Library 2.0 /Blog # 2

Web 2.0 to Library 2.0:

 The Evolving Learning Commons

This topic came about while reading on theme 2 in ;Riedlings book: Reference Skills For The School Librarian: Tools and Tips 3rd ed., of managing and evaluating reference resources within the role of  Teacher librarian. Evaluating myself (eventually)in the role of teacher librarian I felt fairly comfortable with the web 1.0 ie; the one sided use of web resources but not confident using the more socially interactive 2.0 tools I felt unprepared in this  new way of using and evaluating(previous assignment)  these interactive tools and incorporating them  within a Learning Commons . 

What is web 2.0? Its the natural progression from internet use on the world wide web in obtaining/using information to creating,sharing evaluating and collaborating with the information on the web individually and through virtual interaction /crowd sourced collaboration.

With the introduction  of web 2.0  into a learning commons it comes with the responsibility  of using web 2.0 tools effectively and safely and  the opportunity to engage older students in the evaluating,choosing and collaboration process. 

I found this resource helpful for teacher librarians; Teens and School Library 2.0 in summarizing the main  types of web 2.0 tools. This helps when assisting students to access the best resource. These are constantly  updating and changing.My goal is to select with purpose from each category and be proficient in their uses with collaboration with other educators. Its better to be proficient and comfortable in  sharing afew then to be collecting a list that hasn't been thought out and evaluated.

From teens and the school library the main categories are:

1.Collaborative websites; BLOGS;WIKIS;UTUBE EDU
COLLABORATIVE PRESENTATION:(allows for comments/sharing)GOOGLE SLIDES; BUNCEE;EdVOICETREAD-Multi media ;ed.voicethread/;SLIDESHOW(Powerpoint)
Voice thread allows  voice/video comments too.

2.Social Networking sites;MY SPACE; FACEBOOK

3.Photo sharing sites; FLICKR;TUMBLER

4.Audio and video; PODCASTS(ITUNES;CASTROLLER);SKYPE CLASSROOM;YOU TUBE;FLIPGRID;ANIMOTO

5. Instant Messaging; communication; personalized/group-Google Education;FRESH GRADE educators/students/ parents instant online interaction; overdue notices etc)

6.Gaming-Code.org -create simple games PYTHON; MINDCRAFT; AGE OF MYTHOLOGY
check out this blog for how it was incorporated blog/school-librarian-ups-game-uses-gaming-to-increase-readership/

webtools4u2use  is a useful collaborative site ; how to use web tools that shares many examples of web.20 tools.

WITH THESE TOOLS IN MIND THE QUESTION IS  THE ROLE OF THE T.L. IN ENSURING THAT STUDENTS HAVE THE INFORMATION FLUENCY SKILLS TO SELECT ,USE AND EVALUATE THEM WITH THE GOAL OF BECOMING INFORMATION LITERATE.

 One of the main goals of the TL is to help mentor students in choosing the right form of information and how to use it. For example a research project would involve primary resources that are  more credible and wouldn't be based  solely on blogs and utube videos.

Critically analyzing  information resources from Cornell University library states the main criteria headings are;

INITIAL OVERVIEW-note date of web page; revision dates?

AUDIENCE-Who is this written for?

CONTENT(most important;see below)

COVERAGE-primary or secondary? web 2.0 are mostly secondary(direct students to primary as well)

WRITING STYLE

EVALUATIVE REVIEWS-Whose evaluating? Is it controversial? EDSHELF AND COMMONSENSE MEDIA are reliable sources for reviews

Most critical for the teacher librarian  for web 2.0 tools is being made aware how to evaluate what the audience and content is based on being objective; below excerpt from Cornell University library:

Objective Reasoning(content)

1. Is the information covered fact, opinion, or propaganda? It is not always easy to separate fact from opinion. Facts can usually be verified; opinions, though they may be based on factual information, evolve from the interpretation of facts. Skilled writers can make you think their interpretations are facts.
2. Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence? Assumptions should be reasonable. Note errors or omissions.
3. Are the ideas and arguments advanced more or less in line with other works you have read on the same topic? The more radically an author departs from the views of others in the same field, the more carefully and critically you should scrutinize his or her ideas.
4. Is the author's point of view objective and impartial? Is the language free of emotion-arousing words and bias?

These are questions that not only do students need to be aware of when they are reading online but realize how their own contribution/comments affects others negatively or positively.Helpful criticism is an important skill.

Digital citenzenship is an essential understanding that students of the 21st century must be made aware of to realize that technology can be a bridge to others or used to create division and hate etc.What is said on the internet can spread aglobally in an instant. 

Students have an influx of  different types of information and the web 2.0 tools so educators need to provide additional awareness because of the easy availability to post/create/comment etc and abundance of  instant social interaction/platforms and how it can be used for positive/learning opportunities.

Becoming a Learning Commons from Google Pics

How can web 2.0 tools become library 2.o?What does it look like?

1.Space evolves from a quiet library where the librarian holds most of the power and the environment is not conductive to group/partner inquiry and discussion to a Learning commons; where the physical space is conducive to inquiry and group discussion; web use and the TL facilitates for information fluency(skills for how to search; access; use and evaluate tools of information.) to help students become information literate.

2.Digital citizenship is explicitly taught and observed in the actions of students

3.Teens have a say/voice real and digital;assist TL in assessment of web 2.0 tools and print using social platforms like the schools library web page/ Facebook (TL has ultimate control) where they can post reviews;   

4.Teacher librarians explicitly teach information fluency for life long learning in the 21st century

5.TL is proficient in a handful of web 2.0 tools and is constantly learning and evaluating them and uses them to promote reading and reference process skills;

ex/ facebook or school website to advertise author talks; books and digital tools and allows for comments.

6.TL has a PLN-personal learning network through blogs; twitter following(I follow teacher librarian and Montessori educators)webcasts; conferences; library board; etc; to keep up on their own professional development and share it.

                                          From; Utube

Incorporating web 2.0 tools is an on going process that can complement the reference and literacy areas of the library and help to bring students into the library.

RESOURCES;

Issuu. (2018). School Library 2.0. [online] Available at: https://issuu.com/mfebres_pr/docs/articulo_1/3 [Accessed 11 Feb. 2018].

Ed.voicethread.com. (2018). School License. [online] Available at: https://ed.voicethread.com/products/k12/school/ [Accessed 11 Feb. 2018].

Guides.library.cornell.edu. (2018). LibGuides: Critically Analyzing Information Sources: Critical Appraisal and Analysis. [online] Available at: http://guides.library.cornell.edu/criticallyanalyzing [Accessed 16 Feb. 2018].

Google for Education. (2018). Google Classroom | Google for Education. [online] Available at: https://edu.google.com/intl/en_ca/k-12-solutions/classroom/?modal_active=non [Accessed 16 Feb. 2018].

Schoeneck, A. and Schoeneck, A. (2018). School Librarian Ups Game: Uses Gaming to Increase Readership. [online] Ideas & Inspiration from Demco. Available at: http://ideas.demco.com/blog/school-librarian-ups-game-uses-gaming-to-increase-readership/ [Accessed 16 Feb. 2018].

Webtools4u2use.wikispaces.com. (2018). WebTools4u2use - home. [online] Available at: http://webtools4u2use.wikispaces.com/ [Accessed 16 Feb. 2018].

Evaluation of reference work

Evaluation and Replacment of a Reference Work

For this assignment I choose the reference resource of a singe volume format comprehensive Canadian content encyclopedia to evaluate using a rubric and then  using my constructed knowledge from this course and discussion feed from my classmates to  decide upon a replacement  reference (online and/or print) resource that meets and or exceeds the evaluative criteria particular to the encyclopedia source as indicated  from Riedling's text  pg ;71. Reference Skills For The School Librarian. 3rd ed.

The Evaluative Criteria being:

1. accuracy/authority

1. currency/relevency

1. format

1. objectivity

1. cost/rationale

1. curricular connection

1. efficient use of library or computer space

My school library included most of the required reference materials differing in format(single volume) scope and audience its intended for(child/youth/adult) .There  were several thesauruses; (age leveled) atlases;maps;dictionaries; encyclopedias and a subscription to the Chickadee magazine for young children.Our school had subject and alphabetically based encyclopedias. For example subject based; of British Columbia;Dog and Cat breeds and Jewish history. We had two multi volume child subject(countries) content encyclopedias. Missing resources were a database;gazetttes;newspapers; youth magazines and digital sources as there is not a computer space in the library but classrooms have their own and an It specialist who teaches internet/search skills. Each mixed aged classroom from grade 3 and up have a full set of laptops.

 reference area in school library

I choose a comprehensive print  single volume of  The_Canadian_Encyclopedia.; this 2,640 paged alphabetically search inquiry encyclopedia was published in 2000 and has 10,000 articles and 4 million words.It was updated with a Cd-rom at the back in 1991 for the first time.This replaced the 4 red bound volumes but with 1.5 million more words. The editor in chief was James Marsh who  had a National Advisory Board to assist him and this reference involved 250 consultants and 4,000 contributors .

An encyclopedia is a  beginning reference source whose purpose is to educate and inform on a wide range of topics  or sub topics for subject based. This reference resource is useful for its source of information in one location that is accessible and more easily retrievable  providing students with enough information/answers that they can then  go more in depth accessing additional resources. 

 I created a evaluative rubric  of THE CANADIAN ENCYCLOPEDIA using Quickrubric click here  ; evaluation-of-reference-resources rubric

Overall to summarize this resource though exemplary on the accuracy;objectivity and satisfactory otherwise except for currency/relevancy this is a cumbersome heavy reference source that is not conductive to research inquiry skills as its difficult to quickly flip back and forth to other abstractions especially when there is not an overall index to look up search terms  and students must understand the spelling required for alphabetical inquiry .Young children would have difficulty physically using this reference and the fine print is hard to read and the paper is easily torn as well and the cover is annoying a it slops off easily. This is a reference that though not great in accessibility and variability is useful for  specific information as a beginning point or for clarification/answer in  its comprehensive content.This print version has only 2 pages of colour pictures with the flags/emblems at the back and the rest  consisted of afew  small pencil drawings and a couple tables of information.This lack of illustrations is another reason  this reference is not intended for young audiences. 

WHAT REFERENCES CAN I USE THAT WOULD ENCOURAGE MORE INQUIRY AND INFORMATION LITERATE SKILLS? (and meet the evaluative criteria)

The digital format of the Canadian encyclopedia founded through Historica Canada in my evaluation does. I found that it does meet and exceed the criteria especially in being relevant with immediate updates with 60 articles being revised/created per month; it's user friendly format search process and the cross curricular applications in inquiry based learning. This online reference has 5,000 contributors including well known people like Pierre Burton including 19;00 bilingual articles in french. This reference is also free and accessible with any internet connection.This encyclopedia went digital in 2001 to become thecanadianencyclopedia.ca; its publisher is Mel Huritg and editor in chief until recently continued to be James Marsh.

   from their website:

The Encyclopedia contains more than 30,000 multimedia items including images, maps, games, audio and video. Multimedia is augmented through acquisition and partnerships with Maclean’s magazine and The Canadian Press. The new interactive features include curated content exhibits, interactive timelines, immediate updates of important events and a user-generated content map that invites Canadians to share their stories. The site also offers a new learning centre for teachers and parents that contains classroom resources, quizzes and themed study guides.

 I had the opportunity to work with students after I discovered this Free digital reference in their research of Canadian Resources in a grade 5/6 class. The application of this online reference source worked well with students in the grade 5/6 class as it was a quick and relaible source of information that then could be expanded on with further resources. The hyperlinks highlighted in blue allowed students who needed more clarification/information to click in it and be brought to a short abstract explaining the term  to create more understanding. This would be very hard and time consuming to do with the print copy.

Students  with little direction were able to come up with high precision quality information at their reading level.
the SEARCH engine tab on the home page had  narrowed down choices of;
EVENTS;PEOPLE;PLACES;THINGS and under each link were about 40 sub headings to assist students in making their search more precise.
So under places they clicked on provinces and territories ; then selected their PROVINCE/TERRITORY and then from that page their is a DIG DEEPER BOX on the right which lists further topics such as ECONOMY to find accurate information on a particular provinces resources. This  specific retrial process of gathering information helped students to  stay engaged and focused.
 As mentioned above this online encyclopedia database specific to Canadian culture; geography and terminology is a multi media interactive collection;exhibits and timelines which can be searched by subject using the  subheadings or alphabetically listed topics that have corresponding small pictures that then breaks down the topic by province or subject. The pictorial depiction is helpful to new readers making it more accessible. Teacher resources downloaded are provided alphabetically;  I was impressed with the extras like studyguide/how-to-find-a-reliable-online-source/ poster 5 pointer that could be laminated and posted in a library/classroom. Also included are quizzzes like this one for example /black-history-in-canada/and studyguides  are listed alphabetically.

The Historica.ca  online site (can be accessed through Canadian encyclopedia site as well) offers alphabetically searched videos of Canadian events and people (59 of them) that are 43 to 57 minutes long. The biography series for example includes historical figures like Tom Thompson; Grey Owl etc. 

  Historicacanada.ca/content also offers a 360 degree film called Horizons produced by Sesqui .This films travels across Canada  highlighting people and geography and uses virtual reality Google cardboard(10$ each) which goes over a smartphone to view or on large screen for whole class. They include a teachers resource and assembly information.
This alphabetical collection also includes points of view reference from:

 Indigenous Arts and Stories(2000 youth contributions so far)

Passages Canada( stories from newcomers to Canada) and Here's My Canada.

Historical Minutes-one minutes videos on Canadian historical events and people. Below is an example:

Halifax Explosion Heritage Minutes video from Historica.ca
These videos help create interest and motivation to delve deeper into Canadian events/people as well as an example for student created videos/dramas. 

Im my evaluation I was impressed with the online version of the Canadian encyclopedia and I would definitely replace the print version with the digital as it better meets the goals of creating information literate students. The national council of English Language art teachers defined it like this:NCTE definition of  21ST Century literacies

This form of reference resource address one of the goals in particular. which is:

• Create, critique, analyze, and evaluate multimedia texts;
• 
  
• An additional concrete resource that would complement students learning of timelines(one feature of the digital encyclopedia); an abstract concept for younger students is the-black-ribbon. This hands on material helps children put the historical Canadian events;periods in history (as well as lifespans;solar system calendars etc) onto a concrete representation.

This resource can be ordered online for about $200 from Neinhuis who is a well known company from Netherlands that creates Montessori materials.
Online I found you could purchase timeline cards and/or use student created figures or cards. The online Canadian encyclopedia timeline in combination with this would be a great extension where students could take turns presenting their information using the Black ribbon.

This assignment helped me to construct an evaluative mindset when selecting references and using references to lead learning towards creating students who understand the information seeking process and are evolving into becoming information literate.

Resources;

NCTE. (2018). The NCTE Definition of 21st Century Literacies - NCTE. [online] Available at: http://www2.ncte.org/statement/21stcentdefinition/ [Accessed 3 Feb. 2018].

Google Books. (2018). The Canadian Encyclopedia. [online] Available at: https://books.google.ca/books/about/The_Canadian_Encyclopedia.html?id=wR_-aSFyvuYC&source=kp_cover&redir_esc=y [Accessed 3 Feb. 2018].

Historicacanada.ca. (2018). Sesqui | Historica Canada. [online] Available at: https://www.historicacanada.ca/content/sesqui [Accessed 3 Feb. 2018].

Thecanadianencyclopedia.ca. (2018). The Canadian Encyclopedia. [online] Available at: https://thecanadianencyclopedia.ca/en/ [Accessed 3 Feb. 2018].


Clever Prototypes, L. (2018). Quick Rubric :). [online] Quick Rubric. Available at: https://www.quickrubric.com/r#/qr/emom/evaluation-of-reference-resources/edit [Accessed 3 Feb. 2018].

Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, Linworth, 2013,.

. (2018). The Black Ribbon. [online] HeutinkBrands. Available at: https://www.nienhuis.com/en/the-black-ribbon/product/3153/#longdescription [Accessed 3 Feb. 2018].

Heritage Minutes: Kensington Market

The Foundation of Reference Services

                               The Foundation of Reference Services

The main source of information in this blog is from;Riedling, Ann Marlow et al. Reference Skills For The School Librarian. 3rd ed., Santa Barbara, California, Linworth, 2013,.

Personally for me the terminology involved in the process of student information literacy skills was new to me and I hadn't thought of  in a holistic sense. I realized that teacher librarians as a professionals need to have common nomenclature to relate to each other and to  also share with students  while assisting them through the reference process . The reference process involves the reference interview with the Teacher librarian and the reference service of connecting them to meaningful resources. Resources go beyond the library so bibliographic instruction refers to being a mediator in assisting students locating outside sources in the community; use of digital apps; Skype interviews and research databases etc.

Thanks to our instructor Richard Beaudry for passing on poster

When I thought about the information seeking and process leading to the ultimate goal of helping to creating students who are prepared for life long learning and have the skills to locate and synthesize information to problem solve/answer questions. The ALA(2006) describes" information literate individual as as those who have learned how to learn." They know how to find and use information and  are able to share with others.

I viewed these Teacher librarian terms in a evolving circular pattern with information literacy as the bullseye in this order.

1. Reference interview-making a conversational connection with TL to ask a question/problem
2. Reference service-Tl is mediator to educate students on access ;comprehend;use;evaluation of reference sources
3. Reference process-combines above;the need for information/question; the search; answer/response and evaluation
4. Bibliography instruction-brings the reference process outside of just the library to all outside sources on information and how to use it including digital tools; real life connections etc;(important skill in the 21st century)
5. Information lnquiry (points of inquiry and Research quest are good examples of a model to use) open ended higher thinking process; helpful in ultimately forming ;
6. Information literate-life long learning  goal for all!

The information problem solving models help to streamline the process in getting the answers/solving the problem/synthesizing information. These models provide a framework and consistent terminology for educators and student to both refer to especially during the reference interview  when common concise communication is important.

The information problem solving models that support the creation of information literate students are;

1. Information Seeking (pg 12 reference skills for librarians source)
2. Research Quest-inquiry based
3. Big6 model for Problem solving )Super 3 for younger students(pg 13)  
4. Research process-connects subject knowledge with information gathering
5. Points of Inquiry

The points of Inquiry and research  quest which are both part of the BC Teachers  Education resources online are the best for inquiry based higher order thinking which is key for the 21st century learner .

Information seeking is useful for educators because it includes the affective and sensorimotor  aspect for each step in the model which is helpful when assisting students.

The Points of Inquiry Model

Evaluation of Resources;

Riedlings  evaluation of resources gave a holistic view of the important areas that need to be addressed in order to strive for an exemplary rating. The main headings are;

1. Accessibility and Organization
2. Facilities
3. Collection
4. Reference materials including technology
5. Cost/budget

When rating a library these areas  are of key importance. I also found the online resource from the Canadian Library Association a useful tool for collection evaluation . The collection list of what needs to be in all libraries includes; an internet connection for students; newspapers; sound recordings; online catalog and one data base. For more information click here Achieving information literacy: Standards for school library programs in Canada (Links to an external site.)Links to an external site. (Links to an external site.)Links to an external site. Ottawa, ON: Canadian School Library Association & The Association for Teacher-Librarianship in Canada.

Teacher librarians are crucial in connecting reference sources which has dramatically increased in the digital age through their knowledge of reference services . Teacher librarians are the mediators in helping to create students evolving to be information literate which is the ultimate goal to know how to select and use and share information for life long learning and problem solving.

Additional References;

Anon, (2018). [online] Available at: http://file:///C:/Users/Owner/Downloads/Big6Handouts.pdf [Accessed 19 Jan. 2018].

Bctf.ca. (2018). Cite a Website - Cite This For Me. [online] Available at: https://bctf.ca/bctla/pub/documents/libraryprogram/RQ%20English.pdf [Accessed 19 Jan. 2018].

Bctf.ca. (2018). Cite a Website - Cite This For Me. [online] Available at: http://bctf.ca/bctla/pub/documents/points%20of%20inquiry/pointsofinquiry.pdf [Accessed 19 Jan. 2018].

Issues and Challenges with My Final vision Project

Issues and challenges with my Final Vision Project

 This is my second time typing this blog because I just lost my whole blog so it will be short! there was an error warning and it wouldn't save just as I was putting in my link for the final project so I lost everything so thats the downside of technology! 

example of clip art from Buncee

 I found Buncee alittle difficult at first getting used after using Google slides like to add text boxes first then deciding the font not just typing and using highlighting and cut and paste at the end also at first I thought with the link you just paste but you need the text box first.  Also you need to save as any uploaded image first and its kept in the cloud which is good.The extras that can be added and preloaded like the clipart; messages and Pixabay images and Utube videos are great to keep students from straying and staying on topic with their Buncee presentation. Of course when selecting the topic you need to be very general for the preloaded offerings like children. I liked the digital citizenship and educational main headings.
 I used the free version so I did'not have voice recording; use of QR codes and 360 images which would really add to a presentation. Overall  I think Buncee would be useful with grades 4 to 8 or so and with the preloaded extras to give students autonomy all in one place and they can choose a topic they are motivated to learn about and share their Buncees with classmates and they can comment on others. Teachers have ability to monitor comments too.

I found it alittle challenging in coming up with resources directly about Montessori and technology and their rationales but i feel this was inquiry process was useful for me to be aware of what other Montessori educators were writing about this topic and how they were using digital tools in their schools .This constructed knowledge allowed me to rationalize the use of digital tools that follow Montessori principals  for elementary children .

Example of a sticker from Buncee

Montessori Education and Use of Digital Technology
Please click above for my final vision project and I hope you gain some new insights that will be helpful to you.

Contents of the Future Vision Project

Contents of the Future Vision Project

Using Buncee slides this is the order of the major contents to present from my constructed knowledge synthesizing what I have learned so I can apply it in my future Montessori and non-Montessori educational practice and to share with other educators in assisting them in making choices on the use of digital tools and apps.

1. Pose the question:

If Maria Montessori were alive today what wold she say( I think) about using technology with students?

2.General  Montessori philosophy;method and planes of development for children to lay framework for criteria in creation of  Montessori materials and applying it to digital tools/apps

3. New knowledge/frameworks learned in this class

4.  4 criteria questions to ask to determine if the digital tools/apps would meet Maria Montessori criteria and the needs of the 21st century learner? they should meet one or more of these attributes

5 -9. Suggestions for possible tools for each of the 4 main motivating attributes

10. Cautions I believe Maria Montessori would have with the use of technology/screen time in the classroom

11. Suggestions of technology that meets special need/remedial students

12. Square Panda digital tool pros/cons

13.Suggestions of movement technology and assessment

14.Conclusions

This will be my first time using Buncee so its a learning curve for me too as I construct this future vision project and share it!  Check out Buncee Blog for uses in the classroom.

Rational for Future Vision Project

Rationale for Future Vision Project;

My rationale is based on my background experience and education because I have about 10 years in the Montessori field and after my BED  I became accredited as a Casa teacher(ages 3 to 6) through American Montessori Academy so I wanted to take my  digital tools/and apps understanding knowledge and synthesize it and decide  how I would apply this new knowledge in a Montessori classroom. I'm most familiar with the casa environment but have also worked in lower elementary ages 6 to 9 and in upper elementary 9 to 12 so the digital tools are my best choice from what I know at this time and are only a suggestion of course. Digital tools change and modify quickly sometimes so its a good idea to be aware of what is available but newer its not necessarily better. I would assume all Montessori teachers to make their own choices or not if digital tools fit in with their own rationale/

Though I had not thought about technology at all and the changing literacy needs of the 21st century learner before taking this course I can see now how digital tools can be beneficial for  students learning and life when chosen with intent and knowledge. I feel that because we have very intentional scaffolded materials that flow together throughout the mixed aged classes it was important that the tools are not seen as  replacements always but have a purpose that adds to the learners intrinsic engagement with their learning that creates  greater authenticity; autonomy; connection and inquiry. For example the use of the place value golden bead material in the casa and the bead frame in the lower elementary class provides a visual; tactile; color coded tool to learn about place value and completely replacing it with a screen application.   Or as seen below compared to screen letters in the  majority of children is more beneficial because it involves all of their senses except taste! I'll rationalize in addition the use of digital tools for young children for exceptional and remedial needs because Maria Montessori having started her casa class with special need children in Rome would see the tools as a way to break down barriers to learning; for example text to speech apps such as Google Text to Talk booktalker; audio books; display text control of font size; color etc; digital graphic organizers and more I will list in my project. As well as more for elementary children.

  “The senses, being explorers of the world, open the way to knowledge. Our apparatus for educating the senses offers the child a key to guide his explorations of the world, they cast a light upon it which makes visible to him more things in greater detail than he could see in the dark, or uneducated state.” Maria Montessori

I decided to do this as my future vision project to give a rationale not just about tools but analyzing how Maria Montessori designed her materials and how that could also be applied to my new learning in libe 477 when selecting digital tools/apps for students use.

From my photos; Sandpaper letters; vowels are color coded blue

My rationale also is for my professional development in being clear in my practice in the Montessori field and beyond of  what apps/tools I would choose; how I would use this and Why I would choose them. Because there isn't a unified stance on technology in the Montessori field this could be a guidepost to think about as its important to consider the  additional learner needs because of the information age we live in now.

Hopefully all educators can take some useful ways to analyze tools and come across some suggestions of tools that fit in their environment.  

Resources;

Amazon.ca. (2017). Cite a Website - Cite This For Me. [online] Available at: https://www.amazon.ca/Absorbent-Mind-Maria-Montessori/dp/0805041567 [Accessed 18 Nov. 2017].