Students and their Evolving Search for Information

Estimated time according to Read-O-Meter: 2m22s

Recently I introduced first grade students to the online Encyclopedia Britannica as a way to locate information using the computer.  One part of starting this introduction, before ever mentioning the computer, is me asking the group, "Imagine that your teacher asked you find some information about dinosaurs, where would you look to find that information?"

The four individual responses from the group were:

• "I'd search on the computer."
• "I would type in 'dinosaurs' in the corner of the Safari."
• "I'd Google it."
• "I'd look it up on the iPad."

This was a first in my time as a tech teacher, that six and seven year-olds' first inclination to locate information at school was to simply Google the topic.  In the past, students have always first suggested books as the place to go, but clearly that has changed.  This is certainly not too surprising, as each new year our students are coming in more and more 'connected' via a slew of mobile devices at home, and that change is reflected in their school experience since they have been using iPads and having tech instruction since the first week of Kindergarten.

Search results for 'dinosaurs' on Britannica

After some demonstration of Britannica and a lot of exploration by the students, one student said to me, "I like these pictures and that it will read to me, but I think it's easier to just Google it."  I told the student that easier does not always mean better, but of course the answer is not that simple.  As my students continue to grow with their investigations and inquiries throughout this school year and the years to come, it will be a great benefit to know a variety of online sources of information - Google and Britannica included.

Part of me wants to immediately meet the students with their habits they have already formed in their personal lives, but I know it’s not entirely about that, but instead guiding them towards practices that fit the need and that provide the highest quality results.  In the perfect situation, the information literacy instruction would be powerful and valuable enough to resonate with students when they are outside of the classroom.  For that to happen, they have to see an authentic benefit during their classroom experience and not just think, “at school we have to suffer through Britannica research, but at home I can just Google it.”

Search results for 'dinosaurs' on Google

In this information literacy lesson with first graders concerning Britannica, I don't think I achieved the sort of resonation that will spill into their personal lives just yet.  But now the door is open to a conversation where we can consider together the differences between sources, authors, websites and other online resources.  It will no doubt be a lengthy and continually changing journey, luckily I have always found my primary grade students to be incredibly curious and enthralled with investigation and discovery.

Exploring with Google Earth through Children and their Toys

Estimated reading time according to Read-O-Meter: 2m36s

A few weeks ago I visited an amazing collection of photographs recommended by Jennie Magiera on Twitter.  The photographs were aesthetically stimulating and also provided an incredible amount of insight into the lives and experiences of others around the world from a variety of diverse locations.  Soon after that, Jennie wrote a blog post about sharing the images with her students and the subsequent conversation had on Schoology.

I was inspired myself and made plans to share the photos with my 4th graders the next day.  On a whim, I reached out to Jennie and we made plans to connect our students in a Google Hangout video chat to share our reflections together.  My students were extremely interested in the photographs and could hardly contain their excitement during our video chat.

So what are these photographs?

© Gabriele Galimberti

Italian photographer Gabriele Galimberti traveled around the world for 18 months and photographed children with their favorite toys.  He titled the series, "Toy Stories".  There are 34 different children (and locations) from five different continents.  The photographs not only give insight into what children around the world play with, but also something of the children themselves as you see the child in their play space.  Visit his site and see his Toy Stories collection.

After the first lesson, so many students wanted to know where these places were that they were seeing, so I went to Google Earth for help.  Following the tutorial videos from Google, I was able to create a .KMZ file with the images and placemarks embedded in the file (click here to download the .KMZ file, then open it in Google Earth).  When I saw my other 4th grade class the next week, the experience was dramatically different as they could not only browse through only the images, but they could browse the globe in Google Earth and click on the camera icon to see a child with their toys from that place.

Browsing the images in Google Earth

This allowed for two different conversations for my students, the images on their own versus the images on the map.  It was easy when using the map to compare and comment on images from the same region of the world.  Students had a variety of insights and reflections from taking in the images.  Most were surprised that children everywhere had toys like their own.  Many had a strong reaction to the variety of play spaces shown with each child.  The most talked about photographs by far were the few that show children surrounded with toy guns as their favorites.

I did the activity with all of my 4th and 5th grade classrooms and tried a few different methods for an accompanying online conversation:  Edmodo, TodaysMeet and Kidblog.  Each method had it’s own pluses and minuses, and in all honesty the conversations that happened verbally with neighbors were more intriguing as it was everyone’s sudden reaction rather than a planned out written thought.  But the online record provided an opportunity to hear from everyone for both myself as teacher and for all the other students.

Edmodo conversation about Toy Stories

TodaysMeet conversation about Toy Stories

Kidblog conversation about Toy Stories

Use a camera in your classroom everyday!

Estimated reading time according to Read-O-Meter: 4m23s

CC-BY-SA-2.5 Nicolás García

Cameras continue to become increasingly ubiquitous in 21st century life.  They exist in a variety of forms and formats, but they can be found everywhere.  Traditional formats still exist in digital point-and-shoots and DSLRs, but cameras are much more present in our daily lives as a feature on tablets, MP3 players, portable video games and mobile phones.

So what?  Well as camera technology has infused our daily lives, so too should it be infusing your classroom on a daily basis!  Using cameras in the classroom is certainly not new, but with the emergence of cameras that are more accessible and services that make sharing or archiving simpler, I encourage you to reassess how often a camera is put to use in your classroom, and below you will find a few suggestions.

Archiving

If you have a tablet or phone with a camera, these items are probably never too far out of reach throughout the school day.  These ever-present cameras are extremely handy for archiving a variety of classroom items:  anchor charts, bulletin boards, your neatly organized classroom library, handouts from professional development, paper schedules, and student work done on paper to name only a few.

Pointing your camera at a piece of paper might feel unusual at first, but even the relatively low-quality camera on the back of an iPad 2 captures the details well enough to reference later.  Personally, I use my phone for this purpose.  The beauty of having documents (which were either created on paper or delivered only on paper) all “scanned” on my phone is that I always have access to them wherever I might be working.

Student Portfolios

Digital portfolios are becoming increasingly common, Evernote being one tool educators are using to have students freely and easily maintain a portfolio (or, explained in video).  If you are a 1:1 device classroom, the cameras on a tablet, laptop or Chromebook not only allow your students to snap a photograph of their paper work, but they also can sit in their device’s “photo booth” and record a video explaining their thinking or offering reflections.

Photography as Art

A camera in the hands of your students opens up an entirely different form of creative expression through photography.  In my own experience, I have found photography to be an excellent way for all students to become engaged in artistic expression and starting to consider elements of visual literacy.  Students, and people in general, tend to lump themselves into groups like, “I can’t draw” or, “I don’t sing.”  Hand them a camera though and teach them a few composition guidelines and suddenly you have 30 little Ansel Adams’ in your midst.  Here is some excellent photography work done by my students, which I generally teach as a unit in 2nd, 5th and 7th grades.

Family Connection

As teachers, we all have heard from parents that when they ask their child what they did at school today, they receive a vague response like, “Stuff” or, “Different things.”  Generally in the past teachers have been able to share classroom photographs by taking the time to connect a digital camera to a computer, transfer the photos, pick out the ones worth sharing, then upload them to a classroom webpage.

Enter ShutterCal.  ShutterCal is an online daily photo calendar and is one of many solutions to the time-consuming ways of the past.  It is totally free, although it does offer advanced privacy features for a small fee.  ShutterCal can be used from a computer, but the true time saver is if you have an iOS device in your classroom with the free ShutterCal app.  In less than a minute, you can easily share a daily photo to your ShutterCal calendar and have it automatically displayed on your classroom homepage as well – without ever touching a computer or taking out any cords.  If you are truly brilliant, like my colleague Katie Muhtaris, you could create a class job for a student to snap the daily photo and upload it from their iPad.

Things to Consider

If you have any intention of the photographs you snap of your students or of their work being shared beyond your classroom walls, be sure you are in compliance with school and district policies.  In my case, there are district policies in place and at our school we send home a media release form to every student at the beginning of the school year.  I keep a list handy of students whose families have declined consent or have not returned the form and I do not share any photographs or work of those students publicly online.

A Good Classroom Camera

Beyond the tablets or phones you or your students have in your classroom, a dedicated digital camera is still an excellent tool to have available.  I would like to explain all of this in more detail in a future post, but basically I believe a good classroom camera should be able to take decent photographs, record acceptable videos, and have macro photography capability.  Cost is always an issue, so one option I’d suggest is the Canon Powershot A1200 which fits all three points above and at the time of posting costs only $90.

Questions or suggestions on other classroom camera connections, please share them in the comments!  Now, go forth and photograph!

Non-Fiction Features in Digital Painting

At the beginning of the school year, I introduce first graders to the various ways of interacting with the mouse and keyboard by using simple paint software.  We currently use Appleworks in our Media Center, but there are many updated and free paint programs (Mac or Windows) that would work just as well.

Simply by using the paintbrush, drawing shapes, moving objects, and adding words students are developing a variety of technical skills.  Some of the important computer interface skills younger students develop with painting software include clicking, clicking and dragging, double-clicking, and typing with the keyboard.  Once students become proficient with the physical skills, it’s time to integrate these new technical skills with relevant classroom content.

Throughout the year, 1st graders at my school learn about features of written non-fiction pieces with their classroom teacher (on Twitter and her blog).  A few specific non-fiction elements that translate very well into painting software are diagrams with labels, attaching lines, and titles.

There are a few ways to go about the creation of the image part of the diagram.  I typically have students start out by making a diagram out of clip art so they can focus on adding text labels, lines connecting those labels to the appropriate areas, and titles with appropriate size and typeface.  

After students have experience making a diagram out of clip art, students are ready to make a diagram with an image they’ve created using the painting and drawing tools.  I want them all to have at least 3 separate labels, but encourage them to add as many labels as they want.  I am always incredibly impressed with their finished products!

Here’s a few samples (or you can view the whole classroom gallery at my school’s digital showcase):