New ISTE Standards for Educators Highlight Librarians’ Role Educators should continually participate in professional learning, advocate for equitable access to technology, and model positive and ethical use of technology, according to the Empowered Professional qualities named in the International Society for Technology in Education’s (ISTE) newly revised and updated Standards for Educators. ISTE CEO Richard Culatta introduced the standards during the opening keynote session at the ISTE 2017 conference in San Antonio in June. Organized into the two categories—Empowered Professional and Learning Catalyst—the newly updated standards shift from the previous Standards for Teachers, which emphasized supporting student learning with technology, to focusing on the roles of educators in “using technology to empower learners.” As Learning Catalysts, educators should be collaborators, designers, facilitators, and analysts, according to the standards. In these roles, they are expected to collaborate with other educators as well as students.
Evaluating Technology Use in the Classroom Evaluating the use of technology in a classroom environment is not something most administrators are trained to do. It is easy to walk into a classroom and see that every student is using a computer, but how do you really assess if and what type of learning is taking place? In the past, I have had administrators tell me “I walked into the teacher’s room and all the students were on laptops.” As though just the site of students working on laptops meant they were engaged in the learning process. I have been trying to wrap my head around a simple way for administrators to evaluate the use of technology in the classroom (a thank you to Dennis Harter who got me thinking about this). When most administrators evaluate teachers during the evaluation process, they have some sort of check sheet they are working from either mental or as part of a school’s evaluation process. I remembered a Marc Prensky article in Edutopia in which he talks about the typical process of technology adoption:
Standards For Educators 2b Advocate for equitable access to educational technology, digital content and learning opportunities to meet the diverse needs of all students. Equitable access: When all students have access to technology needed for learning and to culturally relevant curriculum and resources regardless of race, ethnicity, socio-economic status, gender identity, sexuality, ability, primary language or any other factor that might hinder or unfairly advantage one student over another. Educational technology: Devices, apps, webs resources, internet access, technology support and other digital tools used to deepen learning. Digital content: Digital content may include open educational resources (OERs); digital media and podcasts; digital curriculum, including culturally relevant curriculum; news and other websites; and digitized original or historical resources such as newspapers, virtual field trips or virtual reality (VR) software and devices.
Free Technology for Teachers Manifesto for 21st Century Teacher Librarians | Teacher Librarian Editor’s Note: This article was originally published as a Tag Team Tech column on www.voyamagazine.com. It has been reprinted and reproduced numerous times and in many places. We are making it available here to ensure that all of our readers have seen it. Manifesto for 21st Century Teacher Librarians By Joyce Kasman Valenza October 2010 A couple of summers back a young school librarian, fresh out of library school, asked a very honest question at one of our state retreats: We’re all doing different stuff. Well into the 21st century, it is clear that the concept of modern teacher librarian practice is not clear. What I know for sure is that if the Joyce who graduated from library school in 1976 (and again with a school specialty in 1988), heck, if the Joyce from the 2007/2008 school year, were to visit my library today, she would be stunned by the differences in my/our practice. And in my humble opinion some aspects of emerging practice are nonnegotiable. Reading Information Landscape 1. 2. 1.
Tips & Tricks SMART Training | Next Level Interactive PD This is our new 21st Century learner... wow! Tip #17 SMART Response- Student Log-In vs. Anonymous: When using SMART Response software, you are hopefully attempting to collect data that will drive your instruction. Tip #16 SMART Response- WHY? When downloading SMART Notebook software you are given the option of including the Response software too. Tip #15 Homework Calendar- Gallery Highlight: Have you gone searching for a calendar to place on your SMART Board? Tip #14 Modeling Writing the Alphabet- Elementary: Research says that children learn best by modeling. arrow. Tip #13 Scrolling Text Banner- LAT Highlight: In the Lesson Activity Toolkit there are some real "gems" that you may pass by. that will scroll across your screen while presenting in Notebook software. Tip #12 Back to School Notebooks- SMART Exchange Highlight: Looking for a great presentation for the first day of school? Tip #11 "Question Flipper"- LAT Highlight: Trying to develop new and improved ways to use formative
The AASL Standards Web Portal: Accessing Standards and Support Resources (Webinar) Kathy Mansfield is the library media/textbooks consultant for the Kentucky Department of Education (KDE) and served as a member of the AASL Standards and Guidelines Editorial Board. Kathy was an elementary school librarian in Kentucky for 19 years before joining KDE. She is on the boards of both the Kentucky Association of School Librarians (KASL) and the Kentucky Library Association (KLA), as well as on the leadership team for the Kentucky Virtual Library (KYVL). WIDA: CAN DO Descriptors by grade level cluster; download for PreK-K, Grades 1-2, 3-5, 6-8, or 9-12 Look at all we can do! Creating learning environments for language learners based on what they can do! The Can Do Descriptors highlight what language learners can do at various stages of language development as they engage in teaching and learning in academic contexts. WIDA is proud to announce the release of the K–12 Can Do Descriptors, Key Uses Edition, the Early Years Can Do Descriptors (for children 2.5–5.5 years old), and the K–12 PODEMOS, the Spanish Language Development Edition of the Can Do Descriptors. Note of Thanks The development of the Can Do Descriptors represents the work of many educators in the field. K-12 Can Do Descriptors, Key Uses Edition The K–12 Can Do Descriptors, Key Uses Edition highlights what language learners can do at various stages of language development as they meaningfully participate in the college and career readiness standards. Here’s what’s included in this edition: Webinar for K-12 Educators Download or Purchase Early Years Can Do Descriptors
*Something Familiar and Something New: Unpacking the Standards Drs. Elizabeth Burns and Marcia Mardis discuss the new standards. Did you get your copy of the new standards yet? I must tell you that I am officially excited about them. While I was at the conference, I attended the “AASL ESLS Research Symposium.” Here are some of my takeaways from the session that I will keep in mind as I review my materials. The standards are written to reflect both formal and informal learning environments.Three approaches are addressed with applicable domains and competencies. Here are some additional features that I liked about the standards: If you are looking for how to apply the standards to real-world situations, you will find over 200 examples of evidence to document your accomplishments.There are at least 200 articles from experts for further professional development.There is an assessment and evaluation section to help you to reflect on your practices.There are several appendices. Host a “standards unpacking” day in your school district. Like this:
Dr. Diane August Diane August, Ph.D., is a Managing Director affiliated with the American Institutes for Research and a Senior Research Scientist at the Center for Applied Linguistics, both located in Washington DC. Her area of expertise is the development of science and literacy in second-language learners. She is the Principal Investigator for a large NICHD-funded study investigating the development of literacy in English-language learners and Co-Principal Investigator at the IES-funded National Research and Development Center on English language Learners. At the Center she has she has conducted a series of experimental studies focused on developing science knowledge and skills in middle grade ELLs. She was Staff Director for the National Literacy Panel on Language Minority Children and Youth. In 1981, she received her Ph.D. in education from Stanford University, and in 1982 completed a postdoctoral fellowship in psychology also at Stanford. See more In addition, Dr.
Information Skills Instruction Resources for School Librarians - Index Menu for This Page: National Standards | State and Province Standards | School District Standards | Information Literacy National Standards The 2017 AASL School Library Standards - The new standards have now been published, and they may be purchased at the ALA store. State and Province Standards School District Standards and Curricula School Library Media Curriculum - Grades 6 - 8. Information Literacy Websites and Research SOS for Information Literacy- Lesson plans and teaching ideas. Up to Top This site is maintained by Linda Bertland, retired school librarian, Philadelphia, PA.
Welcome to the Mathematics Assessment Project Stuck on Standards? The AASL National School Library Standards were published a little over one year ago. Many school librarians have been implementing the standards in practice since, and many school librarians are just getting started in their implementation process. However, some librarians may be stuck on standards,, unsure where to start or what the standards look like in practice. The standards are designed to be a progression of competency rather than a skill set. This means that each Key Commitment can be integrated at each grade level; however, the outcome will be different depending on the grade level, subject, materials, and student make-up. In order to provide a guide for educators new to using these open standards, I’ve included some examples of what a lesson could look like. AASL Standards Framework for Learners I.B.1: Learners engage with new knowledge by following a process that includes using evidence to investigate questions. Lesson Synopsis AASL Standards Framework for Learners Like this:
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