successful. The classroom teacher and teacher librarian will need to be
flexible and willing to adapt or change the project as it proceeds and the
ability level of the students to work with new resources and technology becomes
more apparent. The goal of this unit to
move away from a more traditional style “report” project and create a more
interactive and collaborative learning experience.
Works Cited
Puentedura, Ruben R.
"SAMR." Kathy Schrock's Guide to Everything. N.p., 11 Dec.
2014. Web. 28 Feb.
