MHS Library got a little smarter this summer

How you ask?  Well, we purchased a SmartBoard and projector.  Intended for group use, this unit will provide a collaborative tool for students and staff.  Here's the full-blown rationale for our purchase.  Watch for an update later this school year as we explore using this new tool.

How is curriculum driving the need for this technology?

A SmartBoard in the library for small group usage by students supports the following Characteristics of Effective Instruction: 

Student-Centered Classrooms:  Students are directly involved and invested in the discovery of their own knowledge. Through collaboration and cooperation with others, students engage in experiential learning which is authentic, holistic, and challenging. Students are empowered to use prior knowledge to construct new learning and develop meta cognitive processes to reflect on their thinking.

Teaching for Understanding:  Students engage in a variety of thought-provoking activities such as explaining, finding evidence and examples, generalizing, applying, making analogies, and representing the topic in new ways. 

Rigor and Relevance:  Content is linked to core concepts or skills and requires authentic work, discipline-specific methods, and applying what is known or being learned to solve complex problems. Involves use of prior knowledge, development of in-depth understanding, and the ability to develop and express ideas and findings through elaborated communication.  (Characteristics of Effective)

Iowa Core Curriculum:  Essential concepts and/or skills for Technology Literacy:  “Students use digital media and environments to communicate and work collaboratively” (Technology Literacy: 21st).

SIOP:  Offers a modality to present and interact with information in a group setting in multiple formats.

Where will the technology be housed?  The SmartBoard will be installed in Library for small group collaborative work.

 

Who will have access to the technology?  Students on individual visits to library requiring large display; student groups collaboratively working on a project; teacher with students for instruction; groups of teachers for collaboration.

How will technology be managed?  Librarian and library staff will supervise (screen is facing library room) and assist usage. 

What data are you using to supporting this request?

Observation:  Multiple classes utilize group work to foster collaboration and student-centered learning.  Students are often seen crowding around one computer to complete a group project.  Literature reflects increased student engagement and achievement.

How will the implementation of this technology have a positive impact on student achievement?

1.      Increase student motivation
2.      Increase student engagement
3.      Increase student achievement
4.      Increase collaboration (students and teachers)

What research has been reviewed to support the need for this request / technology?

1.      IWBs appear to increase student motivation and engagement (Gill and Islam).
2.      IWBs appear to increase achievement (Marzano).
3.      IWBs must be used thoughtfully to achieve points 1 and 2 (Marzano). 
4.      IWBs invite collaboration through social interaction and communication (Giles).
5.      IWBs offer multimedia and multi-sensory learning tool, enlarged text, visual surface, and kinesthetic learning (Smith).
6.      Literature reviewed:

a.       “Characteristics of Effective Instruction.” Iowa Department of Education. State of Iowa, 2011. Web. 7 Mar. 2012. <http://educateiowa.gov/‌index.php?option=com_content&view=article&id=2102&Itemid=4605>.

b.      Giles, Rebecca M, and Edward L Shaw. “SMART Boards rock! When knowledge about rock types is paired with interactive whiteboards for introductory instruction, the combination is an ideal fit for children and teachers.” Science and Children 49.4 (2011): 36. General OneFile. Web. 6 Mar. 2012. <http://go.galegroup.com/‌ps/‌i.do?id=GALE%7CA274521283&v=2.1&u=4104mtnhs&it=r&p=GPS&sw=w>.

c.       Gill, Sharon Ruth, and Chhanda Islam. “Shared Reading Goes High-Tech.” Reading Teacher 65.3 (2011): 224. General OneFile. Web. 6 Mar. 2012. <http://go.galegroup.com/‌ps/‌i.do?id=GALE%7CA275575251&v=2.1&u=4104mtnhs&it=r&p=GPS&sw=w>.

d.      Marzano, Robert J. “Teaching with Interactive Whiteboards.” Educational Leadership (Nov. 2009): 80-82. ASCD. Web. 7 Mar. 2012. <http://www.ascd.org/‌publications/‌educational-leadership/‌nov09/‌vol67/‌num03/‌Teaching-with-Interactive-Whiteboards.aspx>.

e.       Smith, Heather J, et al. “Interactive Whiteboards: Boon or Bandwagon?” Journal of Computer Assisted Learning 21 (2005): 91-101. Boise State University. Web. 7 Mar. 2012. <http://edtech2.boisestate.edu/‌spechtp/‌551/‌IWB_Boon_Bandwagon.pdf>.

f.       “Technology Literacy: 21st Century Skills.” Iowa Department of Education. State of Iowa, 2011. Web. 7 Mar. 2012. <http://educateiowa.gov/‌index.php?option=com_content&view=article&id=2484&Itemid=4600>.

To Nook or Not?

Last school year when MHS Library received some donated funds, I explored purchasing e-books, Nooks and Kindles.  My "research" lead to to purchasing 6 Nook Simple Touches and 40 titles for each.  Here's the skinny on how I decided to go with Nooks and the result in our library.

Nook versus Kindle versus iPad
A random questioning of students that I knew owned eReaders revealed that students who owned Nooks, preferred Nooks. Those who owned Kindles, preferred Kindles. Those who owned iPads, preferred iPads. Same reply from staff members who I knew owned eReaders. OK, so that was no help. I own both a Kindle Touch and a Color Nook. I prefer the Color Nook, but then the two are really not in the same category. So, I compiled a list of pros and cons for each device. iPads were dropped immediately; they just cost too much.  Kindle Fire and Nook Color/Tablet were also dropped because of cost.  That brought the tug-of-war down to Kindle Touch and Nook Simple Touch.  A quick Internet search lead me to the writings of Buffy Hamilton at The Unquiet Librarian, Collette Adams at A Wrinkle in Tech and the eBook Educators Group at EduKindle Ning.  And I consulted some other high school librarians that had purchased eReaders and e-books for their schools.  These folks have already created policies, permissions slips, rules, handouts, MARC records, and offer excellent advice!

Drum roll
I purchased Nooks because I thought they were a better reading experience.  The pages loaded quickly, seemed easier to read, and reflected the page number of the book rather than the percentage read.  It also "felt" better in my hands.  I appreciated that they didn't have a web browser (less distractions) and security settings blocked unauthorized purchasing.  I knew about Barnes & Noble's managed accounts, however, since I was only getting 6 units I didn't take advantage of that program.

Nooks in the House
Once the 6 Nooks were purchased and books loaded (January 2012), they were advertised within the school, the library's Twitter and Facebook pages, District newsletter, and even on WHO early morning news in Des Moines (that was a surprise).  I developed a permission slip for student and parental signatures so that a student could check out a Nook for 2 weeks.  Checkout included the Nook Simple Touch, a cover, and a case.  I didn't loan out the power adapter nor USB cable telling students to bring the Nook in if it needed charging (the battery life should be able to handle 2 weeks checkout with wifi turned off and I worried that loose items would just get lost).

Selecting what titles to put on the Nooks was the next step.  We always promote the Iowa High School Book Award titles, and I had asked an Iowa High School Battle of the Books team to "test" the Nooks.  So, a logical first choice was titles from the current and future IHSBA and IHSBOB lists.

Titles were entered into our library catalog as eBooks and resource lists showed what titles were on the Nooks.  I "advertised" their availability and immediately all 6 Nooks checked out and we had a waiting list of more than 20 students.  Most were students that I knew to be avid readers; they heavily borrowed print books from our library already.  I found that all borrowed the Nooks once.  That was enough.  When asked if they liked the Nooks, replies were similar.  Here's a sampling:

1.  "I liked it, but I want my own.  I don't want to have to use it for only 2 weeks and then give it back."
2.  "I really liked highlighting quotes in the books, I loose my notes when I return the Nook, I want my own."
3.  "It was OK, but a paperback is much easier.  I don't have to worry about it getting crunched in my backpack and if I loose it, no big deal.  If I loose a Nook, I'm out a chunk of change."
4.  "I thought ALL the library books would be on it, not just 40.  If I'm going to deal with being careful and keeping it charged, I want to be able to pick what books are on it.  Forty books isn't enough."
5.  "I'd rather own one.  Then I can pick what books are on it and download a book as I want it.  I need more convenience."

Once we worked through our waiting list we were done.  That's right, done.  They didn't check out again for the remainder of the school year.  Really.  I tried convincing students to try them, even pawned them off on staff and asked that they read them.  No interest.

Next steps
I'll promote them again this school year and we'll see.  I had purchased ahead, so 2013 IHSBA books are already there.  I plan to promote those books more heavily this year, perhaps that will drive some demand.  A Pew Research study Libraries, patrons and e-books, Are kids really motivated by technology?, Are teens embracing e-books?, and reflections from Buffy Hamilton and Collette Adams are on my reading list before I make any more purchases.  I also wonder if genre-specific Nooks is the way to go - where a Nook holds dystopic-themed or realistic fiction.  I also want to wait to see what e-book resources our AEA offers.  Since our public library offers Overdrive, I won't go down that path.   Funds are too tight to duplicate services.