Gawad Kabataan Para sa Panitikan

Pinoy children will finally have their voices heard regarding the books they love to read. Read Or Die's Gawad Kabataan Para sa Panitikan website is up and running. The organizers are inviting schools, libraries, writers and publishers to join and support the initiative.

Below is a brief description of what it is all about. For more information, visit the website here.

About the Gawad Kabataan

The concept behind the awards is somewhat similar to the Red House Children's Book Awards. We will be networking with children's book groups all over the country, give them free or discounted copies of nominated books along with review sheets, and, based on reader response, come up with a list of favorite and recommended books, after which a final round of voting will determine overall winners. The readers themselves will therefore be choosing their writers and their books.

I'm really thrilled with this project and as KUTING president, I'm cooking up some strategies to have the organization involved in it. Though I can not help but think if school librarians would find this worth their time. I have emailed our English coordinator and I'm hoping it's one project where we can collaborate. Now this is petty, but take note that libraries are encouraged to get involved and not the librarians who run the programs and services for the libraries.

Pinoy Readers Choice Award

Read or Die, a book club for the Reading Pinoy is host to the first Pinoy Readers Choice Award. Organizers have short listed best books for Fiction, Non-Fiction, Poetry and Komiks. So they claim that a special category for Young Adult/Children's Literature will soon be given but, when?

Read more here .

Law of the Seeds

Gerald Brown of IASL shared this moving parable via email. I feel the compulsion to pass it on to my staff and colleagues.

Isn't it that we have so many wants and needs for the improvement of our library services and programs but we can't have them all? We are shaken by changes either internal or external that challenge our views of the profession. This parable is a perfect story to strengthen our resolve to face changes and challenges in the profession and in life, in general. Happy reading!

Learning Extended

Many still perceive the library merely as a warehouse of books, equipment and resources. Such perception impedes the potential of libraries as viable venues of learning. The books, resources, equipment and facilities it holds are sources of ideas and information. It is in the hands of a dynamic library staff where the creation of new ideas and the constructs of new knowledge are made possible. Through programs and services geared towards the full utility of these resources by students and teachers, school libraries are centers that build a learning community.

Interestingly, “learning community” does not only refer to the intellect. It also pertains to the active involvement of students, teachers and members of the school population in helping the school library grow and develop. In the past quarter, the GS LRC is a living witness to this kind of support extended by people from the Xavier community.

ART SERVICE CLUB. Mr. Jonah Valenzuela of the GS MAC rounded up his boys for a collaborative project with LRC Service Club members and its moderator, Mrs. Chit Olivares. Together, they facilitated a poster-making activity that promoted books and reading; use of one’s talent and skill in drawing; and the ability to work cooperatively with another. The students’ output, colorful posters for the primary students to see, provide visual stimulus to encourage continued use of the library.

Aside from the posters, members of the Art Service Club made book covers for the ones that are worn out. Move over, Silvertongue. There are new “book doctors” in town. Through this activity, the students’ talents and skills were put into good use. Good books that needed repair and covering were salvaged from the weeding box. These were given new covers, simple drawings on oslo paper but most are neatly and colorfully done. Such an activity puts value on books as important technological tools for learning. Likewise, it fosters a sense of community and a willingness to be of service.

BOOK DONATION. Are you familiar with the saying, “Too many books, so little time (to read)?” For Scott Lee-Chua of Gr. 2 A-St. Sebastian, he has all the time to read good books. When he is done reading them or has outgrown them, he donates them to a library.

His mom, Queena, does the sorting of books for donations. When Scott learned that ICA and Ateneo were the regular recipients of their donations, he asked his mom, “Why not my school, Xavier School?” Out of the 416 volumes, around 300 were added to the GS LRC’s growing collection. The rest were given to the Jesuit Mission since they are supporting libraries in the provinces.

Inspired by parents who also read, Scott’s donations reflect a varied and diverse reading interest. Reading has taken Scott into many lands and places. He has been to different worlds, real and imagined. He hopes that others can derive the same delightful experience that reading has afforded him. By donating books, this young reading advocate has taken the first step towards that dream.

GUEST ALUMNUS. Last Thursday, December 7, 2006, grade school students who frequent the GS LRC at lunchtime were treated to an engaging visit from an alumnus. Mr. Joel Chua (’95), comic book creator, illustrator and graphic designer, regaled Xaverians with his artistic adventures.

He presented the process involved in book illustration; shared how computers help him design and illustrate books and graphic novels; showed his work and current portfolio; and drew on the spot caricatures. His audience was filled with wonder. But what really impressed his young and eager audience was his old grade school HSCN filled with drawings and sketches – an early attempt at honing his craft. This memento from his past was enough inspiration for those who dream of becoming an artist someday. As for the ones who were merely interested to meet an artist and illustrator that day, Mr. Chua became a role model to them. His focus, determination and knowledge of one’s self are defining qualities to be excellent and successful in a chosen craft or trade. In Xavier School lingo, it is called magis.

Mr. Chua was grateful for the opportunity to go back and give back a little something to Xavier School. If given another chance, he is open to the possibility to teach digital drawing to students. Visit his website at http://joelchua.com.

Students helping and reaching out. A young reader who shared with others his enthusiasm for books and reading. A visiting alumnus living out the spirit of magis. These are but a few of the many ways the school library can enrich and enhance the academic and formation programs of the school. No more of the warehouse and student services mentality for libraries. The GS LRC is an extension of the classroom.

Opened Doors*

In the fairy tale, Ali Baba and the Forty Thieves, a magical door to a cavern filled with priceless treasures could be opened using a most interesting password: Open Sesame! Thus, the one who knows the password could easily have access to the cavern’s contents. This part of the fairy tale would always leave me in awe because the school library is very much like the cavern of treasures in the story. The doors of the school library, however, are always open for its main users, students and teachers, who are equipped with the knowledge and skill in using the learning resources that are available.

Learning resources refer to the combination of print, AV and electronic formats for teaching, instruction and leisurely activities. The GS LRC gears up with initiatives that balance the utility of these learning resources.

Storytelling Workshop. Last November 8, 2006, 35 parents trooped to the EED LRC for a fun filled workshop on Storytelling. These parents were all volunteers for the National Book Week celebration in the EED. Already an annual workshop, it had new offerings and techniques for the parents who attended. With their positive evaluation of the activity, more and more parents would be confident enough to tell stories. As one parent puts it, “…[I learned how to be] engaging so that kids would enjoy and like reading books.”

Mediashoppe & Techtorial. These two programs of the GS LRC have helped teachers identify instructional materials for the classroom. One very important service that the AV section of the GS LRC has been giving to Filipino & Social Studies teachers is the recording and dubbing of commercials for their media education lesson. Integrated in the Filipino and Social Studies curriculum, the commercials are used to teach concepts, and enhance critical thinking skills. The good news is, ads and commercials can now be accessed via the Internet. It is only a matter of time until procedures for using and embedding them in PowerPoint presentations could be identified to agree with the correct use of copyright and intellectual property.

Online Directory. Reference & IT Librarian, Mrs. Chit Olivares has come up with an online directory for teachers. Using a free hosting website, FURL.com, it is now easier to track URLs of websites for teaching. It may sound like your ordinary Bookmark in a web browser but FURL lends help by referring users to other web resources available in its online database. It even has a filtering capability to prevent sites of malicious content. What’s more, building the directory of websites can be done in a communal effort. That is why the GS librarians are putting their heads together to present this directory/database to teachers in the hope that they can use it, and at the same time, contribute to its development.

These are but a few of the many treasures that the GS LRC can provide the learning community. Its doors are always open and no password is needed to access resources and information that are appropriate to students and useful to teachers.

* This article first appeared in the Xavier School Website.

Turtle's Tale by Gerald Brown

I was with Gerald Brown, Honorary Ambassador of IASL, in the National Book Week Fellowship Night. The following day, we met again to discuss his next trip to Manila sometime next year. Apparently, Gerald, has touched base with PATLS for a conference addressing library education in the Philippines. Plans are still tentative and everything else is still floating on air but, given the time and the resources, it may just be possible.

Lunch with Gerald Brown was a full meal of food and conversations. At the end of the productive lunch meeting, he left with me his proposals for workshops, CDs of presentations, a research paper and a story.

In his calling card, you would find important information about him, of course. But the most striking thing about his calling card was the logo of a sea turtle. It took only one question, "why a turtle?", for Gerald to tell the story.

Twenty five hears ago, Gerald's friend and coleague was frustrated at the state of librarianship in that district of Canada where they work. To pacify his friend, he said, "Be like the turtle, slow and steady but it's going to get where it intends to go. It's a mark of leadership." From then on, Gerald has used the turtle's metaphor for change and evolution.

Tutles do know where to go. They have the vision. They stick their necks out but they're slow and steady. They can overcome obstacles and hardships because they're made of tough skin. Or shell, I should say. They lay eggs. And these eggs are like ideas. Some eggs die before being hatched. Some are eaten and manipulated. Some live but are endangered by predators. Some go back to the sea to flourish and live. This has been the turtles' life for years and it has survived.

Leadership like the turtle's is not made of arrogance and bravado, but of hardwork, wisdom, longevity, risk taking and perseverance. Such traits that also bespeak of Gerald Brown.

Have a safe trip back to Canada, Gerald! See you again soon!

National Book Week 2006

Today is the launching of the the 2006 National Book Week. Libraries all over the Philippines have organized activities to celebrate the occassion. Librarians have filled up their leaves and asked permission to attend seminars, lectures and forum for continuous education. For more of these, the calendar of activities of the NBW may be viewed via the UPLSAA website.

What makes this celebration a notable one for me is its theme, "Bata, Bata...Halina't Magbasa". It seems that, after a long while, Filipino Librarians have finally recognized children, books, reading and the role that libraries and librarians play to develop and nurture it.

I may not be in the forefront of the NBW this year, unlike in years past, but I sure would be doing my own little way to promote it. Tomorrow, November 25, 2006 will be my seminar-workshop at Powerbooks. I will be sharing with my collegaues in the profession trends in school library management as well as, current theories why developing libraries for children is a must in this day and age. My seminar begins at 1.00 pm. This is an activity of the Philippine Board on Books for Young People. And though it is not included in the NBW calendar, we, in the Board are happy to have activities in congruence to NBW.

Apart from this, I will also be busy tomorrow morning for the KUTING General Assembly. We will be welcoming new members to the organization. Honestly, I still shudder at the thought of being KUTING officer. Perhaps there is something in the stars that made me KUTING President this year. As a librarian who writes for children, I never dreamed of becoming its president. Then again, maybe, it has a purpose. For after all, KUTING does not only aim to help writers of children grow in their craft but promotes Philippine Children's Literature too.

I hope the second objective justifies my presence in KUTING.

Meeting Emong Borlongan

I missed the launching of Becky Bravo's book, The Rocking Horse, last month. The book's illustrations were paintings done by Elmer Borlongan. When I learned that SAS was planning a training-team building session at the Bolipata Farm in Zambales, I was excited to go. Not only did I have the chance to bond with other SAS trainors and facilitators, I got to meet Elmer Borlongan as well!

The Salanga Award

I have written in this blog many times on the Salanga Award given by the PBBY. This year, I was again, judge in the contest. And what good entries we have this year! This week, Ani Almario, PBBY Secretariat, will send a press release of the winners. But before I let you in on the experience of judging this year, allow me to say some things about the award.

Just to establish recall and context, the Salanga is given by the Philippine Board on Books for Young People (PBBY)for the best story written for children annualy. It was named after Alfredo Salanga, one of PBBY's founding members and advocate of Philippine Children's Literature. Very soon, the Alcala Prize, after comic book creator, Larry Alcala, will be opened for illustrators to draw the story that won first prize.

It can be said that the Salanga is the Philippines' counterpart to America's Newbery, the Alcala to the Caldecott. While the Newbery and the Caldecott awards are determined by librarians (yes, Virginia, they have a strong voice when it comes to recommending and recognizing quality literature for children), the Salanga and the Alcala prizes are handed over by advocates of children's literature in the Philippines - non other than, the PBBY.

The PPBBY is composed of sectoral representatives from the field of education, writing, publishing, illustrating, book selling and review, storytelling, research and media.

This year, there are three honorable mention and a first prize winner. Take note that entries for this year consists of issues once considered "taboo" for children to read. This is a good sign that Philippine children's literature is continuously on the move. Homosexuality is one example of a theme that would not be entered in such a contest five or ten years ago. This year, we have around two or three stories on homosexuality to talk about. Death surprised us this year via an entry that confronts the issue straight on. Children are not spared of poverty and disease, thus, a handful of stories dealing on coping mechanisms and getting sick and thriftiness found their way in the judges' top ten.

But of course, there were entries that speak of traditional and tried formats of stories for children. When can our writers, particularly those who are starting out in this promising side of the industry, realize that literature for kids can also entertain. Many still perceive children's literature to be a vehicle to teach a moral. All stories have morals, even the bad ones. Now, how the concept and theme was written and presented for kids to understand and enjoy spells the difference.

The craft of writing for children is for another post.

Creating Classroom Libraries

Below is the PowerPoint presentation of my workshop session for the Petron Programang Kaakbay Conference. Delivered on October 28, 2006, I shared with public school teachers the importance and rationale of setting classroom libraries. They were also provided basic tips to organize and develop basic classrrom library collection for their students.

Building a Nation of Readers*

More and more literacy campaigns are sprouting in the metro and nearby suburbs. A good sign of hope, that is. While our politicians rumble and ramble, teachers, artists, reading advocates, socio-civic volunteers, NGO's and the religous continue to carry the mission of enlightening young people - their minds, hearts and souls.

BASA & Fr. Ted Gonzales SJ

I was surprised to learn that Fr. Ted Gonzales, our ME Spiritual Director, is founder of a volunteer-outreach project fostering reading advocacy. Bayan Akayin sa Abot Tanaw (BASA), dreams of developing minds that are alive for nation building. And what better way to do that but to put up a library and expose children to books and reading.

Aklatang Pambata

Barangay Paltok is fast becoming a popular destination for volunteers who believe that a community of readers must have a working and visible community library. Troy Lacsamana, the brainchild behind Aklatang Pambata is continously nurturing the young people of Barangay Paltok towards that goal.

Sa Aklat Sisikat Foundation (SAS)

After a successful four day teacher conference in Xavier School, the Programang Kaakbay of SAS & Petron Foundation is well on its way to becoming an annual event for public school teachers in basic education. This year's conference, 154 public school teachers listened to plenary speakers and participated in workshop sessions that firmed up their teaching of reading skills. Founded by Lizzie Zobel and Margarita Delgado, SAS continues to partner with foundations, institutions, organizations donors and corporate sponsors who share the same vision and mission of *building a nation of readers. For photos of the recent confeence (October 27-30, 2006) go here.

These are but some of the many literacy initiatives in the country today. It can not be denied that the presence and accesibility of reading centers and libraries is crucial for children to read and love books. Hope floats after all. If only our government leaders would invest on education and literacy development.

Reflections of a Teaching Librarian

I have just finished completing all requirements for my graduate school courses - EDR 210 - Trends in Teacing Reading & EDR 211 - Reading in the Content Areas. Now some may wonder, why a school librarian studying Reading Education. My short essay provides reason enough. So I hope.

Reflecting the Links in Learning

The experience of teaching street kids and public school children is not something new to me. I have had opportunities in the past to facilitate learning structures with such a group. It was a long time ago that it seemed so strange and surreal to have done it again. I am surprised at myself to have survived and endured the whole thing.

To prepare for the demo teaching in Learning Links, I had to catch up with my group mates who were practitioners of the Four Pronged Approach. There were videos and group discussions of course, but in teaching, the real stuff matters more. The actual “doing and making” counts a lot compared to viewed and simulated environments. Much as I tried, I was a newbie. And so, I let my two group mates run the show and lent support as much as I can. For a graduate student who juggles work, motherhood, wifehood and all the extras on the side, my two group mates, Daisy Cunanan and Joyce Dumlao were a blessing. I learned as much from them as I did with the kids in Learning Links.

At this point in my scholarly life, learning from my peers is, to me, more important than actually acquiring skills to better my teaching craft. I have already reached a certain level of facilitating library skills. Though the room for improvement is always the biggest in the house, I did not strictly require myself to immerse in the Four Pronged Approach. This does not mean that my interest and motivation is little. It just so happens that my application of it is very different from the regular classroom teacher.

Sure, I have many uses of the Four Pronged Approach and the other theoretical trends taken up in class but from a different context. By being able to understand such theories, concepts and philosophies, I could speak with literacy teachers in the language that they are comfortable in. I am not merely a librarian who would recommend learning resources. I am a librarian who could help them teach better with the use of both theories and learning resources. Better yet, I could select and acquire resources that are relevant to the curriculum and to the instructional needs of teachers.

I am thankful that Joyce provided balance to the force. She is my contemporary in the classroom of life. On the other hand Daisy, is what I was ten years ago – assertive; strikes while the iron is hot. I still am assertive, but I have learned to choose which hot iron to strike. As for the kids in Learning Links, they may be scruffy and rough at the edges, but they are no different from my own or from the privilege boys I teach in Xavier Grade School. All children, no matter who they are or where they come from must be taught; be taken cared for; be looked after. Children deserve to be respected.

PBBY @ Powerbooks

The Philippine Board on Books for Young People (PBBY) is inviting all parents, teachers, librarians, and reading advocates to participate in two workshops at Powerbooks Live, Greenbelt this coming November.

Hooked on Books: 25 Ways to Promote Literacy at Home and In School
Facilitator: Neni Sta Romana Cruz (children's book reviewer and former teacher, PBBY Board member)
Nov. 18, 2006, Powerbooks Live, 1-5 pm, Workshop fee: P500

This workshop will assist parents and teachers in making children enjoy reading and writing. Topics for discussion are what's current in children's books, choosing books for young readers and the many ways to lure children to read. An optional session is addressed to those interested in learning how to write book reviews for publication.

The Role of the Librarian in Developing a Library for Children Facilitator: Zarah Gagatiga (librarian, storyteller and reading advocate, PBBY Board member)
November 25, 2006, Powerbooks Live, 1-5pm, Workshop Fee: P500

This seminar identifies the important roles that librarians play in the development of of children's libraries. It explores current literature enunciating the rationale for developing print, AV, and online resources that are developmentally relevant and age appropriae. It discusses techniques and strategies to an improved children's library program and services. Opportunities for linkages and resource sharing for librarians are included as well.

An early bird rate of PhP400 per workshop will be offered to all those who will register on or before October 27, 2006. For inquiries, email pbby@adarna.com.ph, or call 372-35-48 loc 110 and look for Vanessa.

Plagiarized Posts

Von is not the only one perplexed these days. I am too. I just discovered from his post today that he is not the only victim of the cut-and-paste habit. Tsk.Tsk.Tsk.

Arnold Zafra's comment on Von's post says it all. Two of my original written articles, part of the paper I wrote as lecture for PATLS' lecture forum on Information Literacy, made it to this blog without attribution nor citation. Read my post here and compare. If that is not plagiarism, tell me what is.

The blog was constructed by LIS (Library & Inofrmation Science) students of UST, which makes the situation very disturbing, to me at least. I hold UST's LIS Department with great esteem given the very good teachers that the department has. I also know a lot of excellent librarians who are graduates of UST. And now, this.

Surely, there is a reasonable explanation.

Code of Ethics for Registered Filipino Librarians

I am posting the Code of Ethics to always remind myself of the oath I have taken as a Filipino Librarian, lest I forget.

SlideShare

The moment I got Von's invite for SlideShare, I tried it immediately. See what I uploaded and embeded here in SLIA.



SlideShare is still in Beta version, meaning, it's in a testing period. I expect more improvements in the future.

The Internet for Teaching Reading in the Content Areas

Here is a copy of my report in EDR 211 - Reading in the Content Areas. I have distributed CD's of my report to my classmates in grad school, but I feel it necessary to upload in SLIA.

Introduction

The Internet for Teaching : Issues & Concerns

IRA Position Paper on Technology Integration

NETS Standards for Teachers

Web Enhanced Teaching

Web Enhanced Teaching

Now we go to the exciting part! Since the Internet has a lot to offer, this part of the report narrows three functions of the Internet that is useful to teaching and instruction. Activities, projects and strategies for its use in the content areas are provided.

A. Information Source
The Internet is a source of information. How to access and locate information from the Internet can be taught to children. Apart from the Internet lessons they get from Computer Education class, teachers can strengthen the skill by teaching search strategies.

Bernie Poole lends four easy search strategies.

1. Use quotes to narrow your search
2. Use simple math (+ and -) to narrow your search
3. Use Quick Keys to construct your search string (Control-c & Control-v)
4. Use Control-f to quickly find what you're looking for on a Web page (Control-f)

The ever dependable semantic webbing can also be called upon to narrow search words before using Google or Yahoo.

Locating and accessing information is one thing. Evaluating information is another. Children should be empowered to determine if the information they need has value to their assignment, report or project. Kathy Schrock has developed evaluation rubrics for websites that children in the primary and intermediate levels can use (Attachment 4).

As information source, the Internet is abundant with online newspapers and references. Here are recommended websites:

Online Newspapers & References for Kids

The New York Times for Kids
http://www.nytimes.com/learning/index.html

Weekly Reader Online
http://www.weeklyreader.com/index.asp

Time for Kids
http://www.timeforkids.com/TFK/

Online Encyclopedia
http://www.worldbookonline.com/wb/Login?ed=wb

Online Dictionary & Almanac
http://www.factmonster.com/

Given the wealth of resources available for teachers, it is necessary that they teach students to become critical readers of online materials. Here are web evaluation rubrics to empower the learning child in using the Internet as resource tool.

ALA Great Websites for Kids
http://www.ala.org/ala/alsc/greatwebsites/greatwebsitesforkids/greatwebsites.htm
It gives a very brief but substantial set of criteria. Tips on how to maximize the WWW in the classroom are also included.

Kids’ Selection Criteria
http://www.madison.k12.wi.us/tnl/detectives/kids/selection.html
It identifies four simple criteria that children can use. Emphasizing on the evaluation of both content and design for better projects and reports help the student appreciate the value of assessing a website independently.

Kathy Schrock’s Web Evaluation Rubrics
http://school.discovery.com/schrockguide/evalelem.html

B. E-Learning Tool
Aside from its strength as an information source, the Internet is a viable tool for electronic learning. Below are examples of e-learning activities.

WebQuests

Web Quest Blog
http://webquest.org/

WebQuest for Science (Integrating Lang. Arts and Civics)
http://www.teachtheteachers.org/projects/MBergey/top.htm

More WebQuest for Grade 3, 4 and 5
http://www.thematzats.com/webquest/grade.html

Online & Distance Learning
Xavier School ELF
http://elf.xs.edu.ph/login/index.php
Using Moodle, online activities, homeworks, assignments and quizzes are designed and uploaded in the e-learning software.

Educational Games & Drills

Language Arts

Grammar Gorillas
http://www.funbrain.com/grammar/
Online Stories
http://www.magickeys.com/books/
Literacy activities
http://www.busyteacherscafe.com/literacy_centers/main.htm
Worksheets on Phonics
http://schoolexpress.com/fws/cat.php?id=2254
Worksheets on Reading
http://schoolexpress.com/fws/cat.php?id=2255
Math Drills & Games

Basic Operations
http://www.busyteacherscafe.com/wspages/math.htm
Drills for Word Problems, Fractions, etc.
http://donnayoung.org/math/drills.htm
Timed drills and activities
http://www.glc.k12.ga.us/trc/cluster.asp?mode=browse&intPathID=4987

Make your own drills and games
http://www.quia.com/web

C. Communication Tool
Content can be created in the Internet. It can be communicated using email technology, e-groups and blogs. Conferences and email exchange projects are engaging activities for students.


Telecolaboartion - The Storylady Project Full Paper
http://sblogs.writingproject.org/gems/blogwrite9/gagatiga.pdf#search=%22Zarah%20Gagatiga%2BTelecollaboration%22

The Storylady Project – Articles
http://www.xs.edu.ph/storylady.php
http://www.xs.edu.ph/x.php?x=telecollaboration
http://lovealibrarian.blogspot.com/2005/06/telecollaboration.html

Web Publishing – Blogs as Teaching Tools
http://lovealibrarian.blogspot.com/2006/05/full-paper-blogs-as-teaching-tools.html

Indeed, the Internet has a lot to offer the teacher of today. There are factors and issues that must be considered when using this technology in instruction. In the creative and innovative hands of the teacher, he has the power to engage students in learning via this medium but only when he has a clear understanding of what responsibility lies in its power.

References:
Websites
Promoting a Safe & Legal Digital World. BSA
http://www.bsa.org/usa/press/newsreleases/kids-teachers-online-safety.cfm
Kids’ Safety in the Internet
http://www.commonsensemedia.org/news/press-releases.php?id=23

Survey Shows Widespread Enthusiasm for High Technology
http://www.npr.org/programs/specials/poll/technology/index.html

International Society for Technology in Education
http://www.iste.org/

NETS Technology Standards for Teachers
http://cnets.iste.org/getdocs.html

Website Evaluation Criteria
Elementary Level (K-4))
http://school.discovery.com/schrockguide/evalelem.html
Middle School Level (Gr. 5-8)
http://school.discovery.com/schrockguide/evalmidd.html

Bernie Poole’s Search Strategies
http://www.education-world.com/a_tech/tech/tech225.shtml

Books:
Verma, Mahesh. Online Teaching Tools & Methods. Murari Lal & Sons, New Delhi. 2006

NETS Standards for Teachers

Another useful document to aid teachers with the use of technology is the International Society for Technology in Education standards. Known as the National Educational Technology Standards (NETS) for Teachers, it enumerates six areas with specific indicators to guide teachers in the application of technology in education.

1 TECHNOLOGY OPERATIONS AND CONCEPTS.
Teachers demonstrate a sound understanding of technology operations and concepts.

2 PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES.
Teachers plan and design effective learning environments and experiences supported by technology.

3 TEACHING, LEARNING, AND THE CURRICULUM.
Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning.

4 ASSESSMENT AND EVALUATION.
Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies.

5 PRODUCTIVITY AND PROFESSIONAL PRACTICE.
Teachers use technology to enhance their productivity and professional practice.

6 SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES.
Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice.

IRA Position Paper on Technology Integration

Since Internet use for teaching does not exist in a vacuum, it is necessary to establish moorings given the factors that influence its application. Here is the position statement of the International Reading Association on the facility of technology (the Internet, included) for instruction.

We (IRA) believe that children have the right to:

* Teachers who are skilled in the effective use of ICT for teaching and learning;
* A literacy curriculum that integrates the new literacies of ICT into instructional programs;
* Instruction that develops the critical literacies essential to effective information use
* Assessment practices in literacy that include reading and writing with technology tools;
* Opportunities to learn safe and responsible use of information and communication technologies;
* Equal access to ICT