Bookfair 2010

Pathfinder

Pathfinder

As stated by Kuntz (2003) and Thibault (2003), a pathfinder guides students as they navigate the complex world of information. A pathfinder teaches essential information and technology skills guiding students through the information overload. It helps in understanding that information is available in a variety of formats and from many resources. It assists students in using effective search strategies as they can be confronted with a proliferation of information. Students need skills and strategies to be discerning of relevant quality information that completes the purpose of their knowledge pursuit. In using a pathfinder students are locating, evaluating and managing information to meet a specific need while gaining skills for lifelong learning.

The pathfinder teaches students skills to be flexible, adaptive and to function in the productive acquisition of information, achieving successful learning outcomes. Many students tend to locate any information, then copy and paste information regardless of the relevance. That exercise is a wasted opportunity as little learning occurs. As stated by McIntosh (2010), making sense of information and synthesising it is a most valuable skill for lifelong learning.

Searching for useful pathfinder sites required evaluation on technical, educational and reliability criteria (Herring, 2004). Consideration was also given to Schrock’s (2005) three basic areas of navigation and usability, authorship and content validity.

My role as teacher librarian (TL) has been enhanced with the skills learnt from constructing a pathfinder. The school library non fiction resources are dated and limited, hence the students will be dependent on the Internet for much of their information. Herring (2004 p.44) suggests that the quantity of potentially useful information available via the web requires evaluation by teachers and TLs. Teachers need to acquire critical evaluation skills to collect relevant information. I now am aware that many tools are available to aid in the selection of information from the Internet. My knowledge in accessing relevant information from the Internet has improved. I am now able to transfer these new skills to students’ learning, leading to improved skills in searching for students with their resulting improved learning outcomes predicted. When not using tools such as metasearch engines, search engines and website evaluation criteria much time is wasted examining an overwhelming amount of information. Using these tools has resulted in better suited resource links in the pathfinder, to better meet student needs. The content searched relates to the specific purpose of the task with improved usability for students. Navigating searches can be difficult for many students but the pathfinder’s clear simple set out limits distractions by having easy access to relevant information sources. Narrowing the search options results in content from the preselected group of resources being relevant, accurate and appropriate. The limited selection of resources better meets the needs of the students with differing abilities. Evaluating information is a vital component of information skills teaching. As stated by Schrock (2002) and Katz (2002), the Internet opens up the possibility to readily access an enormous amount of information, so it is essential to critically evaluate this information. The pathfinder links will need to be reviewed to check for currency and functionality, replacing them if better links are available. The pathfinder supports the students as they navigate the selected

limited number of most useful evaluated sites.

The pathfinder encourages explicit teaching and learning in a supportive, engaging way. Its components offer a structure to improve students’ learning in their ability to gain knowledge from quality relevant information. The Information Search Process model link reminds students of the task purpose. Including the self assessment rubric provides reflection on students’ accomplishments with feedback for discussion and in pinpointing areas of need. The concept map suggestions, focus questions, keywords and KWLH chart aid in identifying, organising and forming further questions to direct the student’s quest for relevant information. The keywords listed help students build on background knowledge and aid them in skim reading content to readily identify topic information. The problems of plagiarism are addressed with the bibliography template and the note taking tip provided. Promoting Boolean searching in the pathfinder leads students to maximising their searching efforts, locating relevant sites efficiently.

Using a wiki format pathfinder allows potential for collaborative input as other teachers could provide input with ease of access anytime, constructing pathfinders for future study together.

This practical exercise of constructing a pathfinder has revealed ways to improve my teaching role as a TL.

FUTURE

Caveat lector: Let the reader beware!

Kirk (1996) quotes: ‘Caveat lector: Let the reader beware’, a most pertinent statement in regards to all formats of information but especially relevant with the amount of information available on the Internet. With the proliferation of sites, Internet information requires critical evaluation. There has been a shift from print and digital resources which were usually scrutinized by publishers, to web resources being abundantly available and often anonymous. Branch, Kim & Koenecke (2003) state it is imperative that information gathered be subject to critical evaluation. Comparing the two sets of evaluation criteria, the Olin & Uris Libraries set and the 10C’s Evaluating Internet Resources set in this report has shown strengths and weakness of each. Applying them to four websites provided a practical critical evaluation of each set in evaluating the selected sites. This exercise has highlighted a fact Herring (2004 p. 53) states in that there isn’t a definite guide on this topic but rather many models. The selected model used must meet user need, this being a paramount consideration for the TL. Herring (2004 p.44) also suggests that the quantity of potentially useful information available via the web requires this evaluation by teachers and TLs. Teachers and students need to acquire critical evaluation skills to collect relevant information to meet their needs.

More honking needed

Barnett, D. McKowan, C. Bloom, G. 1998

A 'no principal' school at Anzar High School in California
How does it 'work'?
-commitment to shared decision making
-quality communication
-shared responsibility
-a little humour
-hold one another to high levels of accountability
-honesty
5 givens - Community/Inclusion/Professionalism/Quality/High expectations

Beck, J. & Yeager, N. M. 1994

The dynamics of power in leadership and in decision making...styles of interaction
-forming
-focusing
-performing
-levelling
Vision, have a mission = a goal

Law S & Glover D (2000)

central component to organisation...the school 'oil the wheels' for organisational success.... hey the TL role

Hough M J (1997)

"-collaborative power flow of knowledge
-students learn more in open systems
-make meaningful decisions and accept responsibility for implementation
-work together be interdependent
-school knowledge creation process = organisational learning
-teams exploit individual strengths while covering for individual weaknesses
-teams develop synergy
-team needs common vision..shared vision
-collaborative decision making
-align with school's shared vision and beliefs, strategic plan, annual management plan
-collaborative decision making involve the stakeholders
-unleash enormous energy in people"

Decision Making Model

K I S S ...clearly set out ..obvious steps. As a reader/observer such a common sense approach but put some emotion into the mix..stir in impatience, anger, frustration and these model steps are invaluable in decision making and negotiation steps.

Tribus Myron ETL 504 sem 2

Quality Management in Education
Myron Tribus
Exergy, Inc.
Hayward, CA


'INTRODUCTIONThe following principles have been taken from the teachings of W. Edwards
Deming and adapted to education. They are numbered for convenience.3
Quality Principle #1: The redefinition of what it means to be a
manager.
The people work IN a system.
The job of a manager is to work ON the system,
to improve it, continuously,
with their help.

In translating the redefinition of management to education, we redefine the jobs
of the administrators (i.e., the superintendents, the principals and department
heads) as follows:
The teachers work IN a system.
The job of the Principal (Superintendent, Department Head) is
to work ON the system,
to improve it,
continuously, with their help.
The jobs of the teachers are also redefined:
The students study and learn IN a system.
The job of the teacher is to work ON the system,
to improve it,
continuously,
with their help.

In education, this definition is changed.
QUALITY in education is what makes learning a pleasure and a joy.
Some measures of student performance may be increased by threats, by
competitions for grades or by prizes, but the attachment to learning
will be unhealthy. It takes a quality experience to create an
independent learner.
It takes constant engagement to wed a student to learning.

FEATURES in an educational experience are such things as computers in
the classroom, modern physics laboratories, extensive offerings in drama,
arts, music, sports and excellent facilities.
QUALITY has to do with the way the teaching/learning process is carried
forward.'

Donham Reading

J. Donham...seems obvious now...i do have a 'power' position....might not hold the authority of principal nor power of money decisions but knowledge...to share and the benefit of social interactions with all....it's about the relationships.

I can lead from the middle...need the 'vision' ...articulate a mission statement for the library, gives us purpose a goal to head towards, ideally collaborative decision making

strategic leadership grabs the opportunity and is in a state of readiness, hence the need to be active in school groups and committees.

Blog benefit to reflect on progress made

Sem 2 504 reading pg 303 "effective leaders reflect periodically on progress and goals yet to be met. A least once a year it is worthwhile to ask three questions:

What will i do differently from what i did last year?
What will i stop doing that i did last year?
How and when will i know that i am making progress?

Journaling is a strategy that helps sustain the energy that leadership demands. It requires discipline to journal daily, but as with physical workouts, once one establishes the habit, it simply becomes a part of the daily routine and it becomes hard to imagine a day without the ritual. to get started, a leadership journal entry might simply ask each day:

What did i learn today?
Whom did i nurture today?
What challenge did i confront today?
How did i make a positive difference today?'

Machines are us?

wordle glogster avartars

...glogster and other grps i ve joined and processes gone through

a href="http://www.wordle.net/show/wrdl/2246752/wordle_21_C"      title="Wordle: wordle 21 C">

Wiki & library page link

Have a 'library' page linked to school website. Have also started a 'wiki'.

Avartars

Can customise pics ...ohhh so cool... fun to play around with

[img]http://www.doppelme.com/CCCCFF/32/DM333824DAJ/cropb.gif[/img] Get your free avatar from http://www.doppelme.com/?rid=DM333824DAJ

The bridge is on its way

Is it a speed hump?

Is it a speed hump?Is it a catwalk? No it's a 'story bridge'!shhhhhhh Floor of bridge went down today, even has a little hump under foot ..sure has the students interested. Their mission...what is it? why ? So exciting .

IWB

Loving the IWB in library. Novelty has students captivated. Wonder when/if that will wear off. So many great sites/activities around that directly link into curriculum. Mrs B's interactives for shortlisted books brill. When does one find the time to prepare it all? I m frazzed for time. Still relocating resources in library, having shelves installed for storage, removing metal shelving to have more front cover display modules for students. Public speaking, NAIDOC focus going well. Back order short list books arriving in dribs and drabs. Started our blog in year 3. Already 18 comments from peers..marvellous. Bookclub major fluff ups...i need to have more hands on, mum in charge overwhelmed.Only 24 hrs in a day.....maybe i need to revisit Covey.......

STANDARDS

Reading Standards, all seem important. For NOW my priorities would be .The Australian School Library Association (ASLA) and Australian Library and Information Association(ALIA), (2004), document titled Standards of professional excellence for teacher librarians, has clarified my teacher librarian (TL) role. It has set standards of excellence for TLs in Australian schools by highlighting the diverse scope and responsibility of the role. As stated in Library Policy - Schools “Teacher –librarians provide students with opportunities to develop information skills and to use these skills competently and with confidence for lifelong learning” NSW Department of Education and Training (DET), ( 2005). This DET document lists mandatory responsibilities and delegations of the TL role. The ASLA/ALIA standards complement and expand the description of the TL role, by providing guidelines to advance professional practice. The standards are divided into the three areas of professional knowledge, professional practice and professional commitment, all equally important and valid. The following three specific points that I identify as being critical for both the direction of my TL role and the enhancement of student outcomes are specifically:

Standard 1.1 Knowledge of the principles of lifelong learning - professional knowledge.

Standard 2.2 Collaboratively plan and resource curriculum programs which incorporate transferable information literacy and literature outcomes – professional practice.

Standard 3.3 Demonstrate leadership within school and professional communities – professional commitment.

Imagine these priorities will change over time.....

ETL 401 PART C BLOG ENTRY

My view of the teacher librarian (TL) role has dramatically changed as a result of study in the Teacher Librarianship Course. Reflecting now on what my expectation of the role was I am surprised at the true scope of the role. I certainly thought that being informed in areas of library organisation and purpose were the focus of any TL however, I have uncovered a myriad of new ideas in the field of education and learning. Importantly I have changed to improve my teaching practice, leading to improved student outcomes.

The evolution of my role perceptions is reflected in blog entries. Even the creation of a blog demonstrates how far I have come. At the beginning of the year I was unaware of what a blog was- a web log. I now post on one, read many others, and have set up a staff communication via blog and forum postings on ‘Ning’(Blog April 16, 23). In Term three I have planned for students to write book blogs and to partake in a ‘book rap’. A new experience for my school community.

My most profound discovery during this course has been with ICT. Not just its application to student learning but far beyond my teaching practices to changes in lifestyle. The course has forced me to take on technology. I now qualify as a Prensky (2001) digital immigrant. I have been astounded with the capabilities and the applications possible with ICT.

As I was a novice a short time ago, I empathise with colleagues struggling with ICT in teaching practice. Having just experienced this transition I am well placed to provide assistance to other staff members who are hesitant with ICT (Blog April 7). I am now extensively using and promoting ICT through teaching practice and in teaching others. (Blog April 27,28). Johnson’s humorous musings on TLs and the ICT push (Blog March 27) have intrigued me and empowered me to make changes. It is now evident that ICTs are a valuable and effective learning tool.

Informing and teaching colleagues has been rewarding as they too are encouraged to embrace ICT in their teaching practice (Forum April 30). Experiencing the benefits first hand during library lessons has helped the shift to occur. Being a change agent as proposed by Hughes-Hassell & Harada (2007), was not envisaged as a part of my TL job description. (Blog March 18,22,27,30. April 7 Forum April 17)), but now such an integral part of my role.

I originally thought my pressing challenges in the TL role would be that of tracking barcoded items. Hazell (1990) alerted me to the scope of the role and challenges faced by TLs. (Blog March 13). I had very narrow ideas of the TL role, preoccupied with resource management and literature studies. I now realise I have, in the role of TL the capacity to improve my teaching practices greatly improve student outcomes by employing more effective teaching strategies. The TL role provides a platform to improve information literacy in the school community. Improving student outcomes with information literacy gains through collaborative teaching, and using ICT to advantage (Blog April 7).

My inexperience in library procedures has seen me a on a huge learning curve, Kennedy (2006) informing me of vital issues in running the library to maximise benefit for users. Writing the Collection Policy for the school has formalised expectations and procedures, this document now forms the basis of decisions made in the library, rather than the haphazard approach of before. (Blog May 19). Now a more efficient library service is exists for the school community.

Joining listservers, subscribing to SCAN and attending network meetings has enlightened me to the possibilities and impact that the TL role does hold. I was not aware that these professional bodies existed.

I am now focused on information literacy gains (Forum April 17) and how best to reach them (Forum April 12), having moved from resource based teaching to actively practising resource based learning as prescribed by Haycock (1991). I have been able to positively influence classroom teachers in this area. (Blog March 16). The TL role allows for more exchange and professional leadership opportunities.

Teachers are often staid in their ways in regards to teaching style and practice, there is opportunity for the TL to demonstrate a different approach with classroom teachers. The team teaching advantage allows for not only cooperation but collaboration (Forum April 30), a most challenging area.

I was previously unaware of information search models, analysing Herring’s PLUS model (2002) and its advantage in directing students in the pursuit of literacy gains (Blog May 18, Forum May 5, 23) opening the door to a beneficial learning support systems. Classes throughout the school now employ search models. Teachers have commented on improvements in student motivation and performance when supported by these models. This has been particularly evident with English Second Language (ESL) and special needs students (Forum April 12).

There are many challenges and many rewards in the TL role. My learning journey has not ended, it is evolving.

References Part C

Haycock, C. (1991), resource-based learning: a shift in the roles of teacher, learner, NASSP Bulletin 75 (535)

Hazell, A. (1990). School library and information services in Australia. In M. Nimon & A. Hazell (Eds.)Promoting learning : challenges in teacher librarianship Adelaide, Auslib Press.

Herring, J., Tarter, A. & Naylor, S. (2002). An Evaluation of the Use of the PLUS Model to Develop Pupils’ Information Skills in a Secondary School, School Libraries Worldwide 8 (1), pp. 1-24.

Hughes-Hassell, S. & Harada, V. H. (2007). (Eds.) Facing the reform challenge : teacher-librarians as change agents. School reform and the school library media specialist.(pp. 57-78). Westport, CT : Libraries Unlimited.

Johnson, D. (2008).Machines are the easy part; people are the hard part: Observations about making technology work in schools. (2^nd Ed.) Blue Skunk Press. Cleveland

Kennedy, J. (2006). Collection management : a concise introduction. (Rev.Ed.). Wagga Wagga, NSW : Centre for Information Studies, Charles Sturt University.

Prensky, M. (2001). Digital Natives, Digital Immigrants. In On the Horizon. MCB University Press 9 (5)

Confusion frustration uncertainty....

'ELIS – INFORMATION SEARCH PROCESS, Kuhlthau; Bates & Maack Eds. 1

INFORMATION SEARCH PROCESS

By Carol Collier Kuhlthau

The Information Search Process (ISP) is a six stage model of the users’ holistic

experience in the process of information seeking. The ISP model, based on two decades

of empirical research, identifies three realms of experience: the affective (feelings), the

cognitive (thoughts) and the physical (actions) common to each stage. These studies were

among the first to investigate the affective aspects or the feelings of a person in the

process of information seeking along with the cognitive and physical aspects. Central to

the ISP is the notion that uncertainty, both affective and cognitive, increases and

decreases in the process of information seeking. A principle of uncertainty for

information seeking is proposed that states that information commonly increases

uncertainty in the early stages of the search process. Increased uncertainty indicates a

zone of intervention for intermediaries and system designers'.

Confusion frustration uncertainty.... AMEN! I can relate to those feelings...but once on track..bring it on! Students flounder and some charge ahead cut and paste with little knowledge gained
Herring's PLUS more suited for my students - simpler format , reviewing, revising steps to keep on track. Big6 complex steps ..independent learners Big3 too simple ok for K - 3 intro into using guided inquiry

How does the garden grow?

Policy writing justifies radical weed

Just found all these beaut report functions on OASIS. Analysing usage reports has been insightful as many sections of the nonfiction print resources have nil usage. The report analysis identifies areas needing deselection, and areas missing from resources, such as popular sports and sustainability. Future additions will be led by resource needs to fulfil curriculum area shortfalls. Teacher reference has many outdated resources. Fiction print has many dead areas also.Significant immediate changes are required in all areas of the collection. As the collection is the main resource base for school programs and curriculum planning and programs a priority order of action will be formulated to address the many failings of the collection.Even though some deselection (removing items from the collection) has taken place this year, the statistics show that there are still many obsolete items. Kennedy, (2006) says ‘the reasons for deselection are more impressive than the arguments against’. Keeping these obsolete resources to boast a large collection, has been counterproductive, not just adding to the problem of limited space but even more importantly making it difficult to locate or us valuable resources that do exist.

Scaffolding

Researching about ' learning models' i came across Vygotsky again...how could you forget a name like that? Was he with Senge readings 'internalise' ? Had to look him up for more info ...died in 1934 at only 37 yrs ...scaffolding..... a pioneering psychologist, into cognitive development, the potential of cognitive development, play internalised. Support students get them involved back off they take over and lead. Hey arent these critical thinking skills , higher order thinking, quality teaching concepts that we are involved in teaching now? Fascinating comments watch a child 'pretend to ride a hosre' stick or chair sitting on is a pivot ...a support ...as older drops the pivots..learning about learning. Fascinating theories he wrote sooooooooo much. Died so young what a legacy left . Must read more of his stuff, ooops not now i just "DEFINED" my task. Im researching learning models...back to SELECTING have done a fair bit of ORGANISING but ASSESSING.. EVALUATING ...mmmm let me DEFINE once again...Now i ll change PRESENTATION yet again . ISP bring it on ..or will i swap to hit the 'SAUCE" ...PLUS .....Big6 ideas swimming around. How can 750 words take 1420 to write....succinct...justs succ..s

ahhh haaa strikes again

Another ahh haa a moment while completing 503 . Readings may have planted the words in my head but i was referring to the resource centre and making the facilities accessible to a larger number of students. The resource centre ? I mean the library dont I? The facilities? Suppose now with working computers and IWB the go in the library, it is about the facilities not just the books anymore. The digital immigrant is emerging ....(Marc Prensky -2001-students of today are natives of the digital world they've been brought up in the digital world , it's me a slightly older generation brought up before the digital explosion.... so NOT in digital mode ...till of late, hence digital immigrant) Me... thinking of the 'library' in this way of ahhh hah? l ...know what it was like before..empathy for those that scorn it ..too hard ....need to ease them in..teachers need to do the digital, speak and teach in the students language and mode ...mmm it is 2010

I ve now had a new addition to the family, the brood decided to consolidate the affair Im having with the computer by giving me an iphone. Me an iphone user? Im loving it. Astounding that my teenage daughter asked me for help with podcasts..me podcasts? , itunes ?downloading? it's a whole new world for me still in awe of it all and of myself .

Be flexible!

Im attempting some 'flexible' timetabling. Each class has an allocated time but if classes want to swap times they may as long as it's written up on a timetable i have posted on the entrance door. During admin time when lib is empty, teachers are encouraged to use lib- again booking in on the timetable sheet. Stage 3 have 3 sessions in lib now per week instead of 1 a win/win for students CLs and TL- happy happy. . I ve announced if lib sign out that chn may return and borrow books, before school lunch after school. This is working for some, frees up their lesson time for more compt/research/book chill out time. Also in lib time chn now place wanted books in lib bag (must have name on it) and books delivered to them that day. Monitors scan borrowings at 'other' times. Eespecially good cause NO queue waiting for students, frees me up to be with students more. Small steps trying 'new' ideas but so far so good.

Haycock on flexible scheduling/timetabling, at first i thought this would be a nightmare but this version above phased in slowly, actually works well. Also ALL the interruptions EVERY day now addressed a little better with the time suit swaps. CLs arrange swaps themselves i just jump up and down and insist that i need 1 day notice at least in order to keep my lesson prep & marking in check. Younger classes try to keep swaps on the same lib day to help young ones in the routine of library day for book returns. Surprisingly classes not 'missing out' now nor me 'running' around school to have lessons in other classrooms.

IT'S COMING

See...... lots of jumping up and down, ranting and raving pays. IWB is a coming to the library. A few classrooms now have them installed and at first was told not for the library, more important for classrooms. Hey each class comes to the library, put one there first share the IWB with all students and then phase into rooms. Rather than a couple of 'select classes' have an IWB in room exclusively. Took a heap of pushing, maybe it's coming just to keep me quiet. Where there is a will there is a way.

What is the TL role? Why? How?

Cibulka et al, reading ‘Schools as Learning Organisations’- How can we impact more effectively -shared values, common agenda and becoming collaborative professionals. The principal and exec encouraging/promoting a shared responsibility. We are all learners not just the students. (Hasn't this course reflected similar steps & processes that our students encounter in their learning journeys?)

Senge’s ‘learning organisation’ a parallel to our schools, not driven by fiscal profit margins but by improving student outcomes. Again to be dynamic , work collaboratively towards a common goal, not just reacting to a situation but by being proactive for the shared vision- a genuine vision not just a stated vision statement. We are all learning, ‘turn the mirror inward’ , and share and build.

As a TL I am in a great position, I have direct contact and interaction with most school staff and all students. The challenges faced by TLs used as RFF must be extremely difficult. Collaborative practice is the aim, getting there can be a battle. Small steps, pick your battles get people onside, show them. The TL has a vital role to foster CPT in spite of negativism, lack of time and work overload.

Digital Literacy all "INFORMATION LITERACY" ?

Copied from Judy O Connell's blog Hey Jude 30/4/10

Reading 'Big6' , doesn't Info Lit (IL) include all of the above areas? All under the same umbrella?

Edit...just read this in OZTL_NET from Barbara Coombes

Information literacy is actually the umbrella term and concept - a concept because the component parts (multiple literacies) are continually evolving.
:)

I agree, the technologies are changing. The info literate student gaining knowledge by multimedia means, or even by reading a book..it's the useful information becoming knowledge that's what it's all for.

Mistakes with TEchnology

Doug Johnson's Tech Proof

Seven Stupid Mistakes Teachers Make
With Technology

Stupid is as stupid does.
Forrest Gump

“Stupid” is not my favorite word. It sounds mean, harsh, and ugly. But after reading in Newsweekthat 25 percent of employees visit porn sites from work, and that the adult video industry claims that hits on porn sites are highest during the work day*, it was truly the only term that seemed to fit that sort of human behavior. I don't have any overwhelming objections to pornography, per se. But perusing it at work? That's just stupid.

I use the term stupid under fairly constrained conditions. To me, a stupid act has a degree of willfulness about it and is serious. Making an error once is ignorance; making the same mistake multiple times is stupidity. Unfortunately, I see stupid acts and beliefs related to technology in schools way too often.

These would be my nominees for the most stupid things** a teacher can do related to technology...

1. Not backing up data. "You mean having two copies of my files on the hard drive doesn't count as a backup?" The first time a teacher loses his or her precious data, my heart breaks. The second time, well, stupidity ought to cause some suffering.

2. Treating a school computer like a home computer. Teachers who use a school computer to run a business, edit their kid's wedding videos, or send tasteless jokes to half of North America (including that fundamentalist math teacher down the hall) are being stupid. Teachers who take their computers home and let their kids hack on them are being stupid. Teachers who don't own a personal computer for personal business deserve to get into well-deserved trouble.

3. Not supervising computer-using students. It is really stupid to believe Internet filters will keep kids out of trouble on the Internet. If they choose to do so, even the slow kids who can't get around the school's filter, can still exploit that 10 percent of porn sites the filter won't catch. They can still send cyberbullying e-mail -- maybe even using your e-mail address. Or they can just plain waste time.

4. Thinking online communication is ever private. Eventually, everyone sends an embarrassing personal message to a listserv. I've heard of some tech directors who get their jollies reading salacious inter-staff e-mails. Your school e-mails can be requested and must be produced if germane to any federal lawsuits. Even e-mail deleted from your computer still sits on servers somewhere -- often for a very loooong time. Think you wiped out your browsing history? Don't bet that is the only set of tracks you've left that show where you've been surfing. Your Facebook page will be looked at by the school board chair; your superintendent and principal know who the author of that "anonymous" blog is. Not assuming everyone can see what you send and do online is stupid.

5. Believing that one's teaching style need not change to take full advantage of technology. Using technology to simply add sounds and pictures to lectures is stupid. Smart technology use is about changing the roles of both teacher and student. The computer-using student can now be the content expert; the teacher becomes the process expert asking such questions as “Where did you get that information? How do you know it's accurate? Why is it important? How can you let others know what you discovered? And how can you tell if you did a good job?” The world has changed and it is rank stupidity not to recognize it and change as well.

6. Ignoring the intrinsic interest of tech use in today's kids. Kids like technology. Not using it as a hook to motivate and interest them in their education is stupid.

7. Thinking technology in schools will go away. The expectation that "This too shall pass" has worked for a lot of educational practices and theories. Madeline Hunter, Outcomes-Based Education, whole language, and (soon) NCLB all had their day in the sun before being pushed aside by the next silver bullet. (I think that metaphor was a bit confused. Sorry.) But it is stupid to think technology in education will go away. It isn't going away in banking, medicine, business, science, and agriculture - anywhere else in society. Anticipating that "this too shall pass" about technology is pretty stupid.

Next in TechProof -- Seven Brilliant Uses Teachers Make of Technology.

^{* And you wondered what those strange noises were coming from the next cubicle.
** While surfing for porn at work might qualify as the MOST stupid mistake a teacher can make with technology, those CIPA-required filters that only the kids know how to get around are keeping this act off my teacher stupid list. And I bet you thought CIPA was about protecting kids.}

^{Article by Doug Johnson
Education World®
Copyright © 2008 Education World}

^{I ve copied Johnson quotes and placed them around the staffroom office and library, humour is a good ice breaker, conversation starter...people are talking . Hope we'll go further not just talk the talk but walk the walk. Some icy personalities are asking quests at this rate we may be into collaborative planning soon.}

Doug Johnson keeps me going!

"Technology rules

20. Machines are the easy part; people are the hard

part.

21. Beware the law of unintended consequences.

22. “Explain it to me like I was 6 years old.”

23. What technology first makes possible, it soon

makes imperative.

24. Kids will always know more about some things

than you will.

25. Machines shouldn't do people's jobs.

26. Technology is neither good nor bad. The same

hammer can both break windows and build

cathedrals.

27. A policy mantra.

28. Keep technicians and paraprofessionals in the

loop.

29. Philosophy on implementing large technology

systems: I'd rather be optimistic than right.

30. The first sign of technology literacy is knowing

when to use technology and when not to use

technology.

31. You can’t be too thin, too rich or have too much

bandwidth.

32. The early worm gets eaten by the bird.

33. You must get the last person on board sooner or

later."

Copied from Machines are the easy part; people are the hard part: Observations about making technology work in schools:

Second Edition Written by Doug Johnson Illustrated by Brady Johnson

We must have met in a past life and he has written this just for me !

I read his blog also http://doug-johnson.squarespace.com/why-the-blue-skunk-blog/

Tl role values it, ICT accept it, TL a change agent, share the lurrrve of TL ...

Hit the 'SAUCE"

I ve been reading a gazillion sites and jotting down notes as i go. On Big6 Ive written task definition - define and identify (brainstorm, map) info seeking -(determine and select) "DETERMINE" -I felt the 'evaluating' of info was covered here as well as in synthesising stage .... But then again i thought 'SAUCE' model was a joke till i looked it up and read about it!!! There i was thinking hit the sauce to sort out these IL process models... I would include the link to my Big6 site but CANT FIND IT cause ive got so many ...will persevere...and post later ...cause Im STILL reading about models to pick my '3' for comparison.

QUILT?

"I quilt"

When you've had enough, can't tolerate your job any longer and are ready to quit, perhaps you could try one last thing.

Quilt instead.

You've got nothing to lose, right? I mean, you're going to quit anyway, so what's the worst that could happen to you?

So quilt. Spend hours every day integrating the people you work with into a cohesive group. Weave in your customers as well. Take every scrap, even the people you don't like, and sew them together. Spend far less time than you should on the 'real' work and instead focus on creating genuine connections with the people you work with. Including your boss. After all, once you quit, you're never going to see them again anyway, right? Might as well give it a try.

Careful... it might change everything.

Copied from Seth's blog see my links...I remember I'm a 'change agent'..yes but small steps I can see change happening and others are noticing also....

Sample of NING at school WORKING WELL

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Dorothy added a discussion

ICT report released

stats for students in low socio economic areas ...whoooaaa

3 hours ago

Dorothy added a video

3 hours ago

Dorothy added a discussion

Library ? What's it all about?

Check out this site..view the video (about 30mins...have it on in background and listen to it? http://heyjude.wordpress.com/2010/04/15/school-libraries-designed-for-learning/

April 16

Dorothy added a discussion

Resources "My Place"

My Place- Nadia Wheatley check it out !http://www.myplaceforteachers.edu.au/default.asp teacher support - Includes activities lesson plans programming sample video and more Jo S & year 5??? term 2 ??? studying it this term ???

April 15

Jodie replied to Dorothy discussion 'AUTOGRAPHS PLEASE'

Ive signed it!! :)

April 1

Dorothy replied to Dorothy discussion 'AUTOGRAPHS PLEASE'

Thanks doll Re our short conversation..if the TL role (fazed out!) umm how did they justify it ..used elsewhere.... very appealing as a fix for high class numbers BUT isnt that another issue altogether.? Class sizing staffing formulas. Think it will…

April 1

Felicity replied to Dorothy Fenwick's discussion 'AUTOGRAPHS PLEASE'

I've just become signer 2074. This is too important to ignore.

March 31

Close

Joanne replied to Dorothy discussion 'AUTOGRAPHS PLEASE'

I signed it!!!!

Dorothy added 2 discussions

• AUTOGRAPHS PLEASE
• Who's been spilling the beans?

Dorothy replied to lauren discussion 'Module 5 Reflection' in the group

More individualised learning happening. Students pacing themselves and taking pathways valid to their learning needs. They,? we? can focus on 'real learning'.

March 27

Dorothy replied to lauren discussion 'Module 4 Reflection' in the group

ICT Literacy across the curriculum provides a framework for us in planning, delivering and assessing. My unit has been a technology discovery for moi! I ve been blogging you tube ing, embeding, chasing URL s, following links..ipod ing with podcasts.…

March 27

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Felicity replied to Dorothy discussion 'Looking for 333.78'

Ahhh, so we now have website resources! Kudos, Dot. We've entered the 21st century - how exciting :-) Felicity

Dorothy commented on Dorothy video 'Public Speaking Skills?'

Helen Morgani .. 5 mins of eye popping enthusiasm.. know you are preping for Public Speaking Comp ...classes to focus on 'speaking & listening skills lead up to comp Check this out Cheers Dot

March 21

ICT report released

<http://www.mceecdya.edu.au/verve/_resources/NAfor students in low socio economic areas ...whoooaaa

Started 3 hours ago

Library ? What's it all about?

Check out this site..view the video (about 30mins...have it on in background and listen to it? http://heyjude.wordpress.com/2010/04/15/school-l

Started Apr 16

Resources "My Place"

My Place- Nadia Wheatley check it out !http://www.myplaceforteachers.edu.au/default.assupport - Includes activities lesson plans programming sample video and more Jo S & year 5??? term 2 ??…

Started Apr 15

AUTOGRAPHS PLEASE
4 Replies

A Qualified teacher librarian in EVERY School.!!!!!!!!!!!! Sign the petition now. Over 2000 and climbing!:<http://www.gopetition.com/petitions/APRIL 16th!!!!!!! Thank you for your support

Started this discussion. Last reply by Jodie Apr 1.