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″.
The traditional school library is transforming. From the old model of checking books in-and-out into a new virtual and physical space that blends inquiry, exploration, socialization, collaboration, co-teaching, digital citizenship, and information literacy into a community hub within the school (and online!).
What does this mean for teacher librarians? Well, for one, it’s time to become the tech leaders of the school.
Two leading models for tech integration are TPACK and SAMR. How can these models be used to support teachers in the library? I’ve explored this in a mind map below.
Questions:
When assessing the richness of a tech tool, are you a lone wolf or do you reach out to colleagues for their advice and expertise?
As a TL, how would you go about overcoming hesitancy towards collaboration and receiving resource suggestions?
TECHNOLOGICAL, PEDAGOGICAL , AND CONTENT KNOWLEDGE (TPACK) FOR GRADE 3 MATH.
Learning Outcome: Students will use comparative language to discuss the likelihood of simulated events.
Using the TPACK Model, I have developed connections to the BC Grade 3 Mathematics Curriculum. By focussing on Content and Pedagogical Knowledge first, I prioritized student learning and curricular goals. Once I knew what I wanted to teach, and how I wanted to teach it, I then moved on to figuring out which technologies would best support the learning objectives. I used the SAMR questions from my previous blog post to help vet my tech options and ensure they were adding value to the learning experience.
This image and the ideas within are Creative Commons (CC) and yours to use, duplicate, share, and borrow from.
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