After posting the first itiration, I made edits to the document based on my colleagues’ advice. I tinkered with my logo, shifted some spacing, then added in the SAMR & TPACK models, and ISTE Standards for Educators.
What you see now is the edited version, intended to be printed on legal paper: 8.5″x14″.
I love designing and thinking about branding. I went to business school for my first degree and graduated into the world of finance, communications, and marketing. For a brief time, I even ran my own small business as a Digital Media and Marketing Consultant; it was my job to build the social media presence of local small businesses through targeted ads and personal branding. While I eventually moved on because I didn’t like the hustle, I did love the creative elements of my role.
I got to pour those same creative elements into designing logos for an imaginary library. Even though I’ve been focussing on a Mobile Makerspace, I decided not to try to build a logo for it because I would create a “Name This Space” challenge for students and build a logo based on their ideas. Instead, I made three for the full library, that would be used on the website, newsletters, and all LLC communications. I would love to hear your critical feedback:
What impression do each of these leave with you? What kind of library or space do these make you think of? What is missing or not hitting the mark for you here?
Logo #1: Re-Imagine Learning
The words Re:Imagine Learning fill the space. The upper loop of the R has a yellow drop shadow and the leg, or swoosh, of the R is a rocket shooting off to the right between the words Re:Imagine & Learning.
Logo #2: Library Learning Commons
The words Library Learning Commons are stacked on top of each other along the left-hand margin. Above “Library” is a minimalist open book, pages flipping, with magic dust sparkling out.
Logo #3: The (Library Learning) Commons
A group of tech-inspired lines and symbols hover above the words “the library learning commons”, where “The Commons” are black, bold, and all-caps, while “library learning” is a lighter handwritten font.
I’ve seen coding exercises, tools, and activities pop up in Elementary schools across SD61 and the kids seem to love the play-based, problem-solving learning. I have loved the variety of options available, from apps to gadgets to fully unplugged. In this post, I’d like to look at one of each at the Primary Level:
App: Scratch Jr.
The stepping stone to more advanced coding and programming, this app allows kids (aged 5-7) to work with graphical coding blocks in order to make their characters move, jump, dance, and sing. They can play with the visuals, personalize the characters and backgrounds, and get into some fun individual and team challenges.
Pros:
Free for iPad and Android
Developmentally appropriate for kids aged 5-7
Massive community for resources and support that can be easily integrated into many subjects
Cons:
Does not necessarily offer next-step links into text-based coding languages
It’s older sibling (Scratch) has received a 47% (Warning) rating on privacy and security from Commonsense.org
iPads or Android tablets are required, currently making this a tool for schools with financial privilege
Gadget: Cubeto
This fun little gadget takes coding off the screen and into kids’ hands. With tactile, Lego-like pieces, Cubetto teaches the basics of computer programming through play.
Pros:
No screens necessary, therefore no privacy or security issues
Play-based education
Hands-on, experiential learning
Developmentally suitable for children ages 3-9
Cons:
A price-tag of $400+ for one play-set means that this isn’t necessarily financially accessible to all schools
Does not offer links to text-based coding languages
Reliant on small pieces that may easily be lost or damaged
Unplugged: CS Unplugged
Now, this site does require at least the teacher to have computer access. This site gives teachers bucketloads of resources to teach CS skills without a computer! Building on the foundational skills of patterning, deconstruction, problem-solving, and more.
Pros:
Free to use and no tech tools required
Play-based and problem-based learning
Uses low-cost and general supplies, like string, cards, glue, and chalk
Well-organized site with excellent UX
Cons:
Not actually teaching tech skills directly
Does not translate to actual computer skills, but rather a foundational understanding of some computational thinking skills
I have had the pleasure of learning with and exploring each of these three tech tools and I think they each have a unique and valuable place in public schools.
Taken from the Digital EU Twitter Account @DigitalEU http://bit.ly/2zTMyqV
How can I build inclusivity into my tech-integrated lesson plans, if there are some students who are not cleared to post or participate online?
Are there special considerations for classroom video conferencing that I need to be aware of? (ie, if I want to Zoom or video-call an expert in a subject area, what considerations do I need to plan for?)
Who owns collaborated documents and artifacts?What happens when one party wants to use it/change it/post it, but others do not? How can that be resolved?
How can you make sure the information you post doesn’t give the wrong impression of who you are in real life? What sort of information is best left offline?
I want you to close your eyes and imagine someone who would make you feel uncomfortable. Someone creepy, who you wouldn’t feel safe being around in broad daylight. Someone who doesn’t care about who you are, what your life aspirations are, or the fact that you are loved – this person doesn’t care about you at all. They want something from you.
Creepy McCreeperson. Created using Canva for Educators
Next, I want you to imagine someone nosy. Someone who wants to know all your juicy secrets. Someone who relishes the idea of sharing your personal information with anyone else, just because they love the drama, the power, and the humiliation.
Nosy Noserton. Created using Canva for Educators
Finally, I want you to think of someone you love, respect, and admire. Someone who you really care about and want to impress. Someone whose opinion of you matters deeply and who you try to be your best self around.
Mx. Role Model. Created using Canva for Educators
Ok, hold these three different characters or avatars in your mind. Each time you go to post something online, ask yourself, would you feel comfortable if these people saw this? If the answer is not “Yes” to all three, don’t post it.
Interactions Through Digital Media Can Have a Real Impact | Digital Literacy 101
Maybe you want to tag your location to support a local business, because you’re excited to share a vacation spot, or you want friends to meet you there. Once you’ve geo-tagged, Creepy McCreeperson has now gained a piece of information about where you are.
Maybe you’re chilling with friends and everyone has had a few drinks or tokes. Or maybe you were feeling bored and started messing around to lighten the mood. Someone takes a photo. If you post that, even if your privacy is tight and you delete it later, it will never truly disappear and Mx. Role Modelmay not offer you that coveted thing (a dream job, entry into a program, a reference).
Do you want everyone to know? Are you comfortable with how this might be perceived? Have you thought of whether this might be harmful to yourself or others? There is always a Nosy Noserson, ready to twist your words, share your secrets, and create a really embarrassing situation for you.
It’s not just about protecting your identity and your reputation. It’s also about knowing what is fact and what is fiction.
We Are All Broadcasters | Reality Check
If you don’t want this attached to your name, your identity, and the way others see you for the rest of your life, then don’t post it online.
If you’re not sure, fact-check it with your Teacher Librarian or run it by a trusted adult before doing anything that might be permanent.
Question:How do you decide whether to post something online? What questions do you ask yourself?
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