I think that the biggest thing I will take away from this Intro to Blended and Online Teaching course is an understanding of Dr. Ruben R. Puentedura's SAMR model.  Since the framework consists of just four stages- substitution, augmentation, modification, and redefinition, it is fairly simple to keep in mind when planning lessons.  As I incorporate technology in my lessons, I need to think about whether I am merely substituting technology for paper and pencil because it is the current trendy thing to do.  If that is the case, I'm probably not creating lessons that are any more effective than the traditional way.  Instead, technology should be used when it can transform the lesson so that students are developing creative and critical thinking skills in a way that traditional teaching tools can't accommodate.  If the technology tool is helping students become better thinkers, communicators, and creators, then it is a worthwhile investment.  Otherwise, it could just be a time waster.  When I consider adding technology tools to my lessons, I need to remember the SAMR model and try to use tech tools for modification and redefinition more often than just for substitution and augmentation.

Social Media in the Classroom

Social media is currently one of the preferred methods of communication for teens.  Teachers can take advantage of their students' interest in social media platforms by incorporating them into classroom activities.  Services like Facebook and Twitter can be used to engage students in collaboration and conversations about their learning.  However, since students use these applications in their personal lives, they may be reluctant to share their online identities with their teachers and mix school with their social lives.  Additionally, many parents do not allow their children to use these social networking sites and may be reluctant to allow their child to sign up for a public site like Facebook for school purposes.  An alternative to these mainstream social networking sites are services like Edmodo and My Big Campus.  They are structured like mainstream social networking sites but are designed specifically for schools.  Teachers and students can set up profiles, communicate with each other, and share resources in a space that does not allow access to the general public.  Parents may be more at ease allowing their children to participate in these social networking sites that are specific to school settings.

Curating Resources

This week we explored online tools that can be used to curate resources.  These tools can be useful for organizing professional resources that we plan to utilize as teachers.  They can also be used to present a collection of resources to our students so they can explore the ins and outs of a topic.  I tried out Bundlr.com.  One of my classmates, Shelly, tried Pearltrees.  I liked Bundlr, but I was more impressed with the presentation of her collection on Pearltrees.  Here is a quick video that explains the purpose of Pearltrees.  It's a promotional video that I found on Youtube.

I could definitely see myself using this tool in library class.  I could create a separate tree for each grade level, and each unit could have a separate branch with links to the different websites and web-based tools that I want students to use during that unit.  The tree would be a home base that would keep a year's worth of teaching tools organized.

Technology Tools

In my role as a school librarian who is responsible for teaching technology skills to K-6 students when they come to library class, I'm always looking for new ideas to equip them with 21st Century skills.  My time with each class of students is limited, and I can't assign them work to complete outside of their scheduled library class time, but I can introduce them to technology tools and give them short authentic tasks to complete.  Right now, my biggest challenge is the fact that anything categorized as "social media" or forums (including wikis) is blocked on our school's network.  I would love to expand my lessons beyond Microsoft Office and introduce students to an array of Web 2.0 tools.  With many of these tools being so new and lacking a long history of successful use in school settings, I think that I will have to advocate for the inclusion of these web-based tools on the list of allowed websites.  With new tools being introduced every day, one never knows which one will be the trendy new application.  It can be very hard to stay current.  I think that ultimately the important thing is helping students develop skills that will allow them to be successful at communicating their knowledge and ideas no matter which tool or platform they use.  There are skills that I can teach them with Microsoft Office applications (proper font style, color, and size; incorporating appropriate graphics; citing sources) that they will need no matter which presentation tool they are using.

Below are my reflections on my current levels of technology integration according to this Technology Integration Matrix.

Within my role as library media specialist, I teach technology skills to students in grades K-6 during their library "specials" class.  Currently I have a lab of desktop computers to utilize during class time.

Learning Environment Characteristics
(each rated on a scale of Entry--> Adoption--> Adaptation--> Infusion--> Transformation)

Active- When it comes to creating an active learning environment, my lessons usually fall in the Adoption category.  Students do not just passively watch me utilize technology during lessons, they actually get to use their own computers to participate.  However, I do not give them much opportunity to explore the tools independently or choose their own tools.  I typically give them specific tasks to complete and tell them which tools to use to complete the task.

Collaborative- This is definitely a weak area for me.  I almost always have students work independently at their computers.  I know this is an excuse, but our school blocks so many social media tools that I do not feel like I have the necessary tools to facilitate collaboration that way.  I'm definitely in the Entry level for this category.

Constructive- I am in the Adoption stage for this category.  I aim to teach students how to find information online, but I typically restrict them to sites and sources that I have previewed for accuracy and appropriate content.  I teach them to use resources like Britannica Online School Edition, but I don't spend enough time teaching them how to find information on the wider web or give them time to explore freely.

Authentic- I typically align lessons to grade level standards (ex. 4th grade students look for information about famous Hoosiers).  Sometimes I give students more choice when they are creating products.  For example, when I was teaching 3rd grade students the ins and outs of PowerPoint, I let them make presentations about their personal interests.  Usually though, my aim is to teach them how to use a tool in connection with academic curriculum.  I would say I'm in the Adaptation stage for this category.

Goal Directed- This is another Entry level category for me.  I almost always give students step-by-step directions without opportunity for them to plan or reflect for themselves.


I undoubtedly see opportunity for growth in these five areas as I look at how I'm going to change my curriculum for the coming school year.  One positive is that my school is creating Google Docs accounts for all students this year.  I am excited about the opportunity for collaboration between students.  There are so many possibilities for students to communicate with each other and create products together with the tools included in Google Docs.  I will also be able to closely monitor students' products and provide input through that tool.  I look to move into the infusion stage in that category.  I also plan on looking for more opportunities to give students choices in products they create and the tools that they use.  As I introduce them to more tools and give them practice using them, I will feel better about giving them a choice and having students within a class using different tools simultaneously.  As I work through this online and blended learning class, I hope to be introduced to more tools that I can use with my students to teach them how to find information online and present their ideas in creative ways.