#10-Technology Hardware-Introducing the Chromebook!

With so many schools going to a 1:1 student to device ratio, Google's Chromebook has become a popular purchase.  What is a Chromebook, you ask?  Basically it is a laptop computer, but the major difference in it an a regular laptop is that the Chromebook runs on Google's web-based Chrome OS, which is designed to be used with an internet connection.  Upon startup (roughly seven seconds), users find only the Google Chrome internet browser, which is the key to all apps and programs one can find and use on the web.  Everything is stored in the cloud rather than on the Chromebook.  Schools love them because they are cheap, durable, and offer the ability to control students access, to an extent.

In a K12 learning environment, Chromebooks are becoming the go-to device for 1:1 technology initiatives.  Teachers are using these devices to support all curriculum areas while they encourage sharing of ideas and information and promote creativity through the use of technology.  One of the mostly widely used features is Google Drive, which allows students to create, save, and share documents, slide presentations, and spreadsheets.  Another popular feature is Google+ which allows users to connect and communicate with others.  Possible applications of this idea are office hours for teachers or inviting guests to share (virtually) with your class.  Google also offers Sites and Classroom for education, which really appeals to schools because they are free, yes free...and help teachers to share and manage class content in an efficient manner as well as offer students the ability to collaborate on projects and to submit assignments...mostly with no paper needed.  Below I have shared some links to great resources on how to use Chromebooks in a K12 education environment.

Best Practice Use of Chromebooks

Chromebook Classroom (YouTube Channel)

30 Ways to Use Chromebooks in the Classroom (A Google Slides presentation)

Classroom Uses for Chromebooks

Chromebooks in Elementary School (ideas to take and use immediately)

Chromebooks are incredibly easy to use and manage.  Once started up, you may choose to log in with your own google account, or you may simply browse as a guest.  Chromebooks that are enrolled with a school's Google Education credentials allow students to access the internet under a manageable and protected filter.  Once logged in, the user has access to any and all web-based applications and programs.  In my school district, students in grades 4-12 are given student Google accounts, which they must use to log in to the Chromebooks.  The district can them monitor their activity and use.  Students in lower grades simply click on the district logo once the Chromebook starts up, and off they go.  Below are links to several getting started resources.

Getting Started with Chromebooks

Chromebooks 101 (a thinglink...excellent!)

Getting Started with your Chromebook (some ads, but a good overview)

Accessibility Features

Chromebook Training

As more and more school districts look to Chromebooks to fit their 1:1 student to device needs, I hope that the information I have provided will make the transition an easy and exciting one.  Please feel free to share ideas, websites, and videos for Chromebooks in the comments!  

#9-Free Choice-QR Codes in the Classroom

Something that I have been interested in trying is creating QR (quick response) codes and using them in the library.  Basically, a QR code is a 3-D barcode.  As they gain popularity, I see them everywhere...in magazines, in weekly ads, even at the National Junior Beta Club Convention. In a nutshell, a user scans the code, which links to information.  As I began exploring, I found some great resources to help me get started.  Kathy Ogen created this presentation to share a fairly simple explanation of QR codes and some really great ideas for using them in a class setting.  One of my favorites is to put QR codes on books to link to author information, book reviews, read alouds, or videos.  I would even extend this activity to have students create their own book talks to include.

Another great resource I discovered is QR Codes in Education, a LiveBinder by Steven Anderson.  He covers the basics with explanations, videos, and examples.  He also offers tools such as a QR code generator and scanner.  However, the best thing about his LiveBinder is suggested uses for QR codes.  There are about eighteen tabs linking to a ton of possibilities for using these codes in a school setting.  Some examples include using QR codes to tell a story and creating a scavenger hunt.

Gweneth Jones, a.k.a. The Daring Librarian, created an excellent comic tutorial to explain QR codes
.

I think QR codes can be a useful and engaging tool when used to fit a purpose.  Teachers can incorporate these into lessons, classroom management, and engagement.  Librarians can use codes to connect students to books and other information.  They are quite easy to create and to incorporate. Have you used QR codes...if so how?  Share your ideas in the comments. 

#8-ISTE/AASL Standards

Fortunately as librarians, we have standards to help direct our teaching to better encourage student learning.  The American Association of School Librarians (AASL) and the International Society for Technology in Education (ISTE) both offer such standards.  While the ISTE standards are easy to follow and user-friendly, the AASL standards are quite detailed and take a little more time to study.  I find both helpful for those reasons.  

As I plan for next school year, I have set a goal to develop a makerspace area, even if I start small.  With that in mind, I have reviewed and compared the standards from both organizations.  AASL Standard 4 covers personal and aesthetic growth.  Specifically, standard 4.1.8 says, "Use creative and artistic formats to express personal learning." Although this is a general statement, it definitely applies to any and all makerspace ideas, which could help to persuade my principal to support this goal.

ISTE Standard 1 covers creativity and innovation and lists four specific indicators to encourage this type of learning.  I think these indicators will be most helpful as I plan for specific spaces to begin with once I have my principal on board.  For example, ISTE Standard 1.b says, "Create original works as a means of personal or group expression."  This would directly support a Lego station, or even a foil sculpture station where students do exactly as the standard suggests, creating original works to express an idea.

As school librarians, we have a responsibility to prepare our learners for successful 21st century learning and to create lifelong learners who are purposeful users of information.  In order to make this happen, we must use appropriate guidelines, such as the AASL and ISTE standards to hone our teaching.  While the AASL standards are more generalized, they do offer very detailed indicators.  The ISTE standards are easier to read and follow, offering more specific standards and indicators.  I find both helpful at various times, depending on the purpose.