Blog Post #5 AI in Education

        I have not been a huge fan of AI. I have been told in classes over and over do not use it so I just stay away from it. I actually learned a little bit more about it this past school year. We had someone from our district come in and show us how to use MagicSchool. I fell in love. It created lesson plans, assessments, and reading passages on grade level to name just a few. ChatGPT is something brand new to me. I have seen posts all over Social Media of my friends and colleagues using it but I kept looking at it and saying that is not for me. Well guess what?! It is! 

        I went into ChatGPT and played with Coloring Book Hero Generator, Grammar Checker, Writing Assistant, Animation Creation, and Cartoonize Yourself along with many others. I had so much fun. Every year, our school has a Carnival Day to celebrate testing being over. We always try and find a coloring page for carnival day and the ones we find are so simple and not fun for our students. I used Coloring Book Hero Generator to create a coloring page for Carnival Day. I was quite impressed with the results. The other apps I played with were just for fun to see what they were all about. 

AI generated image showing the importance of AI in the classroom

        In education, we as teachers and librarians need to keep up with the technology that is being used. I am going out on a limb and saying my students probably know about AI way more than I do. After this week, I plan to get on and play with it some more. Our district has paid for the MagicSchool subscription so that is where I plan to start exploring but I am also going to look at ChatGPT as well because that seems to be trending right now and I know that if adults are using it like I have seen then I know students are as well. 

        I feel that if we create lessons for students and give them ways to use AI then it can be done in a way that doesn't effect ethical values. We don't want students to use AI to get all the answers or write their papers. We want students to learn but we could still let them use AI to do this. One of Mollick's activities in the prompt library for students was a tutor. I went in and asked Chat GPT to give me 10 subtraction problems. The first problem was a two-digit subtraction with regrouping. It gave the problem and then told me to think about if I should subtract the 10s or the 1s first. I gave it the wrong answer to see what it's response was. It broke it down even further and walked me through step by step. Students in any grade level could use this during independent time. Instead of asking the teacher for help every two seconds why not allow them to get on the app and use it to help themselves. It won't just give them the answer it will make them think through the problem first. 

        Now that I have been exploring AI and all the resources it can provide for teachers and students I know that I will be implementing it more into the classroom as well as learning even more about it to help others use it as well. This is something that I wasn't sure about at first but I can see how useful it can be and if it's going to be around and not go anywhere then we, as educators, may as well implement it into the classrooms.

ChatGPT

MagicSchool

Blog Post #4 Assistive Technology

Hey all! I have chosen to highlight an online, digital tool called Seesaw. This is something I use all the time in the classroom and it is very helpful when it comes to differentiation. 

Click here to access my video on Seesaw!

Blog Post #3 Dast and Dot Robots

         I have heard of Dash and Dot Robots before and I have seen them, but I have never taken the opportunity to learn anything about them. My current school library has Dash and Dot and I have seen them during our school's district Technology Fair, however I never thought about using them in the classroom until now. While Dash is still around, Dot is now part of Dash's virtual world and is still her best friend. Dash is also available in a virtual world (paid version) where a classroom can all be engaged at the same time without having to have a physical robot in front of them. 

Dash Robot

        Dash is a programable robot that can move, sing, dance, flash lights, respond to voices, make sounds, and tell a story (Wonder Workshop, n.d.). Students learn to code through self-directed and guided play. Dash uses the software Blockly. In the software, students can follow guided pathways for their grade level. There are 10-15 activities which take about 15-20 minutes a piece. Teachers can monitor student progress on a dashboard and it will alert teachers if a student looks to be stuck. 

                Dash Robot Capabilities

        The R.A.T. model was developed by Dr. Joan Hughes in 1998. This model was created by Dr. Hughes to help her understand the nature of technology-supported practices teachers develop and implemented into their classrooms. R.A.T stands for Replacement, Amplification, and Transformation. 

Image of R.A.T. model and its characteristics

   Replacement: Technology is used to replace, and not change, the way student learning processes, instructional practices, and content goals are implemented. All that changes in Replacement is the means that the content is delivered (digitally).

    Amplification: In Amplification, technology increases capabilities. Technology increases efficiency, effectiveness, and productivity of instructional practices, student learning process, or content goals.

    Transformation: In Transformation, technology invents instruction, learning, or curriculum in new, fun, and original ways.

            While thinking about how this software could be used in the classroom, I came across a section in the Make Wonder page that lists different aspects of the technology. In the Make Wonder software, math activties, coding, science activities, and read aloud support are all included. The math activities are meant for grades 3-5. However, as a teacher I know that students in younger grades can be working at higher levels. This would be a great way to ensure students are working at their level and it would serve as Amplification in the R.A.T. model. For younger readers, instructions in the software can use the read-aloud feature to help support them in following the directions. The other section I feel that could be implemented would be the science section. This section is provided for grades K-5 and it includes teaching science along with the coding concepts of sequence, looping, and events. The Make Wonder Software also includes lessons that can be implemented in Math, Science, Social Studies, and Reading.

            While researching this product, I went ahead and signed up for the Free version and I plan to borrow Dash and Dot from our school librarian to use in my classroom this year. I am hopeful that it will add to the curriculum and allow students to work through coding skills as well. Due to the time restriction for my core curriculum, I will begin by implementing this during our workstation/small group time. I also plan to talk to our technology teacher and STEM teacher to see if they have used this in their classroom at all and if not I will ask if this is something they could do in their classroom to supplement what is being done in my classroom.

        

To learn more about the Make Wonder Free version for teachers and to sign up click here

Tp purchase and learn more about Dash and the Wonder Workshop click here

References

Dash robot from Wonder Workshop. Wonder Workshop. (n.d.). https://store.makewonder.com/products/dash?srsltid=AfmBOoqqR1J6t6r5o9hAnklUaYfV1Uto22HU8_a4G976c6IfGzMmQSJQ

R.A.T. model. Dr. Joan E. Hughes | TechEdges | Technology Integration Research. (2016, June 24). https://web.archive.org/web/20190612101737/https://techedges.org/r-a-t-model/

Information Literacy, Technology, and Digital/Media

         Information literacy, technology, and digital media are a major part of today's society. In a growing world of technology and internet there are many fake stories that circulate. Many times people can create an account and post what they want without any truth to it. Then someone else reads it, doesn't research it, reposts it, and disinformation is spread. In Valenza's (2016) article, she states that in a series of tasks given to high school students, to determine trustworthiness of tweets, distinguish between news articles and opinion articles, and determine whether a website is can be trusted in an open web search are just a few, students were not prepared for these tasks. As an educator of younger students (second grade) I can see how this is an issue. Students will believe anything you give them because you are the holder of all information. I can tell students the grass is green because someone painted it and they will more than likely believe me. It is my responsibility (and a school librarian's) to ensure students are given the tools they need to determine whether information in valid or not. 

        I have never heard of the term information diet before and was trying to figure out what it was before I read and listened to the pod cast this week. It was nothing like I thought. Now that I have an understanding I am able to reflect on my own information diet and what I think it should look like for a school librarian. For me, my information diet looks like this... I don't believe anything the first time I read it. I often read something (even from a news station) and automatically think "that can't be real". The next thing I do is turn to Google and search what I just read. If I see it pop up on multiple news sites then I assume it is real. I know this isn't the best approach but it works for me right now. When it comes to being an educator I tend to research a little bit better. I will look at the source and determine if it comes from a valid source or not. A school librarian's information diet should look similar to the Big 6 when teaching. Identify the problem, select the sources, find information, engage, organize, and then judge the product, If the Big 6 is introduced and taught effectively then students will learn how to effectively evaluate information literacy, digital media, and technology (n.d.).

References

The Big 6. (n.d.). The Big6 and Super3. https://thebig6.org/thebig6andsuper3-2

Gungor, M., & McHargue, M. (Hosts). (2017, March 7). Fake news & media literacy [Audio 

podcast episode]. In The Liturgists. https://creators.spotify.com/pod/show/the-liturgists-podcast/episodes/Fake-News--Media-Literacy-eutfrm/a-a58d433

Valenza, J. (2016, November 26). Truth, truthiness, triangulation: A news literacy toolkit for a 

“post-truth” world. School Library Journal. 

https://blogs.slj.com/neverendingsearch/2016/11/26/truth-truthiness-triangulation-and-the-librarian-way-a-news-literacy-toolkit-for-a-post-truth-world/

ISCI 761 Blog #1 ISTE and AASL Standards

        While reading through Knowledge Quest I really enjoyed reading the articles. I have always been interested in technology in the classroom and do everything I can to implement it. In the article Now Serving: An appealing menu of digital literacy tools and resources (O'Connor, 2019), I enjoyed seeing how O'Connor uses menus and digital literacy in her library. Using menus is something I enjoy using during stations times and can see how I can implement it even further after reading this article. O'Connor creates her menu based on the American Association of School Librarians (AASL) standards and divides the menu up into the Shared Foundations of inquire, engage, curate, engage, explore and engage. Each of these shared foundations include digital tools that students can use.

        When looking at both the ISTE and AASL standards there are many similarities and differences. AASL standards and ISTE standards both have an overall foundation and each of those foundations is broken down into domains. For example, The AASL foundation of Inquire breaks down in ways to think, create, share, and grow. In ISTE the foundation Digital Citizenship is broken down into digital footprint, online interactions, safeguard well-being, and digital privacy. Another thing I noticed when looking at the AASL and ISTE standards was how closely they relate. Many times if you correctly implement an ISTE standard you will also implement an AASL standard. In my opinion, ISTE standards are easier to understand. They are set up like content standards that an educator would see in the classroom. Each standard has an indicator that needs to be met. I feel that it has a more straight-forward approach whereas the AASL standards are more broad.

        The article written by O'Connor did a great job explaining how these standards can work together. She was able to create a menu for students that allowed choice through digital content but also met AASL standards. In a library setting, conducting an interactive read-aloud for elementary students and then completing an activity to go along with it can meet content standards from the classroom, AASL standards, and ISTE standards. In the past when working with ISTE standards I have noticed that if you teach the digital literacy tool and model how it can be used appropriately you will meet ISTE standards. While I have not worked with AASL standards in the classroom yet I know that many of the standards can also be met. Therefore creating an interactive read-aloud followed by a digital literacy activity that encourages a child to create and work with others will meet both AASL and ISTE standards. Technology has become an important part of a library. As a future librarian it will be important to implement aspects of digital literacy to ensure standards are being met and also students are getting the most out of their education.

References:

American Association of School Librarians: National School Library Standards. (2018, August). National School Library Standards crosswalk with ISTE Standards for students and educators. https://standards.aasl.org/wp-content/uploads/2018/08/180828-aasl-standards-crosswalk-iste.pdf 

O'Connor, M.L. (2019) Now serving...an appealing menu of digital literacy tools and research. Knowledge Quest, 47(5), 16-21.

ISTE Standards. ISTE. (n.d.). https://iste.org/standards