Goals for the Library, Stacie Bell, Librarian, Pirie Elementary School

Thanks to the ReVITAL grant, I have not only received technology to invigorate my students’ learning, but have had the benefit of working with an amazing group of librarians. They have inspired me to push my limits and innovate my curriculum. The connections I have made with them will have a more lasting effect on my teaching because even when the iPads and Chromebooks become outdated, my fellow librarians will continue to grow, learn, and create. Despite everything I’ve already achieved in the past two years, I am already looking ahead at what comes next and how I want to continue to improve.

This year I have dabbled in Google Classroom. Next year, I’d like to expand its integration into the curriculum. As part of the pilot this year, I experimented with creating classes and having students complete assignments. I have had some success, but at times felt overwhelmed. Learning from these trials will help me next year start strong with a new group of students.

My second goal is to create a maker space in the library. With the cool new Chromebooks, I have not been using the iPads very much this year. However, I see vast potential in using them as part of a Maker Space. Stop animation seems cool, but I think using a green screen might be more my speed. I have lots of ideas of how to integrate a maker space into the curriculum, I’ll just need to play around with the technology so I am prepared to teach it to a class.

Now that I have a better handle on the Chromebooks, I would like to do a training with my staff. Based on the work of this grant, my principal has purchased two classroom carts of Chromebooks. So far, they have only been used to access the same programs that are otherwise accessed in our computer lab. Using the Google Apps, though, offers many more avenues for collaboration and creation. What I have started in the library can have an even larger effect if it is continued to be practiced in the classroom.

Even though this grant is coming to an end, it is not the end of my learning. I will continue to innovate and explore new ideas and techniques. I’m excited to see what I will be able to accomplish next.

REVITAL, A Look Back, Caryn Mikkelsen, Librarian, Volta Elementary School

As I write my final blog post for the REVITAL Program, I am reflecting on the two years that I have been part of this technology grant.  It has made such a positive impact on my library program.

Bringing the iPads and Chromebooks into the library, has elevated the technology, student learning and educational experiences for all the students in my school.  When I think about all the great projects shared by all the CPS librarians in the grant and all the wonderful resources generated from this grant, it has really impacted the way I use technology in my library.  Students are able to collaborate at school, create at school, and publish at school all which meet the Common Core standards.  

With the purchase of additional Chromebooks from my administrators, I now have 1:1 technology in the library. Students are highly motivated to work and I am able to create projects that are engaging and meaningful for student learning. Because the Chromebooks are so easy to use, easy to share, easy to manage and have such a long battery life, the students in all grade levels, first through eighth, love having this technology available in the library.

This has been such a positive experience, I am so grateful for the opportunity to have been part of this wonderful grant.  At Volta, we are 21st Century learners and thinkers!  Thank you, REVITAL Program!

Google Drawing inspires Third Graders, Erin McDonald, Librarian, Nightingale

My third grade students were so excited to learn to use Google Drawing.  I found a great beginners tutorial on YouTube created by another teacher.  We watched together and then jumped right in.  Initially, they created a Drawing about themselves.  I wanted them to concentrate on specific skills, inserting an image, word art, line, shape and text.  Then I asked them to change font size, style and color.  Spending time on these basics, with the focus being just about the technology not the content really helped their confidence level.

I had several conversations with the teachers and the students about how we could use Drawing to create a project that would support what they were studying in the classroom.  One student actually showed me how they could insert shapes like the sun and clouds and that they were studying the water cycle and weather.  Done.  Thank you Armando, you’ve just come up with our next project.  

The students and I share a library Gmail account.  They created their drawings within that account and we shared them with their teacher.  A lot of steps but they got it, they were so engaged and excited to “show off” their skills to their homeroom teacher.  I also printed a hard copy to give to the teacher if she wanted to use them for a bulletin board in the classroom.

Issues we encountered were mainly in sharing the account.  Due to so many attempts at logging in, twice Google had me change the password.  This was confusing for the students and yet I think an important lesson.  I had to remind them that when they are logging in, they really need to take their time and check their spelling.  If we could reduce the number of incorrect log in attempts then the security might not be questioned.

All in all, the students felt very smart completing this project and learning about the Google Apps.  We are moving on to Slides next!

Older Students Working with Chromebooks, Meghan Gabler Slattery, Librarian, Sabin Elementary

How is it already April? Or should I say it’s finally April! What a crazy few months it has been with snow days and testing and finally making it to Spring Break! I feel that my curriculum and plans have really gone out the window and come back in again with all of the shifts. Thankfully my students are resilient and have weathered the storm. I’m hearing less of “how do I take a screenshot” and more of, “can you add some pictures into your Drive on the Chromebook so I can access them on the iPad?” The teamwork and collaboration is everything I had hoped for and more.

I feel this whole year has been focused on my older students. However, the high school project that they undertook has really taken it’s roots and the final pieces are all starting to come together. I will give patience to the delay because of testing and snow days. When one group finished I was able to use it as an example for all of my other classes. A few strong iMovie’s, a few strong Prezi’s and even a few strong Google Slide’s have aided in my demonstration of what great work looks like. It’s motivating those students that are almost done to make the quality of their work as such that I would also use it as an example. Nothing like some good peer demonstrating to get the focus back to where it should be.

As for my intermediate students the push is on to dive into Google Drive and their email accounts. My single class of fourth graders, because I only see one, not all three, is ready to grab those Chromebooks by the horns and get creative. I discussed using their email addresses in the beginning of the year so we could work in Google Drive and I was faced with a lot of confusion and even fear. I am so happy to see that with the help of my older students and their amazing creations via Prezi and Google Slide’s, Forms and even Sheets, that there is so much that can be accomplished. I look forward to seeing what they can and will create in our last quarter.

Lastly, my primary students. In many ways they still love the iPad’s and the ease of the swipe. However, the more they are exposed to the Chromebooks the more I see them requesting to use them. This week was their favorite week of the quarter, P.A.T. time. P.A.T. stands for preferred activity time. It’s my way of rewarding them for their good behavior which can be good listening, following the rules and overall participation while in Library Media. They bank it all quarter to have it all added up and used in one final day of the quarter. Many classes made it to twenty plus minutes. The difference in this quarter is in the amount of primary students that requested the ability to have their P.A.T. time on a Chromebook! It was so nice to watch them sitting near their friends, showing one another where and how to navigate, and at the same time lowering their noise level because they could sit as close to each other as they wanted. From a teacher’s point of view it was just amazing to see my Kindergartners navigate my library website on the Chromebooks and find website’s that they wanted to visit. I love when you can see learning in motion!

I truly cannot wait to see what other amazing projects and artifacts my students from all grade levels will continue to create with the Chromebooks and iPad’s!

A Satirical Look at Chromebooks, Nicole Guevara, Librarian, George Washington HS

George Washington HS English teacher, Mr. Rising, wanted to try something different. Students were to start their new unit on satire when they got back from spring break. He wanted to keep things fresh and students invigorated for the few weeks still left in the school year.  We decided to bring them into the library for a brief introduction to the new topic.

I created a lesson on the pathfinder page of the GW Library Website. Students are familiar with the site because every time I work with a class, they can find the materials in the same place. The lesson combined technology skills and library resources which is always a win. Students used Chromebooks, Google Drawing, and magazines.

First, students had table discussions about the three political cartoons show on the pathfinder. They used the three questions I posted to guide conversation. The “voter turnout” cartoon was hotly debated. Students found subtle differences in the message which led to various interpretations. Next, students sifted through magazines I provided to individually analyze a cartoon using the “Analyzing Document” that I created through Google Forms. If time allowed at the end of the period, I asked tables to create and share a Google Drawing where they uploaded photos of their cartoons.

During the lesson, I focused on the tech skills while Mr. Rising facilitated discussion. We both circulated assisting with analysis. Students liked the change in scenery trying something different. I also think they are interested in learning more about the topic of satire. I liked that I was able to incorporate multiple skills in one short lesson.

Fables, Google Apps and Time, Rosalie Buenrostro, Librarian, Taylor Elementary

My students had a silent class of interpreting a fable and creating a slideshow using Google apps.  They could only communicate by sharing within their group using the comments section of Google.  They had to interpret a fable, download an image to communicate the meaning of the fable, and create a slideshow to present to the class.  They found they enjoyed the CCSS learning process while using technology.  I heard many times “how cool library is” or “library is now my favorite class.”  I found how much easier it is to teach with an intrigued group of students.  

I can’t believe it has been two years since I applied for the REVITAL grant.  I wanted to be a recipient so badly but at the same time I was afraid I was going to be chosen.  I was afraid because I was not familiar with the iPads or the Chromebooks and knew I had to commit to two years of learning, sharing and applying new knowledge and apps.  I can not say I am extremely proficient in either today, but I can confidently say I am not afraid to try new apps or further explore what CPS has available for us.

I do not learn alone.  I have had help from Colleen and Lisa whenever I needed it.  They have made this grant commitment a step by step process that consists of involvement, communication, application and exploration.  Posting with the other recipients has been a saving grace many times.  You have a question, you post it and your comrades answer it or direct you to an answer.  Collaboration is awesome.  Students are also more knowledgeable than we may think.  Many times my student’s and I have had learning experiences with the computers.  They have helped me through many issues and have become group leaders and helpers in the process.

If you have an opportunity for a grant like the REVITAL do not be afraid.  Take the chance and be rewarded with great technology, wonderful advisors and support from new friends that are in the profession of teaching just as you are.  

Researching with Google Cultural Institute and Creating with Build with Chrome, by Katherine Hlousek, Librarian, Emiliano Zapata Academy

While searching for Chrome apps and extensions to explore with students, I discovered Build with Chrome. Students love Legos and Build with Chrome provided the perfect opportunity to incorporate and blend research with creativity, making, and technology in the library.

During this unit fourth grade students explored two resources from Google: Google Cultural Institute and Build with Chrome. Google Cultural Institute is a “digital platform that aims to make world culture available to anyone, anywhere. It brings together millions of artifacts and includes collections from all kinds of museums, historical foundations, and education-focused organizations.” There are a wide variety of collections to explore on Google Cultural Institute, such as World Wonders. Also, if needed, there are brief videos of how to use the Google Cultural Institute site as well as additional information about the Google Cultural Institute.

Students explored several world landmarks using Google Cultural Institute before selecting a building or architect to research further. After selecting a building, students then used Encyclopedia Britannica and the Gale research databases to seek answers to research questions. Students organized their research using a graphic organizer that was shared with students via Google Classroom. Once students completed their research, students advanced to the next portion of the unit, designing a building or structure using Build with Chrome.

Build with Chrome allows students to virtually design, build, and create using 3D LEGOs. Build with Chrome is web-based and works on desktop or mobile devices using the Chrome browser. Within Build with Chrome, students can select an exact location on a Google Map to build their virtual LEGO creation. When building, students can select from a variety of Lego bricks, change the color, and rotate the bricks or the entire board.

Before building, I shared this short video from Build with Chrome with students. Also, Build Academy provides a number of tutorials and challenges to introduce students to features within the Build with Chrome creation site. Depending on the class, some students might jump right into building, while it might be helpful for other students to explore the tutorials on Build Academy to become familiar with the various building tools. The tutorials begin at a basic level, such as learning how to rotate the baseplate, and become more complex to develop one’s master builder skills.

In order to save one’s final project on Build with Chrome, one has to log in using a Google+ account. An option going forward would be to have students use a general library Gmail account to save and share projects. Finished work that has been shared using Google+ appears on a Build with Chrome Google Map. Zapata students took a screenshot in order to share their final creation with the class.

This project allowed students to explore, imagine, research, and create using the library Chromebooks.  

Fun with Chromebooks Peggy Rux, Pasteur Elementary School

As we reach the end of our two year REVITAL grant. I want to say how grateful I am to have been a part of such a wonderful experience. One of the main reasons I applied for this grant was to be able to become more competent using technology with my students and become a leader in technology integration at my school.  While I believe I have accomplished these goals, I still have a long way to go!

Students at all levels are very comfortable using the iPads. Their favorite app would be Toontastic.  Students love creating cartoons!! This year I had to teach Health classes as well as Media and my students were concerned they would not be able to use the app. No worries, I just had them create cartoons about a health topic! Another popular app with my classes is Stack the States.  Great trivia questions! The older students really like Educreations for presentations.  

While all my students can use the iPads with ease, I feel my older students really like using the Chromebooks more. They like the fact that it works more like a laptop, with its larger screen and keyboard. They like to practice their keyboarding skills using the website typing.com. The web based format of Brainpop is also more popular with my students. It offers much more then the App version.  They have been collaboration using Google Drive which is something I hope to do more with my younger students next year.

Through this grant I have gained a lot of knowledge that I have shared with my fellow teachers. Together we have planned some great lessons. Students are using their media time completing research, creating slideshows and collaborating on Drive. I hope to continue this next year and have already started planning with our Instructional Leadership Team on implementing more technology into our lessons. I want to thank Colleen and Lisa for all their support. I also want to say a big thank you to all of my fellow grant recipients for all the great links, lesson plans and collaboration along the way!

Using Google Slides, Amy Chiu, Corkery Elementary School

We are so pleased to have our third quarter under our belts and are ready to venture on into our last quarter.  This quarter we have endeavored many projects using our chromebooks and iPads.  Our 8th graders started a research project on a President in February (President’s month).  Through this project, we enjoyed implementing apps, trying new extensions and utilizing bookmarks with our chromebooks.   

For the first slide of the Google app “Slide” presentation, students created a collage from ABCya word cloud with the president’s name along with 7-10 adjectives that describe their chosen president.  I played around with having them use the Word Cloud extension  but found the results too random.  I wanted the students to be thoughtful and precise with the words in their collage.  I ended up having the students going straight to the ABCya site and customizing a page that contained their chosen president’s name along with 7-10 adjectives to describe him, then taking a screenshot of the collage and dragging it to their presentation.  

Easybib App was a resource all students had access to use as an app.  It was helpful to several of them as they did the web resource portion of their research.  We used easybib before we had the chromebooks so they were already familiar with it.  I think they liked the convenience of having it as an app.  

Students also enjoyed having our website on their cps.edu bookmark.  All they had to do was click on the cps.edu bookmarks on the bookmark bar and then choose Corkery Library on the dropdown menu.  That made it easier for them to access our Corkery Library Website that links them to our Databases and our Library Catalog, which they also used for their research.  

We are glad to have that project done and all we have learned through it and ready to venture on into new this for this Spring!!!!

Blogging in Spanish, Lindsey Mangurten, Lincoln Park High School

For this lesson I had the Spanish classes creating blogs about festivals in Spanish Speaking Countries. I used kidblog for the students to create their blogs. I really like kidblog for the ease for the class and for the teacher. Instead of the students emailing the blog link to the teacher, all of the web links are in one place and the students can browse and comment on each others pages. The students log in to their teachers pages, select their class period and find their own accounts.

Before the class came in I got the class roster from the teacher and created accounts for all of the students. I used the password, ‘password’ for everyone. This can only work if you trust your students not to go on someone elses page and do something inappropriate. In the past I did have a student erase another students work out of malice and I was not able to prove who had done it. If you don’t trust the students you can create more difficult passwords but for ease of time I used “password”. The teacher and I discussed this prior to beginning and since it was an upper level Junior/Senior class we felt that we could trust the kids to remain on their own pages exclusively.  

I spent about 15 minutes in the beginning of the period demonstrating how to log in, upload photos, and add and edit text. The platform is very user friendly and the students were quickly able to start adding in their own information.

Because it was a spanish class the students were required to write in Spanish. In order to do that, the students typed in google docs and were going to copy/paste the text into kidblog. I also showed the students how to add accents and tildes and other spanish markings using google docs. The students were able to select

-insert

-special characters

-draw what they were looking for

-select the proper letter and accent mark

We found the drawing tool to be the easiest to use since the font was so small for some of the accents to truly decipher what they were. Once the students had completed typing in Spanish they copy/pasted their final product into kidblog before publishing their work. I highly recommend kidblog for blog creation in class. It is private, free and user friendly.