Augmented Reality (AR) is a great way to enhance learning. As defined by Goerner (2016) “augmented reality superimposes an image, video, or other digital overlay onto a view of the real world in real time.” Implementing AR into your library or classroom can be a great way to help students gain knowledge about things they have never experienced in the real world. Goerner continues to share that AR “encourages interaction, creates rich experiences, and helps students understand the real world, all while improving teaching materials and specializing content.”
If you are looking for a way to implement augmented reality in your schools for all age groups, then Quiver is one app to try. Quiver works with a simple app and coloring pages, most of which can be downloaded for free. Students simply color a page with crayons or colored pencils (dark markers may not work), then scan the picture using the Quiver app to bring the images to life in 3D augmented reality.
Quiver currently has four different app options; Quiver, Quiver Education, Quiver Fashion, and Quiver Masks. The apps are available via iOS and Android. All of the Quiver apps are free, except the Education version. The Education version has a one time purchase price of $7.99 for the app. Quiver Education contains content for various subjects from science, social studies, math, and language arts. Students can interact with augmented reality images to answer questions, manipulate images, and visit landmarks. Look at the videos below to see the possibilities of using Quiver with your students.
Resources
Goerner, P. (2016). Augmented reality. What's next?. School Library Journal, 62(9), 19-20.
Bullying has become a major topic of discussion with guidance counselors and teachers in K-12 school systems. Cyberbullying should be part of this same line of discussion. Cyberbullying has been defined as “willful and repeated harm inflicted through the use of computers, cell phones, and other electronic devices,” according to the Cyberbullying Research Center (Hinduja, S. & Patchin, J. W., 2018). Although cyberbullying and traditional bullying produce similar negative effects upon the victim, cyberbullying can essentially create a more devastating impact.
Google free use photo
Since cyberbullies can come from anywhere in the world, the bully may not even know their victim or they may hide their identity from the victim. The abuse can be widespread and viewed by people in an entire school, community, or around the world. Victims of cyberbullying report (Faucher, C., Cassidy, W., & Jackson, M., 2015), “depression, poor self-esteem, concentration problems, anxiety, stress, academic problems, school avoidance, suicidal ideation, and a range of psychosomatic problems such as headaches, and sleep disturbances.”
Google free use photo
Surprisingly, the number of reported cases of cyberbullying in the K-12 system is more likely to involve female students as the bully and the victim, while boys of the same age group are more likely to be involved in physically bullying there classmates. According to studies (Faucher et al., 2015), “in K-12, we see male students significantly more likely to be involved in face-to-face bullying and female students somewhat more likely to be involved in cyberbullying as both targets and perpetrators.” It is also surprising how many students don’t report cyberbullying for fear of added restrictions to their use of technology. This is why cyberbullying education and awareness needs to include in K-12 schools.
As librarians, we can work closely with guidance counselors and teachers to address the topics of bullying and cyberbullying. We can work with students to develop their digital citizenship and safety. Acting out or discussing scenarios about cyberbullying, watching videos, and conducting research allows students to gain knowledge and empathy. Below are resources for teaching students and providing information for parents about bullying and cyberbullying.
Faucher, C., Cassidy, W., & Jackson, M. (2015). From the sandbox to the inbox: Comparing the acts, impacts, and solutions of bullying in k-12, higher education, and the workplace. Journal Of Education And Training Studies, 3(6), 111-125.
Hinduja, S. & Patchin, J. W. (2018). Cyberbullying Identification, Prevention, and Response. Cyberbullying Research Center (cyberbullying.org).
Classroom teachers are always searching for ways to meet the needs of all of their students. Unfortunately, with the variety of learning styles and abilities of students in regular classrooms, this is not easy to accomplish. Implementing Universal Design is important to meet the needs of students with disabilities.
Universal Design refers to the idea of designing spaces, products, services, and more in a way that makes them as functional as possible for people of all ages, abilities, and backgrounds. This differs from an accessibility approach in two noteworthy ways. First, it looks to improve usability for all, not just those who identify as disabled. Second, it focuses on finding one solution that will function equally for everyone, rather than fragmented approaches that divide users. (Spina, 2017, p. 28)
(Free use image of students on laptops)
Google Chrome’s online extension, Read & Write, is a powerful digital resource to provide literacy support to all students. The Read & Write extension is available to be downloaded online for each of these formats Chrome, Mac, Windows, and tablets. Read & Write is an easy to use toolbar that provides students with a wealth of resources, such as,
Listening to any document, PDF, or website using text-to-speech, which is highlighted to make it easy to follow along.
Text and picture dictionaries to explain unknown words.
Dictation to speech-to-text to help with writing and proofreading.
Simplifying text on a web page, like removing ads to and other items that may be distracting.
Provides tools to support students with dyslexia or other learning difficulties.
Screen masking tools to limit distractions.
Translation tools for English Language Learners.
(Images from Google Read & Write)
(Images from Google Read & Write)
Read & Write provides an optimal learning experience for all learners and coincides with the Universal Design for Learning. As Spina states (2017), “The flexibility built into this approach simultaneously provides a better learning experience for all students and offers a way for students with disabilities to participate without special accommodations” (p. 29).
These videos are great resources to introduce all the resources and tools Read & Write has to offer all of your students. The last video can be shared as an introduction to teach students how to use Read & Write and how teachers can use it with their students.
(Introduction to Read & Write)
(Read & Write - a resource for all students)
(Introduction for students to Read & Write)
Resources:
Hagan, M. (2017). Texthelp – read & write lets everyone read, write and express themselves
(A fellow teacher and myself at a tech conference)
As a classroom teacher for over fifteen years, I have always tried to make learning fun and exciting for students, whenever possible. But, let’s face it, often times teaching curriculum standards is not fun and games for teachers or students. When I first started working various forms of technology into my lessons, my students became more engaged in lessons and activities. A. Overbay, M. Mollette, and E. Vasu (2011) state that, “Digital learners are hungry to use technology in school.” School librarians can help integrate new technology by collaborating with teachers. Over the years, I have attended workshops and conferences to learn about new technology ideas, apps, and programs I could use with my students and share with fellow teachers.
(Free use image of 3 children with a laptop)
Many teachers, including myself, are often nervous about trying new technologies for the first time, especially when we have not been properly trained or supported. Since our librarian was the onsite go-to person when we had questions about technology, I began to work closely with her. M. Johnston (2012) remarks that, “The highly technological environment of 21st century schools has significantly redefined the role of the teacher librarian.” Now that I am the librarian at my school, I have stepped into a similar role.
Teacher librarians are in a unique position, due to knowledge of pedagogical principles and curriculum, paired with technology and information expertise, to serve as leaders and valuable assets through making meaningful contributions toward the integration of technology. The concern is that if technology and digital resources are not integrated into classroom learning experiences, it will result in students that are unprepared to meet the demands of a world where technology has become ubiquitous. Teacher librarians, through working with teachers and students, have a vital role to play in making certain that students develop the 21st century skills that will enable them to use technology as a tool for learning and for participating in a digital culture. (Johnston, 2012, p.1)
I believe it is my duty as a teacher librarian to support the staff and students at my school by integrating technology in my lessons with students, collaborating with teachers, and advocating for new technologies needed with my administrator and district.
That having been said, I often look for new technology to “effectively meet students’ needs and keep them actively engaged during instruction” (Smith, 2010). One way to find out about new technology is to follow social media and/or go to library and technology conferences. I discovered a new way to integrate technology into teacher’s lessons and student activities using Buncee, which I discovered while reading an Education Week blog: 5 Ways Librarians Can Connect Students to the World Through Technology. Buncee describes their program as follows: “A creation and communication tool for students, educators and administrators to create interactive content, allowing those of all ages to visualize concepts and communicate creatively.” Teachers and students can create presentations that are interactive and animated, allow them to record their own voices, and take pictures or add images all embedded within Buncee. Check out the demonstrations of how Buncee can by used by librarians, teachers, and students.
Johnston (2012) reminds us that school librarians have the “unique position to serve as leaders and valuable assets through making meaningful contributions toward the integration of technology and learning.” We teach students how to use technical tools, such as Buncee in the library, they will have additional 21st century skills to prepare them for their future.
What is the best way to advocate for teachers? How can librarians help provide students with the 21st century skills they need for their future?
Resources:
Johnston, M. P. (2012). Connecting teacher librarians for technology integration leadership. School Libraries Worldwide, 18(1), 18-33.
Daniella Smith, (2010),"Making the case for the leadership role of school librarians in technology integration", Library Hi Tech, Vol. 28 Iss 4 pp. 617 - 631
When thinking about the AASL and ISTE standards, in my mind I am hearing the song, “Let’s Get Together” from the 1961 Disney movie The Parent Trap. If you are not familiar with the movie, it tells the story of twin sisters collaborating to get their divorced parents back together. Now the AASL and ISTE standards are not matchmakers, but they do work towards a common goal. Each set of standards promotes inquiry, inclusion, collaboration, and curating.
(image from disney.fandom.com)
For school librarians, the AASL and ISTE standards go hand-in-hand, since most school librarians are also the onsite technology facilitator. School librarians have the potential to aid teachers and impact student learning.
The combined ability to provide access to resources and technology, along with
skills in collaborative instruction and leadership places the school librarian in a powerful
position. School librarians working in concert with classroom teachers, school counselors
and other education professionals today can have a huge impact introducing technology,
fostering creative activities and making use of new resources. (Dotson and Dotson-
Blake, 2015, p. 54)
Working together, school librarians and teachers can pool resources and ideas to meet the needs of students. They may also devise ways to personalize learning for different learning styles, interests and diversities. According to the ASSL website for the Every Student Succeeds Act (ESSA) and School Libraries, “School librarian instruction results in students who read and utilize print and digital resources for curricular and personalized learning needs.”
(My students collaborating on a STEM activity.)
As a classroom teacher for over 15 years, I have spent my first year as our school librarian collaborating with the teachers at my school. I receive lesson plans from them, which allows me to pull resources that are available in our library for students and/or teacher use. I also create my own lessons for classes based on the curriculum being taught by the classroom teachers to reinforce or introduce topics. In accordance to the ESSA, “school librarians are perfectly positioned to instruct every student in the school community through both traditional and blended learning.” It is up to school librarians to stay informed of changes in technology, AASL and ISTE standards, and be an advocate for students, teachers and administrators.
How do collaborate with students, teachers, or administrators? Do you utilize Makerspaces,
STEM activities or book clubs? Share your ideas and thoughts.
Resources:
Dotson, K. D., & Dotson-Blake, K. (2015). Factors of engagement: Professional standards
and the library science internship. Techtrends: Linking Research & Practice To Improve
