students’ learning needs by supporting their creative problem finding and problem solv- ing. Our role is now one of facilitator, skill developer, questioner, collaborator and criti- cal cheerleader as we connect our students to the world using resources like the Digital Human Library.
DIGITAL HUMAN LIBRARY T
to help us think critically about our won- derings, whether it’s something we read in a book, learned online, or discovered dur- ing a videoconference. We revisited what we thought we knew, and confirmed our thinking by moving our sticky notes with our questions and ideas into the appropri- ate columns: Confirmed, New Learning, and Misconceptions (what we couldn’t prove). Next I created a shared wall on Padlet
for the students to add what they still won- dered about. My students quickly retrieved their iPads and used Qrafter to scan the QR code. Our collaborative brainstorm had be- gun. Students took the next 20 minutes to read each other’s ideas and questions, and to publish their own for further inquiry. Dur- ing this time I created a small guided-writ- ing group to collaborate on a shared Google Doc. We worked together to summarize what we learned during our inquiry, which we later posted on our class blog.
COLLABORATION IS HOW THE REAL WORLD WORKS
As educators we are challenged with the re- sponsibility of engaging students in learning so that they develop the skills and knowledge
they need to be successful in today’s world. By supporting our inquiries using tools like Google, iPads or other tablets, and the Digital Human Library, we show our students what is possible. We teach them new ways to be creative, to improve on the quality of conver- sations they have with others by collaborat- ing and problem solving with a global audi- ence, to think critically about their thinking, and to document their learning journey. It is about reciprocating with an emphasis on quality, providing students with authen- tic experiences to read and write in digital spaces, and observing digital citizenship re- sponsibilities and rights. It is about making learning and thinking visible, searchable and available to others. If we continue to be the sole providers of
content by only teaching what we know, then our students will only be capable of our best. I see this as one of our greatest challenges. Instead, we need to teach our students to be- come knowledge builders, by finding creative ways to introduce students to ideas that are of interest to them – ideas that offer inquiry potential or promise in terms of opportu- nities that will motivate students to engage in sustained inquiry on their own. It is then our responsibility to be responsive to our
he Digital Human Library is a free educational resource designed to support K-12 student inquiry, by connecting Canadian teachers
and students with organizations and experts around the world who are delivering interac- tive curriculum-based programs using vid- eoconferencing technology. My vision is to create a more equitable educational experi- ence for all by engaging students in modern collaborative learning using the technologies that inspire them to learn. Geography should not be a barrier to
great conversations and meaningful experi- ences for students. I believe that all students should experience the world of learning that exists beyond the walls of the classroom. I believe in using simple and easily available technologies to create global connections for today’s learners. And I believe that when re- lationships are strengthened between global communities and schools, all students suc- ceed. Brandon, one of my Grade 2 students, said it best: “Mrs. Cassell, we love videocon- ferencing. It’s so exciting to meet people all over the world because then we don’t have to listen to you anymore.” By creating the Digital Human Library, I
hope to inspire other teachers to think differ- ently about how they engage their students with the curriculum in our digital world.
Never doubt that a small group of thoughtful citizens can change the world. Indeed it is the only thing that ever has.
— Margaret Mead If you would like to learn more about
the Digital Human Library, or to connect with Leigh Cassell’s class, please visit digit-
alhumanlibrary.com and
edublog.amdsb.ca/ cassell. n
Leigh Cassell is an Avon Maitland District School Board Technology Coach, SMART Exemplary Educa- tor, SMART Certified Interactive Teacher, Google Educator, and Founder of the Digital Human Library. She is a member of the Avon Maitland Teacher Local.
ELEMENTARY TEACHERS’ FEDERATION OF ONTARIO 29
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