Session 3: ePearl

For the majority of participants in the course. ePearl was the most frustrating and least satisfying of all the webtop tools.  I share the opinion of the majority.

EPearl is an electronic portfolio platform.  Three levels of sophistication allow teachers to choose the proper level for early elementary, upper elementary or secondary students. Students can use ePearl to store written or audio artifacts, to set goals and to reflect on their work. The portfolios can be shared with parents, if the student and teacher wishes.

I think the platform offers many positives, especially the goal setting and reflective pieces.  However, I think most teachers would balk at the amount of work it would take to develop an ePearl portfolio for each child.  Given the fact that the platform is not the most intuitive, I think teachers would find this frustrating.  My opinion is that a portfolio template could be developed using PowerPoint that could incorporate the positives of ePearl while avoiding the negatives altogether.

Don't let my assessment of this utility dissuade you from taking this course.  It was the only negative of the course for me, and a few people loved it.

Tomorrow I will tell you about session four and one of my favorite tools - Google Calendar!

Webtop Session Two: Google Sites

Session Two of the WVLearns class Webtop for Educators focuses on Google Sites.  In this session each participant develops his own website for professional use.  It was in this class that I developed the Brookhaven Technology Center Site.  Google Sites is a very user friendly platform that teachers can use to promote classroom activities or post student work.  You can set levels of security to limit how much of your content can be viewed outside the school setting.

It could be argued that teachers do not need a Google Site when they have access to EdLine. My response to this argument would be that you can truly make Google Sites your own, with multiple design options.  You may upload pictures and video to site as you desire.  The main advantage of Google Sites over EdLine is, in my opinion, that Google Sites in much faster.  I also think it is easier to use.

Even if you don't think Google Sites is something you would want to maintain for professional use, you may find personal uses of the Sites to excite you.  I am planning on developing a family history site using Google Sites later this summer.

Recommended eCourse for WV Teachers: Webtop for Educators

A few years ago I blogged consistently on West Virginia Department of Education's blog site.  When I got the news that the blog site would be discontinued and replaced with the Webtop, I promptly acquired a Webtop account.  And did nothing with it. This spring I enrolled in the WVLearns course Webtop for Educators and have become an avid fan.

The course takes seven weeks to complete, including an orientation week when enrollees introduce themselves to other members of the course and familiarize themselves with the layout of the website.  In week 2, called Session 1,  the learning really begins.

The first topic in the course is Google Documents.  This remarkable (free!) tool is available to everyone universally.  Documents are compatible with the Microsoft Office Suite and other productivity tools.  I had used Google Docs before, but taking this course has expanded my use of this tool.  The most important feature for me is the ability to save documents remotely.  Once saved, I can access them anywhere I can reach the Internet.  Also, if I am working on documents online, the software saves my work at regular intervals.  If I accidentally overwrite a file, I can check older versions of the document and save the version I like best. If I want to share a document with my friend, I can send him an invitation to view the document.  If I choose, I can give my friend the power to make changes to my work.

Weeks Two through Six offer examination of Google Sites, ePearl portfolio platform, Google Calendar and Twiddla, Manhattan Virtual Classroom and the Webtop Community.  Tomorrow I will talk about Google Sites!

Being a Linchpin

I just finished listening to Seth Godin's Linchpin: Are You Indispensable?  I found this book to be full of permissions worthy of everyone's consideration but especially relevant to young people and their parents, who need help in understanding how the world has changed and what the young person must do to be a successful member of society.

The first section that ignited my enthusiasm was Godin's assertion that you should give yourself permission to get a D.  He adds the caveat that permission to get a D does not mean that one may be a slacker.  In fact, the opposite may be true.  Godin says it is acceptable to get a D if getting an A means subverting one's original thinking for the sake of appeasing a professor, or "the system."  Getting a D and standing on principle or creating a new way of looking at a problem is far more important and satisfying than regurgitating the necessary data to get the A.  I wish all students, all parents and all teachers could realize and celebrate that the grade is not the most important thing.  Many of the most important lessons one will ever learn are unassessed.  Personally, I have received maybe two Ds in my life, and in the occasion of one of those occurrences, it was in a class where I felt I had exhibited the most personal and pre-professional growth.  The D was a shocking result, but somehow I could not feel defeated or inadequate.  I felt more successful in this class than I did in any of the others in which I  had "phoned in" an A.

Reiterating the warning that the promise of the old economy - get a job, do your best, and your will be taken care of - is dead, Godin suggests that the only possible way to achieve any type of security in this throw-away economy is to become a linchpin, someone so indispensable to his company that he cannot be replaced.  Godin says that in order to become a linchpin we must create an art that cannot be replicated and that we must freely give of our art without any hopes of compensation.  Art, by Godin's definition, is not limited to a canvas or composition but is any kind of passionate work.   If we are compensated for art, it becomes a commodity, something that can be replicated or at the very least assigned a value.  To give away your art freely with no expectation of compensation seems senseless to someone who has a "what's in it for me?" attitude toward his job.  However, those who go beyond their job expectations, who add new dimensions to their workplace, who do things differently seem to be genuinely much happier at their jobs.  They give away their art and receive joy in return..

Godin talked about three strata or layers of connectedness around all individuals.  The innermost stratus consists of people who you know professionally and personally who are your friends and colleagues.  The outermost stratus consists of strangers that you can reach and influence as a result of giving your art on the Internet or other public forums.  I don't remember the name of the middle stratus, but it seems this one is the least important.  It is comprised of people who pay for your services.  While important to your economic well-being, these people are not as important as those in the inner and outer strata.  Those in the middle status view you as a commodity, something that can be replaced.  To those in the inner and outer strata, when you give away your art, you become indispensable, a linchpin.

For me, and the teaching profession in general, Godin's work challenges us to continue that which good teachers have always done: go the extra mile for the satisfaction it brings you and your students.  We won't be rewarded extrinsically,  for this, but the intrinsic rewards are immeasurable.  If you are not one of the teachers who go the extra mile, who teaches for art, then perhaps Godin's work will inspire you to think differently about your profession or perhaps find a new avocation that will be a joyful arena to share your art. If you are one of the teachers who believes in his work, share your story and art with the world.  The more you share the more indispensable you will be.

Not Living Up to the Standards

I believe in the Children's Right to Read and Library Bill of Rights.  I want children to have unlimited access to a wide variety of materials in multiple formats.  I want to be a good librarian and exemplify all that is right and good in our profession.

But...

There are times when I cannot abide by these documents.  There are times when I cannot allow children unfettered access to the library collection.  There are times when I must put my foot down, when I must deny access, when I must hang my head in silent shame that I have besmirched my professional ethos. At least one of those times occurred today, when I refused to check out books to children who could not read the items they selected.  Here's why:

School librarians have a responsibility to support and enhance the instructional goals and objectives of the school.  If it is an instructional objective that children should select and read materials on an appropriate reading level, then we must honor and respect that goal.

So, when I have a first grader who wants books on basketball, I strive to help him select a book on the appropriate reading level.  If such a book is not available on his level, he must choose something else.  While I insist that the child get one book he can read, I allow him to get a book of his choosing as well.

Sometimes, with older children, I disregard this this policy if I think for reasons of self-esteem children need to be seen carrying around a book similar to those carried by their peers, even if those books are too difficult for them.  It has always amazed me that the most struggling readers really want the biggest, most difficult books. I try to get the most popular books for older readers in an audiovisual format to support struggling readers, but budget constraints too often limit my ability to provide enough.

Conversely, some of my most able kids choose books that are well below their abilities.  I gently prod these children into choosing more suitable volumes, usually with an attempt at humor.  Children generally understand  my understated sarcasm when I compliment them on "choosing books to read to the preschool" and make more appropriate choices the next time.  Sometimes, however, kids just want to revisit a childhood favorite.  And sometimes they just need a break.

I try to get the most popular books for older readers in an audiovisual format to support struggling readers.  Playaways have been very popular with the students of all ability levels.  Research has shown that when audio devices are used in accompaniment with the printed word, children's comprehension increases.  Unfortunately, again, budget constraints limit how many novels I can provide in Playaway or other audio format.

I also invoke the concept of in loco parenti when I deny children access to VHS or DVD feature films on weeknights.  I am happy to allow them to borrow movies on Fridays, so that they can have a weekend to view the film.  I feel I would be doing a disservice to the children and my fellow faculty members if I distracted children from their homework with non-educational films.  Of course, if the DVD or video is educational, I will circulate it to students at any time.

I don't really feel bad about my flaunting of ALA ethics in these cases, because I strongly feel I have an educational charge to fulfill.  The tenet I abuse that troubles me is the violation of privacy that occurs when I send overdue lists to classroom teachers in attempt to retrieve materials.  Again I cite the in loco parenti facet of the educational system, but this violation bothers me most.  I would hate to have a child feel embarrassed because I shared information in this manner.  I violate this knowingly, because without teacher help I would have a hard time getting items returned.

I would like to hear from other library media specialists and hear how they have addressed these ethical dilemmas.   I think using in loco parenti has a reason for my actions could very easily be used as an excuse for other restrictive actions, such as censorship.  That is one line I do not want to cross.

Where I Get My Bright Ideas

One of the best advantages of Web 2.0 is the ready availability of professional and personal development opportunities.  In the last few years I have been able to participate in many professional development opportunites that have been far better for me than the offerings presented by more traditional means.

Twitter has been one of the most impressive sources of professional knowledge, and this realization has come as quite a shock to me.  For the longest time I dismissed Twitter has a type of mini-Facebook status that was used to tell the world what you are doing at a given time.  True, many people use Twitter in this way.  The key to making it work for you professionally is to follow leading thinkers in your field.  Some of the leaders I follow are Steve Hargadon from the Future of Education, David Warlick, and library leaders Ross Todd, Joyce Valenza and Buffy Hamilton.  From their tweets I have been led to a plethora of worthy information that can be used not only in the classroom today, but insight into trends and political actions that will affect my practice in the future.  I highly recommend joining Twitter and searching for opinion leaders you admire.  If you'd like to follow me, I am martinls0030.  An added benefit:  Twitter is not blocked at school.


Many of the leaders in education maintain their presence on  Facebook .  Their pages usually contain more information than that which could be found in a tweet (Twitter post).  I primarily use Facebook as a tool to interact with parents.  It is a nice way to let parents know what is happening in library world, to ask for volunteers or supplies, or just maintain a community presence.  Some have cautioned against interacting with the parent/student public on Facebook, warning that you have to be careful what you say.  I would assert that one should always be careful what one posts, regardless of who the intended audience may be.  


I cannot say enough about the value of Classroom 2.0 .  With weekly archived sessions going back to February 2008, the viewer may access a wide variety of hour-long presentations on various technology topics.  Live sessions air each Saturday afternoon at noon.  So far I have taken classes on cell phone use in the classroom, Google Research and Google Search Curriculum, Succeeding with Web 2.0, Copyright, Creative Commons and Databases, and Edmodo.  I have a long list of classes I would like to take.  


Online conferences offer another wonderful venue for learning.  Two wonderful conference archives are the K12 Online Conference and the Capital Region Society for Technology in Education (CRSTE) Conference.  I recently attended six sessions of the CRSTE conference and was very impressed with all its offerings.


All of these learning forums are very easy to use and can be accessed 24/7.  When you find time to investigate these conferences and sites, I promise you"ll find something of value to you.

Greener Pastures

While the ground has been covered in snow and no hope of spring in sight, I have been thinking a lot about the farm and yearning for the days to return there. Judging by the 10-day forecast, maybe I will get my chance next weekend!

The farm is good for me in so many ways.  First of all, it is nice to experience a a state of disconnectedness. I am online for the better part of each day and when I am not online I am tethered to my cell phone.  Even though I take both my laptop and cell phone to the farm, I lack adequate service to make the most of these devices.  Most of the time the computer isn't even turned on.  I have no television at the farm, and hence, no NCIS to consume my time.  Even the radio signals are spotty.

When Dan and I work at the farm I feel a true sense of accomplishment and know the sweat of hard work.  Seeing the results of one's labor is truly rewarding,  I am thrilled how much we have accomplished in the short time we have owned the farm.  Of course, last year most of the labor was accomplished by Dan. This is it may not only be desirable for me to share more of the load, it may be necessary.

I have found I do my best thinking and writing at the farm.  Almost all of my National Board entries were either written or planned at the farm.  Looking back on past blog posts and other writings, I can barely believe that I wrote them, their clarity is so above my usual efforts.

Occasionally I will become annoyed with the neighbors running four wheelers up and down the road below us.  I am not as distressed by the sound of the machines as I am the interruption of my reverie. My thoughts pondered beneath the maple trees often turn into action plans for my conduct of life.  It is a horrible thing when a dream is terminated and unrealized.

Dan was able to visit the farm this week when work brought him nearby.  It was the first time either of us had been there since November.  He reported that we had little wear and tear over the winter months and that our "structure" is waiting for us, the trees ready to bud above our Adirondack chairs.  I can barely wait.