Module 2: Mr. Popper's Penguins

Summary

I'll be honest in saying that I didn't hear of Mr. Popper's Penguins until the movie came out. After watching the previews, I dismissed the thought of actually watching the movie because I thought it looked pretty silly. When I saw it on our reading list, I was drawn because I happen to love deciding if movies do books justice. I always take the side of the book, although I'm not always disappointed when it comes to the movies. 

Mr. Popper's Penguins is a hilarious tale of a painter who truly finds himself when he receives a mysterious shipment from an Arctic explorer named Admiral Drake. Soon, he receives a second penguin, who breeds with the first, and the Popper family ends up in quite a conundrum with 12 penguins rapidly eating through their limited finances. The family then trains the penguins and takes the show on the road. It ends with a big decision at the hands of Mr. Popper, who quickly decides to do what is best for his penguins, forsake the Hollywood promise of fame and fortune, and join the Admiral in his attempt to bring penguins to the North Pole. 

Personal Impressions

Atwater created a most delightful book when he wrote Mr. Popper's Penguins. I enjoyed it immensely and found that it was quite a quick read. I'll throw this in: After I finished the book, one of my 6th grade female students came up to me and said, "Mrs. Kline, guess what I am reading!" I asked, and she responded with, "Mr. Popper's Penguins because I saw you reading it!" It was a proud moment for me. I am constantly looking for ways to help my students want to read. I really do believe that everyone can learn to love reading; they just need the right book. Since joining the UNT SLIS program, I find myself working even harder to promote reading outside of school amongst my students. Apparently seeing me read helps to motivate my kids. 

Professional Review

Mr. Popper's Penguins by Richard and Florence Atwater
{Gr. 1—4):

A penguin named Captain Cook arrives at Mr.Popper's house courtesy of Admiral Drake. The penguin is sad until the Poppers purchase a second penguin—Greta. Captain Cook and Greta have 10 chicks. "They were Nelson, Columbus, Louisa, Jenny, Scott, Magellan, Adelina, Isabella, Ferdinand, and
Victoria." The Poppers run out of money feeding the penguins and altering their house, so they become a traveling show—the Popper Performing Penguins. This book made its first appearance in 1938. lO'Minute Selection: Read Chapter 6, "More Troubles," which opens with the line, "The children were the first
to notice the policeman." The officer is responding to a complaint about Captain Cook. Later on, Mr. Popper tries to find out "what the municipal ordinance about penguins is." He gets nowhere. Skip to Chapter 8, "Penguin's Promenade." Mr. Popper takes Captain Cook on a neighborhood stroll. People refer to the penguin as a goose, a pelican, and a dodo. Mr. Popper and Captain Cook escape into a barbershop. The barber throws them out. Mr. Popper hails a taxi and they return home. The passage ends with "He went to lie down, for he was quite exhausted from all the unusual exercise, while Captain Cook had a shower and
took a nap in the icebox."

Library Uses

As for the library, I think Mr. Popper's Penguins has several uses. My first thought is to have a cross-genre comparison where the students read the novel, watch the movie, and compare/contrast the two by using a Venn diagram. One of our TEKS objectives deals with cross-genre comparison, and it is a weak point amongst the students at my school. I think the librarian could help with this lesson by playing a book on CD version, stocking the movie, and helping the students brainstorm the similarities and differences. I personally feel that librarians have a lot to offer ELAR teachers, and I think it'd be amazing to see what some team-teaching might do. 

References

Atwater, R., & Atwater, F. (1938). Mr. popper's penguins. New York, NY: Little brown and company.

Reid, R. (2010). Classics to read aloud. Retrieved 09 Oct. 2012 from: http://www.ala.org/offices/publishing/booklist/booklinks

Module 2: Corduroy

Summary

Freeman's classic tale of a somewhat ragged bear who longs to be loved by someone is sweet and appealing to almost anyone. I read this book to my 3 year old daughter, and she smiled when we got to the end because Corduroy finally had a home and a little girl to love him.

Personal Impressions

Being a huge stuffed animal fan for pretty much my whole life, I am a sucker for those stories that bring life to the lifeless friends that inhabit the rooms of most young children. I found this story to be a little sad but with a strong, happy ending. I think people can relate to Corduroy because he feels the same things children feel. I mean, what child wouldn't also want a home and someone to love him/her? Not to mention, it is simple to read but has this deeper underlying meaning of what it feels like to be accepted and loved. Freeman created a book 44 years prior that is still read today and considered a classic. As a kid, I remember a certain Reading Rainbow episode that featured this book. I didn't read it back then because I felt I was too old for picture books. I enjoyed getting to introduce it to my daughter a few days ago, though. She enjoyed it, too.

Re

Professional Review

Publisher's Weekly (2001) has the following to say about this book: "Fans of Don Freeman's work get a bang for their buck with Corduroy & Company: A Don Freeman Treasury. This hefty volume contains 1o previously published stories, including his first book, Chuggy and the Blue Caboose (1951), written with his wife, Lydia; Pet of the Met (1953), their second collaboration, drawing on Freeman's roots in the theater; and of course his solo effort, Corduroy (1968), starring the overalls-clad life-like toy bear. The 11th selection is the unfinished dummy and complete text of Gayelord, which Freeman was working on at the time of his death. A foreword by Leonard S. Marcus sheds light on Freeman's enduring contribution to children's literature" (Publisher's Weekly, 2001).

Library Uses

In a library, I think you could use this picture book to introduce the subject of theme. Students can listen to the book being read, hold a discussion about the author wrote the book, and key in on the overall theme being love and acceptance. The simplicity of the story makes it the perfect book to introduce theme to 2nd or 3rd graders. As a side note, theme is being introduced as early as 2nd grade at the schools in my district. Since it is such an abstract concept for younger learners, finding something simple that they can actually relate to is essential.

References

Publisher's Weekly. Corduroy and company: A Don Freeman treasury. Sept. 2001. Retrieved 9 Sept. 2012 from www.publishersweekly.com

Freeman, D. (1968). Corduroy. New York, NY: Scholastic.

Module 1: The Giving Tree

Summary:

The Giving Tree by Shel Silverstein is a classic story about a tree that simply loves a boy and gives up everything for that boy in an effort to make the boy happy. This story is essentially the story of Jesus Christ, where the tree is the embodiment of Christ and humanity is represented by the boy.

Personal Impressions:

I found this book to be sad and sweet at the same time. After I read it to my children, I thought, "I think I know why this book is listed under Books Adults Love but that Aren't Necessarily Good Books. My kids enjoyed the book, and I wish I had taken the time to relay the religious parallel to them. I acknowledge that they, being 3 and 18 months, wouldn't understand it even if I had, but I still wish I'd said something to them about it. I like this book mostly because of the message behind it. The art work is simple but really cute. The story is actually simple but really cute, too. I wouldn't have thought to personify an apple tree, but Silverstein did. I think it's a fabulous example of personification; something I might be able to use to teach that particular literary device to my students.

Professional Review:

Publisher's Weekly (2003) says the following about Silverstein's beloved picture book: "The Giving Tree, Shel Silverstein's classic parable of selfless love and devotion originally published in 1964, is now available in a larger-size edition" (Publisher's Weekly, 2003). 

Library Uses:

I think this book would be great for students to read and discuss ways they give. It could even tie into volunteer work or a Salvation Army angel tree display. The librarian could even blog about the book and include links to organizations where children and parents could volunteer. For older kids, they could learn about personification and talk about the theme. The librarian could pair with the classroom teacher in both instances.

References:

Publishers Weekly. (2003). Retrieved from www.publishersweekly.com

Silverstein, S. (1964). The giving tree. New York, NY: Harper Collins.

5720 Blog Post #4

I'll be honest in saying that prior to my enrollment in the online LIS program at University of North Texas this June, I considered myself to be very tech-savvy. During my first two years of teaching, I worked my way through a series of intensive technology projects and earned myself a Smart Board, document camera, scanner, and digital camera. Those were very challenging years school-wise because I embarked upon this journey to utilize technology in my classes daily; however, I grew up in schools that implemented only minimal technology into lessons. I was probably 10 when the Internet evolved into this world of information, and technology in classes was just not quite a priority. What I learned that first year of teaching is that if I am going to be successful in teaching my students how to be college-ready, job-ready, and life-ready, I have to meet their needs when it comes to technology.

Things have come a long way since those first two years of teaching. The tools it takes to appropriately and successfully engage students are a lot more extensive than just a few gadgets. Smith (2012) refers to today's learners as "digital natives," observing that because technology drives student engagement and learning in the classroom, "technology has been interwoven into the fabric of education" (Smith, 2010, p.619). As educators, instructional specialists, librarians, we are called to reach all levels of learners, utilizing every tool within our reach to do so, yet according to a recent study, even "pre-service teachers, who were themselves,  digital natives . . . lacked the knowledge to link Web 2.0 technology to classroom activities" (Smith, 2012, p. 619). Further, Smith's article makes the case that a lack of proficiency when it comes to Web 2.0 tools means those tools are not utilized in the classroom (Smith, 2012, p. 619).

So what can we do to keep students engaged in classroom activities?

Personally I feel and have always felt that the answer definitely lies in the area of technology. A wealth of free tools is available for educators to create, shape, and teach students. Most sites offer free tutorials that will basically walk you through the process. Anyone who is willing to conduct a little research or participate in the tutorials can master some of these really exciting tools. If technology is the answer to student engagement in the classroom, then why wouldn't educators be willing to learn the tactics to implementing technology in their classes?!

So, where do I stand when it comes to technology? I mentioned previously that I considered myself quite tech-savvy. The key word there is considered. While I still think I fall into the proficient category when it comes to the implementation of various forms of technology in my 6th grade ELAR classes, I have learned this summer that I have a long way to go. Ideas have been thrown in my direction that I'd never even thought about: Facebook for classrooms, an interactive blog, Wikis, and so much more! I almost can't wait to use these ideas this upcoming school year. And, I am overwhelmed at the thought that for everything I've learned, there's likely three more things I need to learn. Like the pre-service teachers in Smith's article, I am a digital native. I struggle with two things when it comes to technology: 1) knowing which tools to use and when to use them and, 2) managing my time so that I can fully learn the tools. I do believe my weaknesses are similar to the pre-service learners. But I also believe I have more knowledge about the various tools and how to use them. If technology is the answer to student success, then teachers owe the time it takes to learn, create, and implement new technological tools in their classrooms. At the conclusion of this class, I will still be a learner. I will always explore different tools to enhance student engagement in my classes. I will research, sit through tutorials, and complete projects because I want to offer my students what they all deserve--my best.

Smith, D. (2010). Making the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28 (4), 617-631. Retrieved from http://libproxy.library.unt.edu:2199/10.1108/07378831011096277

5720 Blog Post 3

The somewhat controversial topic: e-books, AKA electronic books. The question: Are they ready for classroom use? According to Simon (2001), "Perhaps eventually. For now, however, the role of the printed textbook, the single most widely used tool in the history of education, remains secure" (Simon, 2001, pp. 1). In Simon's article, titled Are e-Books Ready for the Classroom?, we learn the results of a study Simon himself conducted involving a small number of students who were provided the opportunity to use an e-book for a biology class. During the time this study was conducted, drawbacks of e-readers were evident: "The hardware was not up to speed. In particular, the LCD screens were small, had insufficient resolution, and were black and white" (Simon, 2001, pp. 2). Simon (2001) did state that "e-book problems that arose seem solvable in the future" (Simon, 2001, pp. 3). What I personally wonder is how Simon feels about the e-books offered today. Problems with black-and-white screens are now resolved. The LCD screens are larger  than they were previously, and the resolution problem is resolved when it comes to today's e-readers. Whereas Simon did not think e-books were ready for classroom implementation at the exact time he wrote his article, I think there's a chance he would take a different stance when it comes to today's technology.


A more contemporary article by Harris (2012) states that "a common desire in K-12 buildings is to adopt eBook readers as a replacement for costly and heavy printed texts" (Harris, 2012). While stating clear advantages of having this advanced technology in school libraries, Harris also elaborates on the disadvantages. The two disadvantages he mentions are "a lack of e-texts" and "group pricing" (Harris, 2012). 
Although he does not explicitly state it, his thought that while e-books can definitely enhance a classroom, they are just not quite ready (Harris, 2012). The article mentions that Nooks and Kindles are "less than ideal for schools" due to the inability to buy multiple copies of the same book (Harris, 2012). One point that I did find extremely interesting is how Harris describes the impact implementing e-readers into schools has for struggling readers. According to Harris (2012), "E-Readers that use E Ink screen . . . have proven highly successful for struggling readers thanks to the single-page display that lets students focus on the present without worrying about the pages to come" (Harris, 2012). He concludes by mentioning that since the efforts of school libraries to find ways to utilize this cool form of technology have aided in more reference and nonfiction material becoming available on e-readers, hopes to broaden the array of fiction available. And to answer our initial question about whether e-books are ready for classroom use, Harris says yes, while acknowledging the drawbacks to implementation.

The contrast between Harris's and Simon's articles is that at the time of Simon's article, e-readers were a relatively new phenomena. It is interesting to see how both writers acknowledge similar disadvantages, indicating that e-readers have not yet evolved to their full potentials. Simon's article gives a no when it comes to the initial question. Harris's article indicates the opposite.


As for me, I would love to have e-readers available in classrooms and school libraries. I think any time we bring in technology, our students are more engaged. Living in the 21st century constitutes getting on board the ever-evolving technology train. In order to ensure learning is maximized, we must find ways to raise the level of engagement in classrooms. Even if a small number, say a single class set, is available for checkout through the school librarian, students would still benefit from its occasional use. The biggest issue I see is cost. While my school district (and my school in particular) are seeking ways to offer more technology, money will still be a factor. 


Harris, C. (2012, January 13). Ebooks and school libraries.American Libraries Magazine, Retrieved from http://americanlibrariesmagazine.org/features/01132012/ebooks-and-school-libraries


Simon, E. J. (2001, August 27). Are e-books ready for the classroom?. Campus Technology, Retrieved from http://campustechnology.com/Articles/2001/08/Are-eBooks-Ready-for-the-Classroom.aspx?Page=1

5720 Blog Post 2

The article I read, titled "Are Tablets Ready for K-12 Education," by Amber Rippa was very interesting to me. I love technology and use it daily in my own 6th grade classroom. Recently, many schools in the Lubbock Independent School District, mine included, were the recipients of a whole technology set-up, which included an interactive Smart Board, document camera, speaker system, desktop computer, and mounted projector. This set-up enabled teachers who previously did not have the aforementioned devices in their classrooms to use technology on a regular basis. As for me, I did things the old-fashioned way, earning three of the items above during my first and second years of teaching. The new system, however, has definitely benefitted my classroom, students, and school. One thing my principal, Karen Bayer, was looking into is the purchase of tablet devices for teachers. We do not know if this will be a possiblility now or in the near future, but it is something she feels would further benefit our instruction. I never thought about using I-Pads, I-Pod Touch, or Kindles in my classroom to enhance student engagement. The premise of Rippa's article is essentially that--how tablet devices, such as the ones I mentioned, can benefit student learning. They already are!

Rippa begins by discussing how several schools are already benefitting from the use of tablets in their classrooms. It is a big investment. She states that the "Pinellas school district has spent around $1 million to buy 1,800 of them [I-Pads] for its students" (Rippa, 2011). As a result of their cost, though, students appear to be more engaged and excited about learning. Rippa continues by pointing out some of the dissatisfactions schools have with the apps and performance of the I-Pads, but that it is basically worth the trouble to enhance student learning (Rippa, 2011). To further summarize the school's experiences with technology, they believe the Kindle is inferior for their needs. Whereas it is not the opinion of all of the schools mentioned, it definitely shows favoritism toward the I-Pad. The third section of the article, subtitled "Software and Apps Schools Use," enlightens the reader to the specific tools the mentioned schools are using. Such tools include: Web 2.0, Google Earth, Diigo, Blogger, and YouTube (Rippa, 2011). Several of the schools are finding that the free websites and apps are better or equivalent tools to the ones they previously were purchasing (Rippa, 2011). Some of these schools are of the belief that tablet devices simplify things for both student and instructor.

Using tablets in the library would definitely benefit students and teachers. At Mackenzie this spring, we hosted what was called Raider Reading Night, where a group of students held a mock trial about written books versus electronic ones. The students that participated were extremely knowledgeable about tablets. At the same event, we had an employee of Barnes and Noble talk to the students about the Nook. Most of the students present already knew about these devices. Several of them use tablets on a regular basis. What I would love to see in libraries would be stations that have I-Pods, Kindles, I-Pads, and other similar devices available for students to use while in the library. So much more than computers is available now! Housing tablets and even allowing them to be checked out, as I know our school district probably is not anticipating providing every student with tablets, would enhance instruction in so many ways. If we housed them in the library, teachers could use them to present information to the students, have them watch/listen to a Podcast, or allow the students to create projects that incorporate music, videos, etc. Students might have a greater desire to read books if they can come to library and read them electronically. Teachers could even make it a reward for students who finish all of their class work.

In summation, I believe that tablets would benefit learning in K-12 education. I believe Rippa agrees with that statement. Technology does evolve and develop daily, making it difficult to keep up with the enhancements. It is an expense that we would have to weigh agaist the benefits. I do not know if providing every student in the district with a tablet is even necessary. I do think, however, that having some available for teacher and student use in the library is a great idea.


Rippa, A. (2011, March 20). Are tablets ready for k-12 education. Tablet PC review, Retrieved from http://www.tabletpcreview.com/default.asp?newsID=2074&news=tablets apple ipad school education

5720 Blog Post 1

After reading LaMont's article, I have determined that a lot of truth exists in the article. What she writes in her article, "Gender, Technology, and Libraries," is essentially that in the Information Technology (IT) field, women are largely underrepresented. The reasons given include occupational segregation, the duties of females to their households, and an underestimation of technological skills held by women, meaning they underestimate themselves. I must say that the statistics reveal truth in all areas, but they do not flatter the female population. When research proves that men statistically make more money than women holding the same or similar jobs, I see an element of discrimation at hand. Whereas I fully believe women are as capable as men at most jobs, I have often thought women are underrepresented largely by their own fault. LaMont says that women do not place themselves in the same league as their male counterparts, indicating that some of the doors that women see as closed to them are only closed because they failed to open them.

Personally, I feel that I am very strong in the area of technology. I was raised in the decade when Internet first took flight. I grew up with MSDOS computer games and writing in Wordpad. Since, I have seen technology evolve into things I never thought possible. The things we can do now that we were not able to do before are continually amazing. As a teacher, I have been trained to use wide array of technology in my classroom. I learned to use these tools early on in my career, as I felt they were necessary to facilitate the curriculum in a way that would maintain engagement. I use a Smart Board, projector, desktop computer, and document camera almost daily in my classroom. I also do my best to help others on my campus use their technology to create and carry out assignments. Because I feel that technology is the gateway to engagement in the classroom, I do my best to be a leader on my campus when it comes to technology.

I realize that I still have a lot to learn, however. Keeping up with an ever-changing array is always going to be a challenge. In order to stay abreast of the technological advancements, I will need to research and keep an open mind. I think one of the biggest issues is supply. If I see a tool that can enhance engagement in the classroom, I may or may not get to use it. I should, however, discuss the tool with the administrators on campus to see if attainment is a possibility. The other factor is always time. If supply is not an issue, I will have to find the time to learn how to use and implement new tools. But, I do feel that research can lead to mastery.

I think I would most like to learn how to use technology in small groups or stations. At Mackenzie, we've done some experimenting with small group instruction and attempt to include technology as one of our stations. I would mostly like to know more about using programs like PREZI and PHOTOSTORY to enhance technology stations. A wealth of cool programs lies at our fingertips; I just need to know where to find it.