Chapter 10: Integrating New Technologies

I found this chapter extremely helpful...but I think I said that about all the chapters! :-) What I like the best was Buzzeo's definition of Web 2.0. Very succinct and direct. I also liked her discussion of digital natives on page 118. We all know our students are techno-savy, but her line, "They may be digital natives, but their knowledge is surface level, and they desperately need training in real thinking skills." I know we say this over and over again, it was nice to have validation.

I thought the sample projects were great, and already have plans to incorporate a couple into my plans for next year. The orientation Wiki on page 120 had great merrit. I also want to do more with my website and student reviews...maybe a wiki or blog is the way to do it. I tried a blog years ago and it did not fly, maybe now that blogging is more main stream it would work better?

This is our last chapter for this discussion. I have to say I think this book was probably one of the most helpful professional books I have ever read...really! So many good ideas, I am excited about my collaboration log for next year, using Data Mentor, integrating some Web 2.0 technologies...etc. I will send Garry Stone my extra copy of this book!

Chapter 9: Evidence of Student Achievement

I thought this chapter really summed things up for me...yes, yes, yes, there have MANY state studies that conclude that there is a positive impact of libraries on student achievement. In fact, I chuckled on page 110 where Buzzeo quotes Lance, et al,in response to these studies, "Enough Already!" I agree with Mike Eisner, later on that page, when he states, "...we need to do more than simply 'say' we make a difference. We need to focus on making changes that will demonstrate the effect." I couldn't have said it better myself, and I think that has been the biggest lesson learned from this collegial project!

This chapter was only a few short pages, but what an impact. I loved the bullets on page 115...steps we can take to address the deficits in our collaborative practice:
*First, learn to read the test
*Second, identify areas where your students need to strengthen their skills
*Third, think deeply about ways to embed student learning into collaborative units of study
*Fourth, approach your teachers with a plan that will benefit students and proe your value as a collaborative partner who can produce demonstrated improvement in student achievement.

Simple?! If only! But, having it articulated in step-by-step instructions works for me...even if it is a daunting task.