EasyBib added to Google Docs as Add-on

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You may have noticed that we now have “add-ons” for google docs in our menu bar at the top. The first featured add-on you can install is is Easy-Bib which allows students to format their citations according to the latest MLA and APA rules just by searching for a book, journal or website. Please spread the word!

Resources and tech reflection for parents

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Today I was invited for my first “Parent Coffee” at Toscana.  We talked about the IICS class sites, resources for parents to use with their children, and also management programs and apps for Macs and iPads.  One of the main recommendations we had for parents was to ask their children to use devices in common areas.  Another recommendation was for all devices and computers to be turned off and put in a place for safekeeping throughout the night outside of the bedrooms.

However, throughout the talk we listed a bunch of great websites and resources.  I thought I would reiterate some of them here and give some explanations about them:

IICS Websites and Resources

  • Primary Years Programme – One of the first documents that we talked about was the PYP program that is available online through the school directory and through the IICS website.
  • Primary School Parent and Student Handbook – Although we didn’t talk about this in the meeting, I thought I would add this document here because it is good to know that it exists and how to fetch it.
  • Primary Weekly News – An often updated blog that details when the next Parent Coffees will be, newsletters, and other pertinent information for parents and the school community.

Math Sites

  • Mathletics – IICS belongs to and pays for subscriptions to this excellent resource for students to learn about leveled and differentiated math.  Student can even challenge others from around the world to math games.  They love the competition.
  • Khan Academy – This is another great FREE website that enables students and parents to create programs and goals for themselves to learn such concepts as algebra, chemistry, calculus, physics.  It presents videos and lessons at many low and high levels and generates excellent statistics to use in guiding practice.  Parents – Please note there is a login specifically for you to track and help your son or daughter.

Language Sites

  • Vocabulary.com – Similar to Khan Academy, vocabulary.com builds students language abilities.  The site uses analytics to determine levels and terminology that is appropriate for each specific student.  One can also search for books that he or she is going to read in order to learn the difficult jargon they will encounter.
  • Starfall – This site caters to younger children learning vocabulary.  It has bright colourful pictures that accompany many games and lessons.

Kid-safe and Parent-safe Browsers

  • Kidzui – When using a Mac or PC, this is a great browser that display vetted websites and Youtube videos.  It is a must-have for parents who would like to be able to know kids are surfing the web safely.
  • Sandbox Browser App – For the iPad, this app performs a similar task.  However, parents define whitelisted sites that kids are allowed to use.  At the day of writing, this app was free on the US and Canadian iTunes store.
  • Self-Control – For parents out there who want to block themselves or their kids from sites or even email for a set duration, this is the trick.  It is also free.

Life Management

  • Netvibes – In order to have everything consolidate and come to you (RSS feed), this site should be set as your homepage.  Users can add widgets that feed class sites, multiple emails, other blogs, Facebook, Twitter, Google Calendar, LinkedIn, Delicio.us, and times and weather around the world.   Other widgets can act as “to-do” lists, notes, and so many other things that can be personalised with a drag and drop.

Typing

  • BBC Dancemat Typing – A simple, free website that can get kids (and adults) started with proper finger placement and practice for typing.  No need to login or create an account.  Just get started!

Setting Times for Internet Browsing

  • When students have moved beyond the common areas and are using internet to large degrees, it is time to cut of their connection.  This post explains how to do this through the router.  With this said, it was noted that a son or daughter could hook their computer up to use their or their friend’s personal hotspot, so parents be wary.  It is best to sit and talk with them about digital citizenship and trying to lead a balanced life.  A sad video that accentuates what life has come to for many people is shown below:

We were also concerned with turning off Gmail Chat.  Here’s how:

  1. Click the gear icon and choose Settings.
  2. Click the Chat tab.
  3. Choose “Chat off.”
  4. Click Save changes.

Developing the literacy skills while using the library

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At a recent librarian workshop I shared some of the ways we use our library management system Follett Destiny as a learning tool with our students.  As part of my presentation I showed this short movie. Here are our students at work using Destiny – they are developing Information, Community and Tool literacy skills as they learn.

 

Information Literacy – grade 3 personal Inquiry

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The New Literacies framework at IICS provides strands to guide us as we work developing Information, Community and Tool literacy with our students.

A group of grade 3 students are using their reading time to pursue personal inquiries. The students select their own topics and work in the library, creating inquiry questions and then locating and reading information that will help them to find the answers.

Our first step was to create great questions using brainstorming, mapping our ideas and discussion. Brainstorming helps the students recall what they already know about their topic. The mindmap is created from the brainstorm and allows the students to organize their ideas. Every student was able to identify good research questions through the mindmap and our discussions. These skills and strategies link into our New Literacies document in strand 2 of Information literacy 2. Generate appropriate questions for investigation. Be aware that questions can and should develop and change throughout the investigation.

The students then used the laminated keys to write down the key words they would use when searching for books and website on our Library Catalogue. The key provides them with the main key word and then alternative words whcih will expand the information search or narrow it. Using key words when searching for information is an important strategy no matter what source is being used. This relates to Information Literacy strand 4. Explore key search terms and how they can assist with locating information in a variety of sources.

Grade 3 students using Information Literacy strategies for Inquiry

Grade 3 students using Information Literacy strategies for Inquiry

Interview about Khan Academy

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Information

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Information Literacy
Selecting, analyzing, interpreting, evaluating, communicating and applying information.

PYP MYP DP

Information Literacy – Questioning, defining, selecting, analyzing, evaluating, applying, and creating information using digital tools.

1. Identify and define authentic inquiry topics using valid information within new and evolving learning spaces.

2. Generate appropriate questions for investigation. Be aware that questions can and should develop and change throughout the investigation.

3. Begin to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Explore key search terms and how they can assist with locating information in a variety of sources.

5. Explore a variety of specific strategies to guide inquiry in new and evolving learning spaces.

6. Explore a range of sources and resources to locate relevant information.

7. Develop a range of reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives.

9. Use a variety of methods to record, store, organise, and back-up information.

10. Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

11. Acknowledge the source of information used within the context of the Inquiry. Begin to use a prescribed citation format to create a bibliography.

12. Explain how messages work and how they produce meanings.

13. Use one form of media to link to another to provide different purpose or depth.

14. Understand and appreciate that design choices are influenced by characteristics of the intended audiences.

15. Create presentations that communicate new learning and are intended for the school community.

16. Use information to take action.

17. Identify the methods and reasons content creators use to select and present information. Explore the possible effects these decisions have on the audience.

 

1. Recognise and define the information needed for a general topic and create a research question.

2. Take a general topic and develop key questions and key search terms to access information about that topic. Actively develop questions throughout the investigation as the inquiry expands or contracts.

3. Develop the ability to identify purpose research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases.

5. Select specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

6. Use appropriate, validated sources and resources to locate relevant information. Seek a range of resources that offer differing perspectives.

7. Use a range of reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, and reliability. Seek divergent perspectives. Scrutinize information to discern possible bias.

9. Select appropriate methods to record, store, organise, and back-up information.

10. Evaluate and reflect on own strengths and weaknesses in using the research process during the investigation.

11. Acknowledge all sources of information used within the context of the research. Use a recognised prescribed format to create a bibliography and begin to use in text citations.

12. Recognize that each messages type has a unique syntax and is able to demonstrate effective use in new creations.

13. Recognize the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

14. Evaluate design choices on their effectiveness for communicating the intended message.

15. Create complex presentations that communicate new learning and are intended for audiences outside of the immediate community.

16. Demonstrate the knowledge that information has limitations, creates opportunities and can be used to take action.

17. Identify the methods and reasons content creators use to select and present information. Evaluate the effects these decisions have on the audience. (With regard to manipulation of audience by content creators)

 1. Succinctly state the scope of the research and outline the possible challenges.

2. Take a general topic and generate significant questions for investigation. Craft and revise questions, hypotheses and topic focus throughout the investigation as the inquiry expands and contracts.

3. Demonstrate the ability to identify purpose, research, create hypothesis, collect, analyse information, draw conclusions, and present conclusions.

4. Expand and contract key search terms according to effectiveness in a search string. Use advanced search on a variety of search engines and databases with emphasis on peer-reviewed journals and data-mining.

5. Create specific strategies appropriate to the task to guide inquiry and evaluate effectiveness.

6. Use appropriate, validated, triangulated sources and resources to locate relevant information. Seek a range of resources that offer a range of differing perspectives.

7. Use the sophisticated reading, listening and viewing skills to locate information in a range of sources and resources.

8. Select or reject information based on relevance, timeliness, authorship, and reliability. Seek divergent perspectives. Be critically aware of the bias.

9. Select appropriate methods to record, store, organise, archive, delete, and back-up through transfer of format information.

10. Develop meta-cognitive awareness to evaluate strengths and weaknesses in using the research process during the investigation.

11. Acknowledge all sources of information used within the context of the research. Use a prescribed citation format to create a bibliography and use in text citations.

12. Recognize that each message type has a unique syntax and is able to demonstrate effective use in new creations.

13. Leverage the interdependence of different media types and be able to use one form of media to link to another to provide different purpose or depth.

14. Evaluate the success of design choices on their effectiveness for communicating the intended message.

15. Create complex, multi-layered presentations that communicate new learning and are intended for audiences outside of the immediate community.

16. Demonstrate understanding of that information has limitations, creates opportunities and can be used to influence situations.

17. Identify the methods and reasons content creators use to select and present information. Evaluate the effects these decisions have on the audience. (With regard to manipulation of audience by content creators)

 

Resisting the temptation of the web

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This is an important report that reiterates the need for both parents and teachers to ensure that students are not “trying” to multitask while studying.  It also points out that students who are not on task in a classroom with their screens showing something like Facebook or another distraction are likely affecting students around them negatively.  It is worth the read.  Find the article here: http://hechingerreport.org/content/the-new-marshmallow-test-resisting-the-temptations-of-the-web_11941/