Shhhhh, Said Sara

We are the hawks!  So with that in mind, I wanted to bring in something related to birds. I really liked the Tinker-Aerie, but that was too hard to make a logo for. Instead, I went with the Birdhouse Learning Commons. Our school also has four houses, including the House of Wonder (which I am a part of), and its animal is an owl. So I thought it would be appropriate to include that in the logo.

 

NASA at Home – Virtual Tours and Apps https://www.nasa.gov/nasa-at-home-virtual-tours-and-augmented-reality NASA virtual tours will allow students to experience space and learn more about the cosmos. Students will learn about space (science), technology & engineering (ASDT), and what it is like to live off the planet (one day soon – social studies). The tours will engage students and give them a taste of what it is like to be in outer space. While these tours can be viewed at any time, schools can register for specific tours through Microsoft Teams. KidLit TV https://www.kidlit.tv   KidLit TV offers a variety of video series relating children’s literature. It includes drawing lessons, interviews, and read alouds. It is a great website to learn more about our students’ favourite authors. It’s also a great reminder that an author is more than just a name on a book’s cover.   Flip Events Page https://info.flip.com/en-us/events.html Flip offers a wide range...

  App Tool Function SAMR Potential Server Location Minimum Age for Use Scratch Jr ADST and more Modification and Redefinition – users can drastically change the task they are doing. Scratch Jr also allows students to reimagine the task in ways that cannot be done with traditional materials. Projects are stored locally on your device. This program does not require the internet to work. Personal information (IP address at country level and information about your device  including model, version and operating system) - USA 5-7 recommended age (no minimums) Scratch ADST and more Modification and Redefinition – users can drastically change the task they are doing. Scratch also allows students to reimagine the task in ways that cannot be done with traditional materials. USA 8-16 recommended age (no minimums) ...

Questions What other creative storage solutions have I missed? What other ways could I store the 3D printer? Names The (Design) Nest - because we are the hawks, also nests are impressively engineered The Birdhouse - keeping the bird theme  Tinker-Aerie - the kids won't know what an aerie is but it actually rolls of the tongue Works Cited “Applied Design, Skills and Technologies.” Building Student Success - B.C. Curriculum , curriculum.gov.bc.ca/curriculum/adst . Accessed 26 May 2023. “ISTE Standards: Educators.” ISTE , www.iste.org/standards/iste-standards-for-teachers . Accessed 26 May 2023. “ISTE Standards: Students.” ISTE , www.iste.org/standards/iste-standards-for-students . Accessed 26 May 2023.

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I spent a lot of time editing this video, only to export it and find out that there is a watermark unless I make a purchase of (at the very least) $50 for the annual plan. So we are going to live with the watermark.     Works Cited Ludlow, David. “How to Shoot Better Video on Your iPad and iPhone.” Expert Reviews , 7 July 2014, www.expertreviews.co.uk/tablets/8055/how-to-shoot-better-video-on-your-ipad-and-iphone.

So I'm scrolling the internet for different ways to create my sound setup at home and I happen to glance down. Foam... One of the key ingredients for a sound booth sitting right beneath my feet. Normally I use my foam alphabet for shaping and drying items I have knit, so I'm all about repurposing. I know the letters aren't great, but you could purchase these types of tiles without any letters. What I like about this setup is that the tiles fit together to form a box. I also added a blanket to dampen the sound more, locking it in by draping it over the edges and placing the top piece on top. I'm sure this wouldn't work perfectly, but if I were making a real sound booth I would be able to test what works for me. I also have "T-pins" somewhere which I could use to attach the blanket instead of draping it the way I did.  As for a microphone to go with this setup, I am partial to this Samson Meteor Mic USB Studio Microphone from Amazon. USB microphones aren...

Podcast: Unplugged Computational Thinking Reflection: Way back when, in about 2008, I earned my diploma in graphic design and development. One of the programs I used was Audacity. Visually, it has not changed a bit and I was disappointed by its lack of intuition. I figured out how to edit my video and removed quite a few 'so's and 'um's, as well as some mistakes.  Finally, to get my podcast on my blog, I uploaded it to Google Drive. I couldn't easily post it to my blog, so I googled how to embed an audio file into Blogger and found this video explaining how to add it via an iFrame in code view. Don't let the code view part scare you, it was very simple and you could write it out in notepad before pasting it into the very top of the code view. I have a learning disability, so audio only is never my first choice. I found it difficult because there were no visual prompts and the running bar was incredibly distracting. I had to minimize Audacity's screen to s...

Spread Happiness, Not Rumors – Licensed under the Creative Commons Attribution license (reuse allowed) In this video, students share a public service announcement, encouraging others to spread happiness, not rumours. This would be a great project to share with staff and students, as it would reinforce the school's rules and competencies such as collaboration and social awareness. This project could be highly customizable by encouraging students could focus on problems specific to their school. For example, at my school, students are constantly arguing while playing gaga ball. By adding a literacy component to the video, students could create a script that reflects the current gaga ball hurdles, highlighting the problems that arise while playing and how they can be solved.   Works Cited Smith, Kimmera, director. Spread Happiness. Not Rumors. YouTube , Foulks Ranch Film Academy, 27 Feb. 2013, https://www.youtube.com/watch?v=kstf0Ut2N-A. Accessed 20 May 2023. 

Here is my video, which expands on using Tinkercad which we used in an earlier module. I did many tutorials to learn more about the program since I am currently teaching my grade 4/5 classes how to use it. In order to complete the designs I created, I did have to learn how to navigate and use the workspace. So here is a snapshot of some of the skills I used and that my classes will be using. I did introduce it like I was creating a series for my students because I think this would be helpful to share with them. Here is the share link to watch my video. Reflection I used Screencastify to create my screencast. The program was easy to use and edit. My initial video was over 6 minutes, which was too long. Fortunately, I was easily able to trim off some of the video and add a new ending. The part I did find frustrating, was that I had a hard time embedding the video in this blog. I tried uploading it as both MP3 and MOV files but although the blog allowed me to upload them, the files would...

  Overview STEAM, which focuses on using science, technology, engineering, art, and mathematics to complete a task, has been widely integrated into elementary classrooms. However, computational thinking (CT), which seeks to teach students how to think critically and problem-solve, is often overlooked or confused. CT pairs well with STEAM because it enhances STEAM lessons by centring lessons around a problem, not an idea. Students use CT to break down these big problems into smaller pieces, gather information, create a sequence or algorithm, and examine the impact of technology on daily life (Herro et al. 158). This pairing allows teachers to create cross-curricular learning opportunities where students can use a variety of competencies and methods to identify and solve a problem, create a design plan, and implement their idea. Bringing It to the Library I plan to introduce CT and STEAM into the library through storytime STEAM challenges. Books like Not a Box by Antoinette Por...

  The original plan can be found here. My updated plan includes items that will aid in the functionality of my space. One easy, yet crucial change will be to bring in more individual seating. Because there is already a lot of furniture, I opted for portable floor cushions. They can be used throughout the library and stored when not in use. Purchasing a class set of clipboards will allow lessons to be taught in both teaching areas.  Currently, storage is the biggest obstacle to starting a makerspace. Purchasing standardized bins that can easily be stored and stacked will help the library stay tidy and organized. Plus students can help with transporting the bins and putting them away. Our brand new 3D printer also needs a permanent home. Because there is no ideal shelf space, a cart with storage that will fit all the printer's accessories would be very handy. Update: Thanks to Matthew's feedback, I made a few changes. I made my font a little bigger and sized up the photo that I ...

Since many libraries and learning commons are considered the digital hub of their schools, it’s important that teacher-librarians are creating goals of what their space will look like or be used for in the future. Many of my goals matched the New Media Consortium Horizon Report for 2017, but I was also inspired to add other ideas to my list, specifically concerning artificial intelligence. While I have used AI in a few small ways, learning more allows me to use my time in the best way possible. And with AI appearing in more and more apps and computer programs, it will soon be part of our everyday life. Year One Two to Three Years Four to Five Years ·        Support STEAM learning by introducing makerspace lessons to the library, planning both teacher-led and exploration-style lessons ·        Try new ways to engage readers, including Cedar Awards and book trailers ·  ...

 As the teacher-librarian at an elementary school, I have learned that every teacher approaches technology differently. Some teachers may not teach their students how to use technology, while others only use it in a limited capacity, and others still integrate technology into many lessons. Since my role changes based on each class's skills, I have done some work towards streamlining computer skills. Here is my troubleshooting tip from OneNote. I was unable to screenshot the entire entry due to resolution issues: Occasionally, I will teach a lesson which requires students to navigate to a specific place on the internet. Since I see any and every student in the school and not all teachers use Google Classroom, I have set up a website to streamline the process. During our first online lesson, we practice logging in and bookmarking my website. At the beginning of each lesson, we walk through the steps of navigating to the website. Now most students in my school know how to visit my web...

 My school recently got its first 3D printer in the last month. I am in the process of learning how to use the printer and Tinkercad. There is definitely a learning curve but I have managed to make a few finished products. My first design is a button shaped like a flower. I really enjoy sewing and knitting, so I wanted to make something that I could wear. With this in mind, I plan to teach 3D printing to my students soon and this will be the theme of our challenge. Everyone must make something that is wearable, whether it is a button, ring, or even that key chain, it has to be wearable. I like this idea because it keeps the designs small so that hopefully they will print quickly. With the lessons coming up, I am a little worried about a few things. First is scaling. I tried to make a ring and it turned out bigger than expected. Figuring out the dimensions of a circle was more difficult than I expected. I also worry that Tinkercad might be a little too complex for grade 4/5 students...

Kafai argues that computational thinking should be rebranded as computational participation because, “[computational thinking and programming] offer a context for making applications of significance for others [and creating] communities in which design sharing and collaboration with others are paramount” (26). One important aspect of nurturing computational participation is helping students develop the skills and tools to create a real product that they can share with others. This is my second year as a teacher but due to my role as teacher-librarian, I have had the chance to lead several units where students developed computational participation skills. One highlight was leading a set of Lego Robotics lessons during our electives. Students got to request the elective of their choice. My group and I made sumo bots and held a tournament at its end. Each team had to work together to build and code their bot. They customized their robotic to create the best sumo and made updates to impr...

  Play my game here. Scratch For this task, I decided to look at Scratch and Scratch Jr. I followed the tutorial to create the chase game. This isn't the first tutorial I would do with students, but having a few sessions in Scratch, I believe students could complete it. What I like about Scratch: The premade tutorials introduce foundational skills that students can use to create their own games or animations Instructions are delivered clearly in multiple ways (PDF, video, reading) Many different options for creativity Students can further customize their animations by creating their own character or backdrop Teachers can invite students to join their class. Users can share and remix projects Teachable moments (what students need to learn before using Scratch) It instructs but does not explain – the teacher would need to explain coding concepts such as events or variables Understanding coordinates and using the X or Y axis What I don’t like I wish Scratch provided more differentiat...

First off,  I love computational thinking and robotics, so please allow me to geek out a little bit. Computational thinking is the practice of using the fundamentals of computer science in real-world situations, such as solving a problem or creating a design. The four main areas of computational thinking are: ·        Fig. SD61, Computational Thinking These four concepts are must-learn skills when introducing robotics and computer programming into a classroom. Students will need to recognize patterns within their code and create properly sequenced programming before their robot can complete a task. If the robot makes a wrong turn or fails to complete its job, decomposition allows students to break down the problem to find a solution. While I am disappointed that there is no mention of robotics or computational thinking within the BC curriculum from kindergarten to grade 5, there are many ways to implement both ideas into everyday lessons. Computationa...

 

 This infographic has been collaboratively created by Jackie Plant, Matthew Vatta, and myself.

 

Hengstler's primer for posting students' work online, has brought up questions and raised concerns about how to respect students' privacy, including: What considerations must teachers use when using platforms such as Google? Although my school district uses Google, I have learned from many of you, that others do not.  How can parents rescind permission if a safety issue arises concerning their child? Although students hold the copyright to their own work, who holds the copyright to a picture of that student's work? Works Cited Hengstler, Julia. “A K-12 Primer for British Columbia Teachers Posting Students’ Work Online.” Vancouver Island University, 19 May 2013.

While my school does not have a specific policy in the code of conduct, SD23 has two policies I believe cover bullying. 450 – DISCRIMINATION TOWARD AND BY STUDENTS - Defines discrimination 486 - STUDENT USE OF NETWORK SERVICES AND DIGITAL TECHNOLOGIES  - Outlines expected technology use, including how to be a member of a digital community My Open Ended Questions What is bullying? How is cyberbullying different from bullying? What is an example of cyberbullying? How can we safely use the internet? When and how is it okay to connect with others online?