Georgia Public Broadcasting (GPB) features quality educational content for teachers to use in their classroom. The programs are locally produced offering teachers and students a library of more than 7,000 videos, 58,000 video clips- including more than 700 local and state productions aligned to the Georgia Performance Standards. They are searchable by keyword, content, and grade-level. The content on GPB is available through GPB Education Streaming and the GPB Digital Library On-Demand and on GPB Knowledge. To receive the programs educators have several options: view the live program, GPB Knowledge on television, download to their computer or portable drives for later viewing.
Programs on the GPB Knowledge:
• Economics USA
• Georgia Stories I & II
• GED Connection
• Workplace Essentials
• Math for All
• Road Trip
• Road Trip Nation
• English Composition: Writing for an Audience
• American Passages: A Literary Survey
• TV 411
• Art of the Western World
• Careers for the 21st Century
Programs Continuing on Georgia Public Broadcasting:
• American History through Southern Eyes
• Salsa
• 2008 Reading Rainbow Young Writers and Illustrators Contest
• Georgia Read More
• Guiding Children Successfully
• Parenting Works
• Right from Birth
• Going to School
• Parenting Principal
• Literary Visions
• Keeping Kids Healthy
• TV 411
• A Child’s Bookshelf
• GPEE Bus Trip Across Georgia
Programs Available on www.gpb.org:
• Achieving Excellence
• Count On It!
• Georgia Stories
• GBP Classroom Chemistry and Physics
• Irasshai
• Green Tree Frog
• Youth Art: Reflections on the World
• Instrumental Success
Programs available for download from GPB Education Streaming:
• Count on It!
• Georgia Stories I & II
• GPB Classroom: Chemistry
Monday, November 9, 2009
Monday, November 2, 2009
My School Newscast Experiences
At our elementary school, we have two campuses, one Primary (K-1st) and Main (2nd -5th). At the Primary campus, the morning announcements are conducted via the P.A. system and lead by our French teacher, incorporating French into her segments. She selects 2 students based on teacher recommendations to read the script which includes reciting the pledge, lunch menu, and a special International Baccaulaureate segment which is used to recognize a student who displays good "global citizen traits." The segment is short and sweet, but very cute and includes music suitable for little ones.
At the main campus, we have a real audio visual room with 2 cameras, a soundboard, etc...Here our teacher coordinator prepares and presents more elaborate morning shows using 2 students per morning. Again, student selection varies, sometimes based on teacher recommmendation, use of challenge students, use of IB committee students, it just depends. Last year, we had a news committee who applied for and tried out for anchor positions. These students read the prepared script which includes the pledge, IB recognition (students noted for being good citizens) they are called in for a .50 cent coupon to be spent at the school store, special announcements such as students who are collecting for pet adoptions, etc. The lunch is also announced. The show is presented in a news format with the students putting on a jacket and "looking the part." This year, we have special segments where 2 teachers briefly carry a segment on topics such as "What's new in the Media Center" or "Special projects displayed throughout the school by the challenge program" etc.....
Both broadcasts last no longer than 10 minutes, but are instrumental in helping both campuses begin the day on a positive note.
At the main campus, we have a real audio visual room with 2 cameras, a soundboard, etc...Here our teacher coordinator prepares and presents more elaborate morning shows using 2 students per morning. Again, student selection varies, sometimes based on teacher recommmendation, use of challenge students, use of IB committee students, it just depends. Last year, we had a news committee who applied for and tried out for anchor positions. These students read the prepared script which includes the pledge, IB recognition (students noted for being good citizens) they are called in for a .50 cent coupon to be spent at the school store, special announcements such as students who are collecting for pet adoptions, etc. The lunch is also announced. The show is presented in a news format with the students putting on a jacket and "looking the part." This year, we have special segments where 2 teachers briefly carry a segment on topics such as "What's new in the Media Center" or "Special projects displayed throughout the school by the challenge program" etc.....
Both broadcasts last no longer than 10 minutes, but are instrumental in helping both campuses begin the day on a positive note.
Saturday, October 31, 2009
School Newscast
My field experience site, Pickett's Mill Elementary, has a daily morning newscast, which is taped in the media center's production room and broadcast over the closed circuit television system. It includes announcements, birthdays, the character ed word of the week, the lunch menu, the pledge, and the moment of silence. Linda Mullen, the media specialist, oversees the broadcast, but fourth and fifth grade students do all of the on-camera and off-camera work. At the end of the school year, interested students fill out a questionnaire, and get a teacher recommendation (based on behavior, personality; basically, how well the teacher thinks a particular student would do in performing the functions needed for the newscast), as well as a commitment from parents that their child will get to school on time to participate. A group of 8 students is chosen for every eight weeks, and they rotate through on and off-camera jobs each week (so that every student has a chance to do every job). On Monday morning, students from the previous week train their predecessors in the new job (2 cameras, someone to operate the laptop PowerPoint presentation that serves as cuecards, a mixer, and two main anchors and two "reporters"). Because the newscast is so early in the morning (it usually begins around 7:45), and I live 45 minutes away from the school, I've never seen it thus far, but am planning to do a full day in the media center soon, and am looking forward to witnessing it firsthand.
Monday, October 26, 2009
Social Networking Applications
When thinking about social networking sites and how they would apply to media centers in particular, I referred to our Library 2.0 book which gave many applications to consider:
-Social networking sites provide a new way for patrons to interact with the library.
-Social networking sites are forcing libraries to reexamine their roles and identities, and to rethink strategies toward remaining visible and valuable to users.
-Social networking sites enable libraries to "speak the language" of their patrons and to find out what they are intersted in.
-Social networking sites are a great way to "show the patrons the library".
-Social networking sites are a good way to "assess the patrons" through the use of surveys and focus groups.
-Social networking sites can be used by media specialist to interact with their patrons that are unfamiliar with the traditional research process.
-Social networking sites can be used for event promotion.
-Social networking sites can be used for outreach, educating patrons, and word of mouth.
I've personally used LibraryThing for saving and sharing my favorite book lists. I thought it was great and fun to use. As society continues to embrace web 2.0 technologies, we as media specialists must do the same in order to "speak" our patron's language. My personal focus is in elementary schools, so face-to-face sharing and applying is how we best educate. However, as our students move toward middle and especially high school, we must be savy enough to "speak in their language" or we'll lose their interest and respect.
The challenge with all social networking applications is filtering, especially in school settings. It will be interesting to see how this issue "plays out" in the future.
-Social networking sites provide a new way for patrons to interact with the library.
-Social networking sites are forcing libraries to reexamine their roles and identities, and to rethink strategies toward remaining visible and valuable to users.
-Social networking sites enable libraries to "speak the language" of their patrons and to find out what they are intersted in.
-Social networking sites are a great way to "show the patrons the library".
-Social networking sites are a good way to "assess the patrons" through the use of surveys and focus groups.
-Social networking sites can be used by media specialist to interact with their patrons that are unfamiliar with the traditional research process.
-Social networking sites can be used for event promotion.
-Social networking sites can be used for outreach, educating patrons, and word of mouth.
I've personally used LibraryThing for saving and sharing my favorite book lists. I thought it was great and fun to use. As society continues to embrace web 2.0 technologies, we as media specialists must do the same in order to "speak" our patron's language. My personal focus is in elementary schools, so face-to-face sharing and applying is how we best educate. However, as our students move toward middle and especially high school, we must be savy enough to "speak in their language" or we'll lose their interest and respect.
The challenge with all social networking applications is filtering, especially in school settings. It will be interesting to see how this issue "plays out" in the future.
Sunday, October 25, 2009
Social Networking in the Classroom
Many educators are faced with such intense scrutiny from their administration: does the classroom have the essential question, do the students know the standards, are the student scores acceptable, is there a word wall, is the teacher calling parents on a daily basis, etc...
With all of the pressures a classroom teacher faces one could easily say that a well organized social networking program could certainly make things easier for the teacher; however, the problem is that administrators have difficulty monitoring what is going on in the classroom if the teacher is utilizing technology. Our classrooms are not really for the students..they tend to be "set up" for the adults who have to determine if classroom teachers are doing their job.
I whole heartily believe in social networking as a learning tool and the kids who have the opportunity to use it mostly do well with it, but the work is not blazoned in the classroom for administrators to see. Now,this situation could be an opportunity for the media specialist to help administrators know what to look for when visting the teacher web pages, wikis, blackboard systems, etc...It seems to me that like most veteran teachers, most administrators fear change as well.
Perks of social networking in the classroom:
* It allows students to submit online, especially if they have jobs and such
* It allows parents to have a online connection to the teacher, which enables them to communicate other than by phone; this is most helpful since most teachers cannot access a phone during the day but can e-mail or blog and such (same for working parents)
* It opens the door for more group work opportunity
* It helps teachers and students with organization of units: standards can be posted so that students and teachers can access them at any time, and units and lessons can be accesssed for those who may need to review or look ahead.
* Parents can see what is going on in the classroom and possibly what their child has contributed or not.
Overall, social networking does not have to dominate the classroom but can be a resource that would make learning fun, let parents in on the action, and help the teachers and students by saving time in the actual classroom to learn and practice th skills that might be needed to acomplish the standards.
With all of the pressures a classroom teacher faces one could easily say that a well organized social networking program could certainly make things easier for the teacher; however, the problem is that administrators have difficulty monitoring what is going on in the classroom if the teacher is utilizing technology. Our classrooms are not really for the students..they tend to be "set up" for the adults who have to determine if classroom teachers are doing their job.
I whole heartily believe in social networking as a learning tool and the kids who have the opportunity to use it mostly do well with it, but the work is not blazoned in the classroom for administrators to see. Now,this situation could be an opportunity for the media specialist to help administrators know what to look for when visting the teacher web pages, wikis, blackboard systems, etc...It seems to me that like most veteran teachers, most administrators fear change as well.
Perks of social networking in the classroom:
* It allows students to submit online, especially if they have jobs and such
* It allows parents to have a online connection to the teacher, which enables them to communicate other than by phone; this is most helpful since most teachers cannot access a phone during the day but can e-mail or blog and such (same for working parents)
* It opens the door for more group work opportunity
* It helps teachers and students with organization of units: standards can be posted so that students and teachers can access them at any time, and units and lessons can be accesssed for those who may need to review or look ahead.
* Parents can see what is going on in the classroom and possibly what their child has contributed or not.
Overall, social networking does not have to dominate the classroom but can be a resource that would make learning fun, let parents in on the action, and help the teachers and students by saving time in the actual classroom to learn and practice th skills that might be needed to acomplish the standards.
Friday, October 16, 2009
Why Have a Media Center Web Page?
Why Have a Media Center Web Page?
For many teachers, parents, and students, the media center webpage will be an introduction to the media center. A web page is a great way to keep in touch with your audience. The web page serves as an up to date, information bank of what the media center can offer. It’s a great way to keep parents informed, pull kids in to the media center (particularly after school), and collaborate with teachers.
What could be on the web page?
• Prominent link to and from the school website.
• Create fun on your website: jokes of the day, club info
• Blogs on current topics in the news that relate to classroom learning
• Links to news sites and kids websites (yahooligans, backyard jungle, Plastic Fork Diaries, PBS Kids)
• Online book club
• GPS related Pathfinders
• Links to reference sites (IPL Kids’ Space, Ref Desk, Kid Info)
• Suggested reading list
• Search the library collection
• Links to other libraries with who have a interlibrary loan relationship
• Staff info, library hours, and contact information
What can you do to help the teachers? You want to be sure that your website is used and promoted by people who really need it: The Teachers! By offering GPS related pathfinders and websites this can be a one-stop-shop for teachers to collaborate with the media specialist. With just a few clicks, the teachers will know what books and websites the media specialist will suggest. Also, keep a list of the technologies the media center owns.
What about the parents? By having the webpage linked to and from the main school website parents will be much more likely to use it. Keep parents up to date on any media center programs that are going on (book fair, banned book week, teen read week, etc.) Offer a link for parents to email the media specialist to volunteer. The web page can be a place for parents to see how plugged in their media specialist is with the classroom.
For many teachers, parents, and students, the media center webpage will be an introduction to the media center. A web page is a great way to keep in touch with your audience. The web page serves as an up to date, information bank of what the media center can offer. It’s a great way to keep parents informed, pull kids in to the media center (particularly after school), and collaborate with teachers.
What could be on the web page?
• Prominent link to and from the school website.
• Create fun on your website: jokes of the day, club info
• Blogs on current topics in the news that relate to classroom learning
• Links to news sites and kids websites (yahooligans, backyard jungle, Plastic Fork Diaries, PBS Kids)
• Online book club
• GPS related Pathfinders
• Links to reference sites (IPL Kids’ Space, Ref Desk, Kid Info)
• Suggested reading list
• Search the library collection
• Links to other libraries with who have a interlibrary loan relationship
• Staff info, library hours, and contact information
What can you do to help the teachers? You want to be sure that your website is used and promoted by people who really need it: The Teachers! By offering GPS related pathfinders and websites this can be a one-stop-shop for teachers to collaborate with the media specialist. With just a few clicks, the teachers will know what books and websites the media specialist will suggest. Also, keep a list of the technologies the media center owns.
What about the parents? By having the webpage linked to and from the main school website parents will be much more likely to use it. Keep parents up to date on any media center programs that are going on (book fair, banned book week, teen read week, etc.) Offer a link for parents to email the media specialist to volunteer. The web page can be a place for parents to see how plugged in their media specialist is with the classroom.
Features of Good Media Center Webpages
After reading the chapter and viewing some examples of media center webpages, I think that the following features would be ideal to include no matter the grade level:
*School and/or media center contact information (address, phone, email)
*Hours of operation
*Staff names (pictures would also be good)
*Media center mission statement
*Basic policies and procedures (maybe not the entire handbook, but parts such as checkout policies, media center rules, and either the information itself or links to the acceptable use policy and materials dealing with copyright and challenged materials)
*Links to reference sources, such as online dictionaries or thesauruses
*Information on citation of resources (or a link to a site that does it automatically with the correct information plugged in)
*Information on books, such as monthly features/themes or new arrivals
*Weblinks for sites that are educationally and developmentally appropriate for students within the school (these may need to be divided up for schools that cover many grade levels, or even for a P-5 school)
*The school’s online catalog
*Information, news, and upcoming events involving or hosted by the media center.
In addition, it’s also important that:
*All links are working and are updated as needed
*The page itself is attractive but not overwhelming with too many visuals or too much information
*Text is large enough to be easily read by those with visual impairments, and in fonts that are not overly fancy.
*Colors are arranged in ways that those with colorblindness can still read text
There are so many more features that can be included on a media center webpage, depending on the area and the ages of the students served, but these are some basic rules of thumb I carried away from my readings.
*School and/or media center contact information (address, phone, email)
*Hours of operation
*Staff names (pictures would also be good)
*Media center mission statement
*Basic policies and procedures (maybe not the entire handbook, but parts such as checkout policies, media center rules, and either the information itself or links to the acceptable use policy and materials dealing with copyright and challenged materials)
*Links to reference sources, such as online dictionaries or thesauruses
*Information on citation of resources (or a link to a site that does it automatically with the correct information plugged in)
*Information on books, such as monthly features/themes or new arrivals
*Weblinks for sites that are educationally and developmentally appropriate for students within the school (these may need to be divided up for schools that cover many grade levels, or even for a P-5 school)
*The school’s online catalog
*Information, news, and upcoming events involving or hosted by the media center.
In addition, it’s also important that:
*All links are working and are updated as needed
*The page itself is attractive but not overwhelming with too many visuals or too much information
*Text is large enough to be easily read by those with visual impairments, and in fonts that are not overly fancy.
*Colors are arranged in ways that those with colorblindness can still read text
There are so many more features that can be included on a media center webpage, depending on the area and the ages of the students served, but these are some basic rules of thumb I carried away from my readings.
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