Changing view of Wikipedia

I was very pleased yesterday about the reactions of international librarians in workshop when asked about Wikipedia. They cited it as great starting point, pointed out the many ways the entries can be analyzed for accuracy and bias, and told how they used it as a teaching tool, not just a source of information for students. That's my people! My firm belief that librarians are more important than ever in the age of digital information was once again confirmed. (BTW, you participants in the workshop yesterday were great to work with!) 

When I first started talking about Wikipedia and how it was was written and updated, librarians and teachers were pretty horrified. A reference source anyone could edit - even without an academic background check? I always loved it, thinking how much I had started to use other crowd-sourced information found on TripAdvisor and customer reviews of products in helping me make "informed" decisions that were better than those I found in traditional guides. I even defended it in a Leading & Learning article in 2006.

The infographic below, while sensationalized (see Joyce Valenza's thoughtful critique*), is telling. 

 
Via: Open-Site.org

As I always suggest to people, if you don't believe the accuracy of Wikipedia, just look in the Wikipedia article "Reliability of Wikipedia."

Like any powerful tool, the wise use of Wikipedia needs to be taught. I pity the students who don't get help from librarians in doing this. It's not Wikipedia or the librarian kind of choice. It should be a Wikipedia AND the librarian choice.

*But, like political or commercial messages, infographics are carefully-crafted media messages.  And they beg careful deconstruction, scrutiny, and analysis. - Joyce Valenza (still the smartest person in all LibraryLand!)

Ubiquity of iPads

Whenever I travel, I watch what kind of technologies the natives are using. 

Harada (Japan) airport, March 2012 (taken with permission)

Lately, it seems, iPads and iPhones have taken over the world. Whether it is the Schipol airport lounge or the Bangkok SkyTrain, smart phones and tablets seem to be everywhere - the majority of them i-somethings. (The iPhone 4s is being heavily advertised on billboards here in Bangkok.)

It's not just the schools in rich nations that need figure out how to use these personal devices to help educate children. 

 The photo below was taken in Jerash, Jordan in 2008. The young man was showing me U.S. movies he'd download on his ratty-looking cell phone. He'd didn't look like he had a lot of discretionary income.

 So what is keeping you from finding ways to incorporate student-owned technology in your school that probably has a family-income average greater than 99% of the rest of the world?

I'll bet it's not money.

Rubrics for Restructuring 2012 - 9 & 10

Over the next few days, I will be updating my 2002 Rubrics for Restructuring. To see the originals and how they can be used read "Now that you know the basics."

 IX.     Assistive and adaptive technologies (NETS V.B., VI.C., VI.E) (NETS 4 b)
Level 1     I am not aware of how technology can help students with learning problems or with physical or mental limitations.
Level 2    I work with students who may bring with them special devices that allow them to work and communicate in the classroom. I allow some students to use electronic aides to help overcome special learning problems.
Level 3    I use technology when appropriate to help students with special learning needs. These may include detailed individualized education plans, specialized communications devices, or other compensatory devices. I can identify technologies that may help students with learning disablilites even when they do not have a special education IEP.
Level 4    I provide professional growth opportunities for other teachers in the use of assistive and adaptive technologies. I work with my district's adaptive/adoptive special education specialist to identify technologies of value to students.
 
X.     Professional growth and communication (NETS V.A., V.B, V.D) (NETS 5 a, b ,c, d)
Level 1     I do not use electronic resources for professional growth or communication.
Level 2    I can find lesson plans and some research in online data bases or on the commercial web. I correspond with parents and other teachers using email.
Level 3    I use the Internet and other online resources to obtain research, teaching materials and information related to the content of my classes. I read electronic newsletters and journals to keep current on educational practices. I participate in electronic discussion groups and chat rooms that are related to my area of education. I effectively use a computerized presentation program when giving workshops or speaking at conferences. I take part in distance learning opportunities using technology. I have a Professional Learning Network of peers and experts that extends beyond my school with whom I exchange information and ideas.
Level 4    I organize professional growth opportunities for other teachers and feel comfortable teaching other staff members about the use of technology. I share my best practices and materials in electronic formats and use Creative Commons licenses that allow others use and modify my work.

Note: Greater efforts need to be made in using technology for students with special learning needs, including e-texts with reading assists and on-line tutorials. With the popular use of wikis, blogs and educational networking tools, teachers cannot only read the ideas of a world-wide network of educators, but actively participate in adding to the educational best practices database.