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Articles I Liked:
https://www.edweek.org/teaching-learning/artificial-intelligence-in-k-12-the-right-mix-for-learning-or-a-bad-idea/2020/05

https://www.mindspark.org/blog-2/ai-for-elementary-education

https://www.weareteachers.com/how-to-teach-ai/

I found these articles to be very open and encouraging educators bringing AI into their instruction/lessons.  I like their approach of being realistic about AI being a major part of our lives yet not fully knowing where AI will take us in the future.
As a future librarian, I can see AI instruction used in many ways.  We can provide teachers websites where students can practice their skills, and the AI adjust according to their level of understanding.  We can teach students about tech and AI jobs that are new and upcoming, and also teach students about jobs that no longer exist because of AI.  I like how the EducationWeek article broke down potential AI uses in the classroom, especially for the flagging of "potentially sensitive/dangerous uses of [...] technology" and "identifying social media/other online communications associated with threats against schools/student self harm".
Of course this leads into the privacy concerns, when can AI see too much?  How do we prevent them from seeing what we don't want them to see and how can we increase security against AI, even if we previously had decreased it?  As said by David Rauf for EdWeek, "Still lingering are serious questions about privacy, data bias, and just how effective AI solutions are for education." My eyes have been recently opened to how poorly technology such as the Apple iPhone unlocking mechanism perform for people of color and how people of color are falsely accused of crimes because a face detection software "read" their face wrong. I think AI must be included in our curriculums but we need to be aware of its weaknesses and work to correct them.

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A: Being involved in CODE.org and many NSF-funded projects in the past, I was asked to join a project focused on computational thinking. During this project, several of the researchers in that group asked me to join another project which was focused on artificial intelligence in schools. I love learning and I believe that it is important for an older teacher like me to stay on top of the new trends so I was eager and interested to begin learning something new.
Q: Why is AI a topic that elementary school educators need to care about?
A: AI is an increasingly present part of our everyday lives and we need to make sure our littlest students grow up with AI, not ignorant of AI. Within minutes of being born, a child has their first interaction with AI-the cell phone taking their picture uses object recognition to focus on that new baby. Once you know this, you begin to think about all the ways you interact with AI technology already, sometimes without even recognizing it.

Elementary schools are heavily focused on integration of technology because that is what the real world is like and most of that technology includes AI features. Examples include spam filters, software that sets student practice levels based on performance, and even autofill on search boxes. Students care about AI because it is relevant to their lives, and so educators need to care about what kids care about. Being ignorant to this technology isn't okay for adults or students.
Q: How do you address teachers who don't feel AI is important?
A: Most teachers are so swamped with the curriculum demands of what they are required to teach based on end-of-grade testing that AI is like all of the other interesting things that could be taught. I think some teachers see me as a rebel. It is a bit rebellious to be focused on something outside of that narrow band of standards-assessed content. I don't think teachers are putting a value judgement on the importance of AI, they are just not interested in putting the time and energy into delving into it if they already meet their standards in other ways.

In reality, I still teach the content standards, I just make connections to or use AI as the topic. I find kids are engaged and excited to learn about AI because it is new and not overtaught. AI is motivating because it is relevant and current. AI is also easily connected to almost every curriculum area.
Q: How would an elementary teacher incorporate AI content into the classroom?
A: There are so many interesting current events about AI nearly every day. These can get students writing and reading and reaching high-level thinking skills through evaluation and critical analysis. Math assignments can tie to the math in AI-it surely gives them examples of how math is used in daily life! For example, with autofill, we learn about probability and with representation we talk about coordinates for space and movement. Recently I selected a read aloud about AI which was an intentional choice and the kids loved it! I am also a big proponent of PBL and passion projects. I ask kids how could AI help solve problems. The ways to use AI and AI examples in curriculum are endless. Kids just love being asked to think.

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Artificial Intelligence (AI) for Elementary Educators: Q&A With Dr. April DeGennaro - MindSpark

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Artificial Intelligence (AI) is such a hot topic for educators these days, and one that all educators in all subject or grade levels can approach, but many are on the fence on whether it's something with which they want to engage.

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My favorite article is the one posted above.  I appreciated it because of the realistic take on how to have a successful hybrid classroom.  Since I'm not actively in the classroom, I tend to forget about needing to think about your student's online/data safety,  how far apart to seat students, and cleaning procedures.  (since I work for a university, the IT department worries about online safety for me).
I like to envision a library space that provides opportunities for students to collaborate on ideas and questions and concepts.  I also liked this article's suggestion of providing a space for community and socialization.  Especially during the pandemic, students needed a safe space to go in order to talk and discuss and make friends.  If I had an unlimited budget, I would love to have a permanent smart board where students could choose from an already created "maker space" or create their own topic where other students can add their own thoughts (through words or drawings).  Having an undefined place to explore can be powerful for students.  While I have a lot to learn about how a true library functions outside of textbooks, I believe that there are many opportunities to have a collaborative/hybrid environment, even if COVID procedures are mostly finished.  Collaboration can take place at all times of day, even after school hours, so students should have access to these "maker" spaces at all times of day, even on weekends and on holidays.  Of course these spaces must be kept track of by staff; they must remain safe spaces so students can learn from them and not be harmed by them. I think that librarians can also serve as reference sources for teachers who are interested in hosting similar hybrid digital spaces for their own classrooms, so learning about them is very important.

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I like your articles.  AI is definitely here to stay.  I wish they could find ways to invoperate virtual job shadowing for students using AI technology.  

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I like your articles.  AI is definitely here to stay.  I wish they could find ways to invoperate virtual job shadowing for students using AI technology.  

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This "Code Spark Academy" site came up when I searched, it seems like a fun way to introduce coding to young kids without it feeling like a chore or homework.

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They'll think it's play, but you'll know better! codeSpark's wide-ranging games and challenges are designed to deliver education and coding instruction as "fun."

Your child's early accomplishments will inspire and propel them throughout the rest of their lives. So prepare them today with the skills they'll need for the world of tomorrow.

Get ahead with codeSpark

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They'll think it's play, but you'll know better! codeSpark's wide-ranging games and challenges are designed to deliver education and coding instruction as "fun." Your child's early accomplishments will inspire and propel them throughout the rest of their lives. So prepare them today with the skills they'll need for the world of tomorrow.

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I like how this site breaks down activities per age group, and even has options for non-readers.

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Explore the world of computer science with engaging videos, self-paced tutorials, programming activities, and more!

Get Started with Hour of Code

Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from!

Get Started with Hour of Code

Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from!

Explore Hour of Code activities

Continue Learning at Your Own Pace

Create drawings, games, and more in these two excellent options for students getting started on their own learning the basics of computer science.

Ages 5-7

Pre-Reader Express Course

Learn computer science at your own pace! Learn to create computer programs, develop problem-solving skills, and work through fun challenges! Make games and creative projects to share with friends, family, and teachers.

Ages 7-11

Express Course

Learn computer science at your own pace! Learn to create computer programs, develop problem-solving skills, and work through fun challenges! Make games and creative projects to share with friends, family, and teachers.

Make Your Own Animations and Games

Ages 7+

Sprite Lab

Time to get creative! Use block-based coding to make something silly, sweet, or outer-spacey in Sprite Lab. The only limit is your imagination!

Try Sprite Lab

Additional Resources

There are so many ways to further explore computer science! Browse our video library, or learn more about exciting careers in the computer science field.

Discover our Video Library

Learn the basics of computer science through short 5-10 minute videos on topics like artificial intelligence, the Internet, how computers work, how not to get hacked, blockchain, careers, and more!

View video library

Go Further with CS Journeys

Take the next step on your computer science journey. Explore careers, mentorship opportunities, online courses, scholarships, internships and more!

Explore CS Journeys

Computer Science in the Classroom

These courses should be led by a teacher! If you'd like to see them taught at your school, ask a parent or guardian to work with a teacher to bring them to your class.

grades K-5

Computer Science Fundamentals

Free set of elementary curricula that introduces students to the foundational concepts of computer science and challenges them to explore how computing and technology can impact the world.

grades 3-5

Computer Science Connections

Make connections between computer science (CS) and other subjects like math, language arts, science, and social studies.

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Computer Science Curriculum for Grades K-5

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Explore the world of computer science with engaging videos, self-paced tutorials, programming activities, and more! Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks. There are hundreds of hour-long options to choose from! Learn the fundamentals of computer science with free Hour of Code activities, featuring drag-and-drop coding blocks.

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The Benefits of Teaching Coding to Elementary School Students (Resources Included) by Rachel Wise

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The Benefits of Teaching Coding to Elementary School Students (Resources Included) by Rachel Wise

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Research indicates that teaching coding to elementary school students leads to improvements in engagement, academics, and behavior. Many parents, teachers, and students alike have indicated that they are pleased with the impact of coding programs on students in the elementary grades.
According to Stephen Hawking, "Whether you want to uncover the secret of the universe, or you want to pursue a career in the 21 st century, basic computer programming is an essential skill to learn."

We are living in a digital age where most, if not all people we know have computers, tablets, smart phones, etc . Having access to and learning about technology is essential for every student. As technology, which involves coding and program, is now woven into the fabric of our everyday lives, it only makes to teach coding, an undeniably beneficial skill for the future.

One can start learning it at an early stage of their lives. Coding helps develop the minds of children-they can think of solutions, new ideas, and they are also able to understand that it's okay to fail, as long as one learns from it and keeps on trying until they get it right.

Coding may seem complex, but it has been made easier for children. Drag and drop apps like Microsoft's Kudo, Scratch, and Hopscotch have been created to make coding fun and easy for children. These apps still give the same end product as writing codes; they help children understand how programs work while introducing them to code writing.

Scratch Video

There are great resources to use for teaching coding:

Scratch: Resnick and his team at MIT created Scratch to help students think systematically, creatively, and work in collaboration. Teachers are able to create an account for the classroom. Scratch is for students age 8 and above; students need to have the ability to read.

MIT app inventor: This is a more advanced tool for coding, which is for students in grades 7 and above. However, this app and anything created with the MIT app inventor can be used only on Androids.

Code studio: This is a less creative coding tool that is for students age 4 and above. Students can learn the basics of coding as well as learn computer science through online courses.

Coding workbooks: Coding workbooks are fun and an easy way to engage young minds to learn coding and solve math problems, which can boost their critical thinking skills.

5 Benefits of Teaching Coding to Elementary Age Students:

1. Coding teaches children how to be problem solvers

Writing code, creating web pages, and creating simple games using apps like Kudo will help children solve problems, which, in turn, will improve the way they solve problems outside coding. This helps children see problems as a situation to correct, and not a STOP sign. This also helps children to improve on what has already been done because they do not fear failure.

2. Coding makes children learn to think

"Computer programming isn't just about teaching how to type lines of code; it is more about teaching children how to think differently." To code effectively, one needs to use logical thinking. Children need to be able to see a large problem and break it down into smaller pieces in order to solve it in an effective manner, which is called decomposition. They need to be able to strengthen their brain and think of a way out, even through failures.

3. Coding expands a child's creativity

When children learn how to code, it gives them the opportunity to be confident and create something in a fun in a new and exciting way.

4. Coding improves students' academics

Coding helps students learn how to plan and be organized-this can help improve skills in writing and general planning of assignments. Learning to code also requires students to apply math in their daily activities, naturally enhancing their math skills. They must know how to calculate, and solve easy or difficult problems.

5. Programming is the future

The world is advancing, and coding is a useful skill to have. There are a lot of business sectors relying on coding. Computer coding is not only done for the technology sectors but also for finance, health, and other niches. When children learn how to code, they have an advantage in the future-they have the ability to work in any sector, and they will have more career opportunities in the future.
This post was sponsored by edhelper.com, and edited and approved by Education and Behavior.
Education and Behavior is a free research-based online library to help parents, caregivers, teachers, counselors, and therapists stay on the same page when supporting our most precious gift, our children!

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Coding/Stem Activities for Elementary Students

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The Benefits of Teaching Coding to Elementary School Students (Resources Included) - Education and behavior

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Research indicates that teaching coding to elementary school students leads to improvements in engagement, academics, and behavior. Many parents, teachers, and students alike have indicated that they are pleased with the impact of coding programs on students in the elementary grades.

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I personally lean towards wanting to offer coding/computer education to all grade levels. Of course each grade level's instruction and activities would look very different, but the benefits are difficult to overlook. Teachers/educators shouldn't view this subject matter as future career prep (though that is an extra bonus), but view it for the other benefits that it will bring to students. As stated so well in my previously linked article, children can become better problem solvers, better and more willing thinkers, more creative in life and in school work, and better, more well-rounded students in general. Coding provides challenges, fun challenges for the younger learners, that encourage thinking "outside of the box". Students these days seem to not have the opportunity to solve problems in their own way, they must follow specific formulas in order to reach the solution. Coding is an open-ended opportunity.

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https://www.teachstarter.com/us/blog/teaching-coding-in-primary-schools-unplugged-us/

https://guides.rilinkschools.org/guiteras/hourofcode

https://programminglibrarian.org/blog/my-favorite-things-school-library-programming-resources

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A three-step plan to help teachers in any subject and any grade teach the foundations of coding.

I first learned about coding and computer science (CS) in college about 20 years ago. Looking back, not much has changed in the foundational concepts or core practices in CS. What has changed is who can teach it and where it can live in the curriculum-today educators in any subject can teach coding.

For example, an English language arts teacher may teach a lesson that helps students make connections between coding with proper syntax and writing with correct grammar. An early elementary teacher may set up a project where a programmed robot travels on a floor map so that students can begin to comprehend how their lives relate to a broader community and the larger world.

Many teachers are looking for creative and practical ways to teach coding and programming. Although the two terms are often used interchangeably, there is a difference between them. Coding is typing and testing-writing code-and a coder translates a list of requirements into a programming language like Java, Python, C++, etc. Programming is broader, involving coding as part of a larger process: identifying a problem, finding the solution, coding the solution, and then testing the solution. This process requires the programmer to understand algorithms and data structures, among other things.

Teachers preparing students in this set of skills will need to get them grounded in the basics and will need to use appropriate edtech in tandem with good teaching practices. Here's how to start in three steps.

Step 1: Get Students Grounded in Core Coding Concepts

Every language-spoken or written-has a grammar, a set of principles that define parameters for constructing a sentence or successive sentences. Similarly, coding requires coders to be able to understand and implement fundamental coding concepts using the appropriate syntax (grammar). This is a requirement, no matter the programming language.

Critical coding concepts include inputs and outputs, loops, functions, conditional statements, and variables.

Step 2: Pick the Right Tool for the Job

The resource you use to teach coding will need to augment your instruction, taking students beyond following step-by-step directions. Moreover, it will need to get them grounded in the core coding concepts mentioned above and allow them to see the effects of each line of code executed in real time. That will provide them with moments of success, creating confidence and a willingness to tackle more complex coding tasks.

These tools come with curriculum resources that you can adapt to your coding lessons:

Code.org: Intro to Programming, part of the CS Principles Curriculum Guide, lets you adapt lessons to help students learn programming basics by applying algorithms and abstraction to draw pictures.

littleBits Code Kit: The Code Kit offers a comprehensive solution for teaching kids to design their own games and physical inventions. It comes with over 20 hours of adaptable standards-based lessons, videos, presentation slides, an inventor log, rubrics, and code tutorials addressing key coding concepts in tandem with game-based coding.

Scratch for Educators: With a plethora of resources and tutorials, the Scratch platform provides teachers with tools for coaching students in programming interactive stories, games, and animations.

Step 3: Use the Workshop Model

Most likely, all of our students will not be coding at the same level. Once we know the basics of coding and have a resource for teaching, it's important to employ sound teaching strategies to reach them all.

For this purpose, I like to use the Workshop Model (WM) developed by Carmen Fariña and Lucy Calkins. The WM structure allows me to organize and monitor learning while helping my students become more responsible for their own mastery as they build competence in coding. Engaging them in this structure also leads to increased confidence and willingness to extend their presumed capabilities for the multilayered skill of coding.

In my adaptation of the WM, I conduct mini-lessons and allow groups of students to create programs and build their coding skills with appropriate activities for their varied levels. Teachers can facilitate learning for learners new to coding by having them participate in the following station rotations within the WM structure:

Coding with the teacher: For learners who are very new, having me model and coach by their side gives them the confidence that they too can code their first program.

Pair programming: Pair programming (PP) is a strategy used by software developers and students in CS classes for learning collaboratively and completing big and complex projects. When both partners are newbies, the PP strategy has potential pitfalls, so be sure to provide rubrics and make time for frequent teacher check-ins and student reflection.

Learning core concepts using personalized tutorials: As students gain more confidence with both the core concepts and edtech, I allow them to build further mastery independently by using tutorials that address specific coding skills (i.e., loops, functions, etc.). Again, have them use rubrics and provide frequent check-ins.

Coding is a multilayered skill that requires time, patience, effective use of edtech, and sound strategies for achieving mastery. Moreover, creating a computer scientist could take up to 25 years -it cannot happen in one class, lesson, or semester. Therefore, focus your teaching on the basics, building student capacity and getting them where they need to be, which is the rigor level appropriate to their current understanding and grade level.

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A three-step plan to help teachers in any subject and any grade teach the foundations of coding. I first learned about coding and computer science (CS) in college about 20 years ago. Looking back, not much has changed in the foundational concepts or core practices in CS.

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In the past several years, virtual reality (VR) technology has finally begun to fulfill what had long been promised. Traditional VR, which creates environments that allow people to be "present" in an alternative environment, has been advanced by offerings from Oculus, Sony, Google, and Samsung. At the same time, products like Google's Cardboard have led the growth of 360-degree video that captures an entire scene in which the viewer can look up, down, and around. Instead of just games and entertainment, VR content is exploding with news, information, and educational content.

Throughout this period of growth and expansion, libraries and librarians have once again demonstrated their adaptability to new information formats and user needs with moves that reflect the various directions VR has moved. Whether it is classroom use of Google Expeditions, new educational spaces and lending programs on academic campuses, or a demonstrated commitment to equitable access to this new technology in public libraries, librarians have taken on VR as a new way to engage their users.

In the months and years ahead, library professionals will likely need to consider how VR and 360-degree video fit into their commitments to acquire and organize information, make the informational content of this technology available for reference and citation, and empower users to be both media consumers and creators. For now, through the examples shared by the participants in this interview and examples from across the profession, libraries and librarians are showing how they can innovate with this latest trend in media and information.

American Libraries talked with six librarians and the director of a VR business to hear about their experiences.

Tania Bardyn, associate dean and director, Health Sciences Library, University of Washington

Janet Coles, assistant bureau chief, Library Development Services Bureau, California State Library

Kristina A. Holzweiss, school library media specialist, Bay Shore (N.Y.) Middle School

Sara Jones, director of county library services, Marin County (Calif.) Free Library

John MacLeod, executive director, XRlibraries (formerly VARLibraries)

Emily Patridge, assistant director of clinical research and data services, Health Sciences Library, University of Washington

Anthony Sanchez, assistant librarian, research and learning department, University of Arizona
What was the tipping point for getting your library involved with virtual reality? Did you see signs on your campus or in your community that helped you think more intentionally about bringing VR into the library?
Holzweiss: When I first saw Google Cardboard, I was intrigued by the simple yet powerful technology. When I experienced Google Expeditions at an International Society for Technology in Education Conference and Expo, I knew that this opportunity could transform education. As a connected educator interested in technology, STEM, and the maker movement, I thought that Google Expeditions would be a wonderful complement to further develop student critical thinking, problem solving, and leadership skills. It could also enhance Skype sessions and Flipgrid videos.

Bardyn: In spring 2017, a research scientist booked the Translational Research and Information Lab-located in the University of Washington (UW) Health Sciences Library-to use the data wall in conjunction with Pear Medical software. He used VR to demonstrate to a medical team how to perform upcoming heart surgery. Our growth rate has been rapid, given that at least 32 researchers have been introduced to VR in roughly six months and we've begun a VR user group on campus. Via the user group, the library hosts quarterly meetings to demo VR technology from local upstarts and PhD candidates and faculty involved in VR research and development.

Sanchez: The biggest indication that the library could embark on providing VR services and equipment came from the work that Bryan Carter in our University of Arizona Africana Studies department was doing with "The Virtual Harlem Project." The project (which has gone through several iterations with Second Life and CAVE game structures) studies the Harlem Renaissance period through digital representations of Harlem, New York, in the 1920-1930s.

The latest version, which uses the Unity game development platform, allowed the library to demonstrate his project using Oculus Developer Kit 2 headsets and get people excited about the possibilities of VR.

Jones: We first became interested in VR in 2016. The technology was new, but we could see how it could expand our reach in a variety of ways, such as changing the perception of public libraries as staid book warehouses. We have great income and educational disparity in our county. Our goal was to offer VR to our underserved communities, where digital devices are not common and opportunities to use a new technology like VR would simply not be possible.

Coles: We got involved in virtual reality because California State Librarian Greg Lucas visited the Marin County (Calif.) Free Library and heard about its plans for a VR project targeting underserved communities. He offered funding, which the library used to pilot the statewide project that we have now.
VR equipment varies by cost and manufacturer. What was your approach to investing in specific equipment? What factored most significantly in your decision, and did you or your users test various systems before settling on a particular one?
Holzweiss: "Bring your own device" is often a cost-effective alternative to schools purchasing hardware, but some students don't own smartphones. Since our library was able to acquire a number of iPad Minis through DonorsChoose, I explored ways of using them for VR. Google Expeditions works very well on iPads, but Google Cardboard and other viewers offer a more immersive virtual experience that I wanted for my students. I could not see purchasing or fundraising for iPods to use with the viewers because the cost was comparable to the iPad Minis that we already had. But recently we have been able to acquire a number of iPod Touches. After researching I ultimately found a company that 3D prints VR viewers for iPad Minis. I was able to fund these viewers, as well as a Ricoh Theta 360-degree camera, through DonorsChoose. These viewers have worked very nicely but they are large.

Bardyn: We wanted to provide VR equipment equal to or better than what our users would likely procure independently or already have, which really narrowed down the selection to the best in class or near to it. Since the best in performance comes at an exponential increase in price, our IT experts chose the next-to-the-top-level products. Two manufacturers of high-end headsets currently exist-Oculus Rift and HTC Vive-and the software ecosystems are not wholly cross-compatible, so for the sake of flexibility we purchased one of each. A dedicated laptop is the brains behind the VR headset with a high-end video card. The faster the video card is, the more complicated the models it can display fast enough to work convincingly in VR, and the models derived from medical imaging are pretty complex.

Sanchez: Students working on VR projects in the library had been using the Oculus developer kits for a few years by 2016. Those particular headsets were purchased through shared funding with outside departments and housed in the library makerspace. My library colleague Jennifer Nichols and I built on that funding model by continuously getting small institutional grants to buy a couple headsets and computers. We definitely knew we had to start off small, not knowing the exact demand from the students and faculty, so we could easily track usage and potential for further investment. Another key feature of seeking out local grant funding was that we were able to secure buy-in from other campus entities, such as our university IT services and student engagement offices, and not have the perception of a boondoggle.

Unfortunately we didn't know anyone who could lend us a headset, and we didn't have the ability to travel to demonstration stations, so we were unable to test equipment before we purchased it. After a few months of offering the HTC Vive in our makerspace, we decided to dedicate a small room to VR activities and dubbed it our VR Studio. This provided a secure place for the equipment, where people could safely use it without bumping into furniture or other people. We also purchased an Oculus Rift and set up another VR station in the room so that users could compare the different headsets.

Coles: Through the efforts of the state librarian and also John MacLeod at VARLibraries, we were able to obtain donations of computers and Oculus headgear from Facebook 360 and Vive headgear from HTC. Both systems are used at Marin County. Each has its advantages, but both offer a robust virtual reality experience, and more educational VR "experiences" have been developed using one or the other of these systems.
Did you and your team set up any specific or assumed goals for introducing VR into your library? How you are evaluating the benefits of having this technology among the library's offerings?
Holzweiss: We are still very much in the exploration stage in our library using VR. Social studies classes have visited ancient historical landmarks, and students have coded virtual worlds through CoSpaces. As teachers learn more about how to integrate VR into their activities, I anticipate more formulated goals and assessments.

Bardyn: An important component of health sciences work is to connect the information and technology needs of National Institutes of Health-funded researchers, but the only way to accomplish this big-picture goal is to focus on smaller areas of innovation that need growth support.

Our goal in the health sciences library is to adopt a growth mindset, testing and adopting tools and technologies based on what researchers are bringing into the library to use in our Translational Research and Information Lab. Although we make some equipment available-like a data wall, Amazon Echo, 360-degree camera-we also encourage users to bring in their own technology and devices. This 800-square-foot room acts like a collaboration and innovation lab that helps researchers-who work with other professionals-solve problems by using technology and expertise to improve health care.

In the UW Health Sciences Library we are working closely with campus partners to design, build, and evaluate spaces and services that accelerate health care. These new spaces are frequently needed for access to technology and other expertise, not to mention learning about local startups and how to obtain funding dollars. We've never been afraid to sit at the table with those who are different from us, even when commonality seems elusive.

Sanchez: One of our early partners in exploring VR was Matt Cook, head of emerging technologies at the University of Oklahoma Libraries. His team of student developers and staff had created a platform called the Oklahoma Virtual Academic Laboratory (OVAL), which allowed networked users to view and annotate 3D assets. This was really exciting because our library could market this as a teaching and collaboration tool to students and faculty, which is how we framed it when we went for local grants. Early on, our primary goal was to have some kind of impact on course curriculum and teaching through VR offerings, and OVAL was an early demonstrator of that. Another goal was to stress the utility of VR as a creativity tool for things like painting, drawing, animation, or games, but not the end-all, be-all of technology.

Our ability to provide curricular outreach grew along with exposure: through tying assignments to VR software, supporting class projects, and teaching various VR development skills through workshops. Assessment has been tricky so far, particularly since we've been so focused on getting the word out and developing our own skill sets. I've been working with another librarian colleague of mine, Niamh Wallace, on getting qualitative feedback from students and faculty on their experiences with using VR in the classroom.

Jones: A specific goal was for our community to get experiences it would not get on its own. The equipment and content is expensive and is mainly purchased by tech-savvy consumers. Our project made it accessible to multiple ages and in multiple venues. We have done it in libraries; in outreach at schools, fairs, and with our bookmobile; and even in a fire evacuation center this fall.

We need to look at formal evaluations, but it absolutely cannot be discounted that VR users are amazed, delighted, and awed with the technology, so that in itself is a better outcome than many services we put significantly more effort and funding into providing.

Coles: The goal for the statewide project was to offer public libraries representing a range of types and geographies a chance to test this relatively new technology with their patrons. We are issuing another grant to fund continuance of this project and will require participating libraries to collect and submit statistics, which we will use to evaluate demand for these technologies and how they are being used. This data will help determine possible future directions and support for VR projects and programs in public libraries.
How did you test or introduce VR to your users? Was a specific group the test group? Was any special outreach extended to community members?
Holzweiss: I began testing with the 6th-grade teachers since I have a good collaborative relationship with them. They have an extra class period during the day where they can explore enrichment activities with their students. I also tested with our students during the Hour of Code event, as well as my student Techsperts and other students who visit the library during their free periods.

Patridge: The test groups brought in their equipment and gave us feedback on the space they were using. Once we had an established group using the library space, we then added VR as an interest on our online reservation form. VR is our second-most-requested reason for using the space, so our test group is spreading the news by word of mouth. Here at UW, word of mouth and bulletin boards are the most effective ways of advertising.

Sanchez: The library hosted a VR symposium in 2017, bringing together faculty, students, and local industry people to demonstrate their VR projects and participate in discussion forums for two days. There wasn't a particular test group we were targeting, but our goal was to establish a learning community of enthusiasts, artists, developers, or anyone curious to learn about VR.

MacLeod: First up to test in most libraries were the youth, while adults and seniors sat on the sidelines. As their curiosity grew, adults edged out the youth. Youth favored more interactive content, and adults steered toward experiences of being underwater with whales, soaring through space, or visiting Venice. Special screening sessions for adults in the morning, visits to retirement homes, or sessions with special-needs students saw dramatic increases in focus and retention.
It's easy to think about VR as just a technology, but what about space considerations (room to set up the equipment, space for users to move around and react to the technology)? How did you and your colleagues think about creating a VR space in your library?
Holzweiss: Over the summer, bookcases and furniture were removed from our library to install new carpeting. It was a large undertaking to pack up, label, and organize the books as well as reshelve them. I learned, however, that sometimes "breaking down" offers us an opportunity to build up even better. Our library has a makerspace, a computing space, a classroom teaching area, and a reading lounge. We have wide-open spaces and movable furniture to accommodate students walking around enjoying VR technology. Because of our technology's portability, it can be easily stored.

Bardyn: You can increase the effectiveness of your data wall by having good room-darkening shades or investing in new shades to minimize sun glare. We heard that a table would be helpful simulating surgery and that the temperature in the room needs to be adjustable in order to make it cooler for group use.

Sanchez: We came to the conclusion that we needed a dedicated space through trial and error. The original installation of our first HTC Vive headset was awkward and didn't allow enough space or privacy for users. Moving the headsets and computers into a studio space opened up many possibilities, like hosting small classes, managing group work activities, and having fixed demos ready to go. We were fortunate enough to have an underutilized study room next to the makerspace that we could convert into a space with chroma key green walls for mixed reality or multimedia effects, VR headsets, and computers. It also indicated to our users that the technology was here to stay, and that the library was serious about supporting the services and technology surrounding VR.

MacLeod: Space is a consideration. Libraries had to find five-by-five-foot clear areas for display and provide a dedicated staff person to monitor usage. Teens have stepped up in many libraries to become the VR support team. Being able to project two-dimensional images of the experience enhanced audience appreciation. There was almost always a line and audience for VR screenings. Putting the VR system on a cart provided mobility and adaptability.
How have you trained library colleagues to support users' interest in VR? Have staff responded in surprising or unexpected ways to this new offering?
Holzweiss: Unfortunately, I have only one part-time paraprofessional to assist with the managerial aspects of maintaining a school library. I have a crew of student Techsperts who assist with the makerspace and technology resources in the library. They are adept at teaching others about Google Expeditions and CoSpaces. Teachers appreciate that I have extra hands to assist during lessons, and students are more open to learning because they see what their peers can do.

Patridge: Even though we are in our beginning phase, it seems several staffers are quite comfortable with VR and know how to use it. By asking these staff members and our test group to help, we can offer training sessions so other librarians will learn what it is like in the goggles. Right now, with the way our space is set up, we do require one of our tech people to set up the goggles to make sure they display on our six-panel data wall correctly.

Bardyn: Library systems staff have introduced library colleagues to the headsets and their features and limitations. User interest in VR seems to be high. According to our IT staff, hands-on interaction with the Rift and Oculus headsets commonly generates a lot of enthusiasm and leads to brainstorming sessions about how this technology can be used in medicine. It is a pleasant contrast, in what can sometimes be a high-stress profession, to have an offering generate such spontaneous excitement.

Sanchez: All of our staff and student employees who work in the makerspace get basic training on the hardware and software for setting up, using, and troubleshooting VR applications. We also host workshops that are open to anyone in the local and university community, staff included.

"Sessions with special-needs students saw dramatic increases in focus and retention."-John MacLeod, executive director, XRlibraries

It's been difficult at times to get everyone on board with the technology, and I think it's understandable. The technology is still a little too niche for some groups, and it's cumbersome to set up and wear on your head for long periods of time. I'm hoping that with more mobile headsets coming, you'll see people acclimate to the devices at a faster pace, much like smartphones. Some people have become total enthusiasts though, given the really cool applications and tools that are out there right now. I just hope that we inspire people to create something thoughtful and creative with VR tools, and not confine the VR industry to mindless entertainment or escapism.

Jones: We have had much success with using paid students in a technology program we have called WEBstars, but I have been really pleasantly surprised at the various ages and technology backgrounds of staff willing to learn. The online community in California supports everyone very effectively. Ultimately it's crowdsourcing VR in libraries so all can participate and contribute that makes it better for all libraries. We were very lucky that our experience took down nearly all the barriers that would have made this a tough adoption to do by ourselves.

Coles: VARLibraries held a series of webinars, and we have worked to publicize the community of practice. Most people, including library staff, find VR an amazing experience and have been eager to incorporate it into their libraries' programming. We also had an amazing response to our application process-much more than we expected.

MIGUEL FIGUEROA is director of ALA's Center for the Future of Libraries.

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In a Virtual World | American Libraries Magazine

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In the past several years, virtual reality (VR) technology has finally begun to fulfill what had long been promised. Traditional VR, which creates environments that allow people to be "present" in an alternative environment, has been advanced by offerings from Oculus, Sony, Google, and Samsung.

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"Libraries have long served as points for the public’s first exposure to new technologies, and they could again play that role with virtual reality."

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"Libraries have long served as points for the public’s first exposure to new technologies, and they could again play that role with virtual reality."

# data[].attributes.attachment_link.readable_text
Virtual reality - the computer-generated simulation of images or whole environments that can be experienced using special electronic equipment - is progressing in several ways, including traditional virtual reality that creates environments, allowing people to be "present" in an alternative environment; augmented reality that starts with the real world and overlays virtual objects and information; and spherical or 360-degree video that captures an entire scene in which the viewer can look up, down, and around. [ 1]

How It's Developing

In March of 2014, Facebook's Mark Zuckerberg announced the acquisition of Oculus, a startup that had launched a crowdfunding campaign for their Rift headset resulting in over $2.5 million raised, noting in a Facebook post "Imagine enjoying a courtside seat at a game, studying in a classroom of students and teachers all over the world, or consulting with a doctor face-to-face-just by putting on goggles in your home." [ 2]

While Facebook's announcement made big news, they are far from the only player in the space, as Google ( Cardboard, Daydream), Samsung ( Gear VR), HTC ( Vive), Sony ( Playstation VR), and others have introduced platforms and hardware for virtual reality. The potential for economic growth in hardware, software, and content is impressive; by 2025, the market for virtual reality content could be $5.4 billion, and virtual reality hardware could be worth $62 billion. [ 3]

Virtual reality technologies have been developed over several decades, including advances and contributions by researchers working in academia, aerospace, and the military, all trying to create alternative realities and experiences through digital technology. What has set recent developments apart are advances in computing power, more accurate motion sensors, and displays that have better resolution, all of which reduce processing delays and help eliminate the resulting nausea that could be a side effect of previous set-ups. [ 4]

Google's Cardboard platform has made significant efforts to make virtual reality a part of information acquisition and education. In October 2015, the New York Times launched a project with Google to send Google Cardboard viewers to Sunday print edition subscribers as part of a promotion for its first VR story, " The Displaced," in the New York Times Magazine. [ 5] In May of 2016, the New York Times expanded the project, sending Google Cardboard viewers to 300,000 digital-only subscribers timed with the release of " Seeking Pluto's Frigid Heart." [ 6] In addition to its projects with the New York Times, Google's Expeditions program works with schools to provide Cardboard viewers to classrooms that can integrate virtual reality tours into existing curricula. [ 7] As of February 2017, Google reported having shipped over ten million Cardboard headsets. [ 8]

Beyond consumption, virtual reality content creation is also becoming more accessible, especially through more widely available 360-degree video recording equipment. After launching 360-degree photo and then 360-degree live video features that allowed users to look up, down, and around in photos and videos, Facebook has also made it possible for users to livestream their own 360-degree recorded content. [ 9] Consumer-directed 360-degree cameras are also becoming more available, which allows more people to create monoscopic 360-degree video (smartphones, laptops, and PCs) and stereoscopic 360-degree video (for virtual reality headsets). [ 10] As users become more familiar with the experience of immersive video, even if only through 360-degree video, they will likely seek even more immersive content like virtual reality.

As VR continues to advance, it will become a more independent and fully-contained technology. Intel announced its Project Alloy in 2016 and Google announced the expansion of its Daydream VR program in 2017, both working to promote standalone headsets that have everything built-in - no cables, no phone, and no attached computer. [ 11]

As with other new technologies, VR could be an engine for economic development and policy concern. In the U.S. Congress, a bipartisan Congressional Caucus on Virtual, Augmented, and Mixed Reality Technologies will work to educate members of Congress and encourage VR's development through policy. [ 12]

Part of the promise of virtual reality is it's use for social interaction - giving people an emotionally fulfilling sense of being together even when they are physically far apart; however, the earliest attempts at such social interaction are still lacking. [ 13] In 2017, Facebook launched Facebook Spaces for the Oculus Rift system, which allows up to four people to gather around a virtual table and participate in a limited number of activities. Developers have started with a simple social experience but hope to better understand how people will interact and build experiences based on those insights. [ 14] Real-world socialization while playing VR could also be an opportunity for development as several arcades have started to appear, allowing interested users to experience VR together. [ 15]

Why It Matters

Libraries have long served as points for the public's first exposure to new technologies, and they could again play that role with virtual reality. In California, Oculus launched an initiative to place one hundred Oculus Rift headsets and VR-ready PC systems in ninety libraries throughout the state, noting "If we want everyone to have a shot at participating in those new VR-based roles and economies, it's important that we help people see what's coming." [ 16]

Immersive storytelling or VR storytelling will become a more frequent tool for conveying information, especially as major media outlets invest in in-house virtual reality production. [ 17] Immersive storytelling was pioneered by journalist and researcher Nonny de la Peña, who created immersive VR experiences of bomb explosions in Syria and hunger in Los Angeles, placing audiences in the middle of unique, international experiences. [ 18] In addition to news reporting, live news, entertainment, and sporting events may receive the virtual reality treatment. [ 19]

Virtual Reality will continue to be a tool for creative storytelling as well. Alejandro Iñárritu's six-and-a-half-minute short film, " CARNE y ARENA (Virtually present, Physically invisible)" was the first VR project to be chosen for the Official Selection of the Cannes Film Festival and director Ridley Scott announced RSA VR, an imprint of his production company that will be dedicated to mixed media; unlike traditional films, these VR narrative films will initially be developed for solo experience. [ 20]

There is a significant push to bring virtual reality to education with many innovators focusing on two of the key services of libraries: collections and spaces. Brendan Iribe, one of the founders of Oculus, notes the potential for scanned digital collections where users "could see those objects and you could look around and you could see it so well and so clearly, and it would track so perfectly that your brain would believe it was really right in front of you" and then a next technological development where "you have shared space, and not only do you believe that this object is right there in front of me, but I look around and I see other people just like we see each other now, and I really, truly believe that you're right in front of me." [ 21] Iribe is investing in his vision, making a $31 million donation to the University of Maryland to continue the efforts of virtual reality researchers working on projects in health care, public safety and education. [ 22]

Virtual reality has found its way into several sectors. In health care, it is being used to treat those who have experienced trauma as well as medical conditions like phobias or phantom limb syndrome and to train health care providers. [ 23] In architecture and construction, virtual reality can be used as a means of design or to construct virtual walkthroughs or tests of planned buildings. [ 24] In retail, Walmart has begun using Virtual Reality to help train employees by designing store-specific scenarios. [ 25] In travel and tourism, virtual reality can help sell hotel rooms and attractions before travelers' actual arrival. [ 26]

Children will also become more accustomed to virtual reality. In 2015, Mattel relaunched its View-Master reimagined as a Google Cardboard VR headset with disks that activate child-appropriate VR experiences. [ 27] Samsung prototyped a Bedtime VR Stories app, having parents use a Samsung Gear VR headset and children a Google Cardboard headset to experience a shared virtual world where the parent can narrate a story and shared experience. [ 28]

Virtual reality could become an important tool for users to connect with and experience cultural events, institutions, and collections in virtual reality or 360-degree video. [ 29]

Even as VR helps provide more equitable access to content, it could also become the next realm of exclusive content - like the bonus virtual reality content available exclusively with the vinyl edition of Childish Gambino's album, Awaken, My Love. [ 30] Such exclusives could provide challenges to libraries' mission toward equitable access as well as concerns for cataloging and organizing these exclusives.

Examples from Libraries
San Jose Public Library - Virtual Reality Georgetown University Library - Gelardin New Media Center Western Michigan Unviersity Libraries - Virtual Reality Lab
Is you library innovating with virtual reality? Please let us know.

Notes and Resources

[1] Viewing the future? Virtual reality in storytelling, Patrick Doyle, Mitch Gelman, and Sam Gill, (Miami: Knight Foundation, 2016), available from https://kf-site-production.s3.amazonaws.com/publications/pdfs/000/000/182/original/VR_report_web.pdf.

[2] "The inside story of Oculus Rift and how virtual reality became reality," Peter Rubin, Wired, May 20, 2014, available from http://www.wired.com/2014/05/oculus-rift-4/.

[3] "A virtual reality revolution, coming to a headset near you," Lorne Manly, New York Times, November 25, 2015, available from https://www.nytimes.com/2015/11/22/arts/a-virtual-reality-revolution-coming-to-a-headset-near-you.html.

[4] "How virtual reality is going to change our lives," Madhumita Murgia, Telegraph, December 12, 2015, available from http://www.telegraph.co.uk/technology/news/12047279/How-virtual-reality-is-going-to-change-our-lives.html.

[5] "The New York Times has launched a virtual reality project with Google," Kristen Hare, Poynter, October 2, 2015, available from http://www.poynter.org/2015/the-new-york-times-has-launched-a-virtual-reality-project-with-google/379970/.

[6] "The New York Times will send Google Cardboard to 300,000 subscribers," Kristen Hare, Poynter, April 28, 2016, available from http://www.poynter.org/2016/the-new-york-times-will-send-google-cardboard-to-300000-subscribers/409198/.

[7] "Google virtual-reality system aims to enliven education," Natasha Singer, New York Times, September 28, 2015, available from https://www.nytimes.com/2015/09/29/technology/google-virtual-reality-system-aims-to-enliven-education.html.

[9] "Facebook to launch 360-degree live videos," Richard Nieva, CNET, December 12, 2016, available from https://www.cnet.com/news/facebook-is-launching-360-degree-live-videos/.

and

"Facebook widens 360-degree live-streaming to all," Joan E. Solsman, CNET, March 29, 2017, available from https://www.cnet.com/news/facebook-widens-360-degree-live-streaming-to-all/.

[10] "Why you're going to want a 360 camera," Emily Price, Fast Company, July 10, 2016, available from https://www.fastcompany.com/3061261/why-youre-going-to-want-a-360-camera.

and

"Facebook unveils two new VR cameras with 'six degrees of freedom,'" Cade Metz, Wired, April 19, 2017, available from https://www.wired.com/2017/04/facebook-unveils-two-new-vr-cameras-six-degrees-freedom/.

[11] "Intel shows off all-in-one Project Alloy virtual reality headset," Lucas Matney, TechCrunch, August 16, 2016, available from https://techcrunch.com/2016/08/16/intel-shows-off-all-in-one-project-alloy-virtual-reality-headset/.

and

"Google announces untethered, fully tracked, standalone VR headsets," Kyle Orland, Ars Technica, May 17, 2017, available from https://arstechnica.com/gaming/2017/05/google-announces-untethered-fully-tracked-standalone-vr-headsets/.

[12] "New caucus will bridge VR knowledge gap among lawmakers," Government Technology, May 4, 2017, available from http://www.govtech.com/New-Caucus-Will-Bridge-VR-Knowledge-Gap-Among-Lawmakers.html.

[13] "Virtual reality's missing element: Other people," Rachel Metx, MIT Technology Review, June 14, 2017, available from https://www.technologyreview.com/s/607956/virtual-realitys-missing-element-other-people/.

[14] "Facebook's first social VR app is cool - but there's a problem," Karissa Bell, Mashable, April 18, 2017, available from http://mashable.com/2017/04/18/facebook-spaces-virtual-reality/#5BAR6TppkSqC.

[15] "Video game arcades are back - this time, with virtual reality for the masses," Alan Boyle, GeekWire, April 12, 2017, available from https://www.geekwire.com/2017/portal-virtual-reality-arcade/.

[16] "Oculus installing free VR systems in nearly 100 California libraries," Adario Strange, Mashable, June 7, 2017, available from http://mashable.com/2017/06/07/oculus-rift-library-project/#0m81PwxxN5qb.

[17] Please see any of the below as examples:

"ABC News launches virtual reality coverage in Syria," Julia Greenberg, Wired, September 16, 2016, available from https://www.wired.com/2015/09/abc-news-launches-virtual-reality-coverage-syria/.

"USA Today announces VR news show 'VRtually There,'" Billy Steele, Engadget, March 10, 2016, available from https://www.engadget.com/2016/03/10/usa-today-vrtually-there-vr-news-show/.

"The BBC takes its first steps into 'true VR,'" Jamie Rigg, Engadget, June 9, 2016, available from https://www.engadget.com/2016/06/09/bbc-true-vr/.

"Guardian creates in-house virtual reality team," Freddy Mayhew, PressGazette, October 4, 2016, available from http://www.pressgazette.co.uk/guardian-creates-in-house-virtual-reality-team/.

"The New York Times is launching a daily 360-degree video series," Joseph Lichterman, Nieman Lab, November 1, 2016, available from http://www.niemanlab.org/2016/11/the-new-york-times-is-launching-a-daily-360-degree-video-series/.

[18] "How virtual reality is going to change our lives," Madhumita Murgia, Telegraph, December 12, 2015, available from http://www.telegraph.co.uk/technology/news/12047279/How-virtual-reality-is-going-to-change-our-lives.html.

and

"VR is now helping teach midwives to deliver babies," Zoey Chong, CNET, May 25, 2017, available from https://www.cnet.com/news/vr-is-now-helping-to-teach-midwives-to-deliver-babies/.

[19] Please see any of the below as examples:

"NBC will stream the debates and other election coverage in VR, starting tonight," Sarah Perez, TechCrunch, September 21, 2016, available from https://techcrunch.com/2016/09/21/nbc-will-stream-the-debates-and-other-election-coverage-in-vr-starting-tonight/.

"The NBA will broadcast live games in VR all season long," Daniel Terdiman, Fast Company, October 20, 2016, available from https://www.fastcompany.com/3064805/the-nba-will-broadcast-live-games-in-vr-all-season-long.

"The NFL is launching a virtual reality series on YouTube & Daydream," Sarah Perez, TechCrunch, November 4, 2016, available from https://techcrunch.com/2016/11/04/the-nfl-is-launching-a-virtual-reality-series-on-youtube-daydream/.

"Live NBA is coming to Google's Daydream VR platform," Steve Dent, Engadget, January 4, 2017, available from https://www.engadget.com/2017/01/04/live-nba-is-coming-to-googles-vr-platform/.

[20] "'The Revenant' director's VR short is a first for Cannes," Jennifer Bisset, CNET, April 17, 2017, available from https://www.cnet.com/news/alejandro-inarritus-revenant-birdmanvr-short-film-cannes/.

[21] "Will the next classroom disruption be in 3-D? Facebook's virtual-reality company thinks so," Jeffrey R. Young, Chronicle of Higher Education, September 12, 2014, available from http://chronicle.com/blogs/wiredcampus/will-the-next-classroom-disruption-be-in-3-d-facebooks-virtual-reality-company-thinks-so/54517.

[22] "Virtual-reality lab explores new kinds of immersive learning," Ellen Wexler, Chronicle of Higher Education, December 8, 2015, available from http://www.chronicle.com/blogs/wiredcampus/virtual-reality-lab-explores-new-kinds-of-immersive-learning/57664.

[23] "How virtual reality is going to change our lives," Madhumita Murgia, Telegraph, December 12, 2015, available from http://www.telegraph.co.uk/technology/news/12047279/How-virtual-reality-is-going-to-change-our-lives.html.

[24] "How virtual reality is going to change our lives," Madhumita Murgia, Telegraph, December 12, 2015, available from http://www.telegraph.co.uk/technology/news/12047279/How-virtual-reality-is-going-to-change-our-lives.html.

[26] "Expedia wants you to virtually step into your hotel room before you book," Yvette Tan, Mashable, April 10, 2017, available from http://mashable.com/2017/04/10/expedia-vr-travel/#pJekoO55wmq6.

[29] Please see any of the below as examples:

"The Lion King Musical in VR is an incredible experience," Tim Moynihan, Wired, November 18, 2015, available from https://www.wired.com/2015/11/lion-king-vr-video/.

"Step inside Abbey Road Studios in virtual reality," Blathnaid Healy, Mashable, April 1, 2016, available from http://mashable.com/2016/04/01/abbey-road-vr-tour/#LEOxZe11Igqy.

"You can now ride on a pride float without leaving your couch," Mary Emily O'Hara, Daily Dot, June 24, 2016, available from https://www.dailydot.com/irl/google-pride-virtual-youtube-36-cardboard/.

"Google launches VR tour of New York's festive store windows," Steve Dent, Engadget, December 7, 2016, available from https://www.engadget.com/2016/12/07/google-holiday-window-vr-tour/.

"Virtual reality could be the next frontier in college campus tours," Ido Lechner, PSFK (blog), PSFK, May 5, 2017, available from https://www.psfk.com/2017/05/virtual-reality-college-campus-tours.html.

"Google launches the Grand Tour of Italy as part of arts and culture platform," Tony Connelly, The Drum, May 29, 2017, available from http://www.thedrum.com/news/2017/05/29/google-launches-the-grand-tour-italy-part-arts-and-culture-platform.

[30] "Childish Gambino's 'Awaken, My Love' virtual reality vinyl detailed," Jazz Monroe, Pitchfork, May 10, 2017, available from http://pitchfork.com/news/70287-childish-gambinos-awaken-my-love-virtual-reality-vinyl-detailed/.

# data[].attributes.attachment_link.description
Virtual reality - the computer-generated simulation of images or whole environments that can be experienced using special electronic equipment - is progressing in several ways, including traditional virtual reality that creates environments, allowing people to be "present" in an alternative environment; augmented reality that starts with the real world and overlays virtual objects and information; and spherical or 360-degree video that captures an entire scene in which the viewer can look up, down, and around.

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"At a minimum, libraries will need to be prepared to support augmented reality if and when it becomes more prevalent in textbooks and other print materials."

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"At a minimum, libraries will need to be prepared to support augmented reality if and when it becomes more prevalent in textbooks and other print materials."

# data[].attributes.headline
"What you may not know is that you can implement augmented reality in libraries, archives, and museums for free in less than five minutes."

# data[].attributes.subject
"What you may not know is that you can implement augmented reality in libraries, archives, and museums for free in less than five minutes."

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Augmented Reality in Libraries | Lucidea

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Augmented Reality in Libraries: AR technology is relevant for special libraries and can be used absolutely free to enrich the end user’s experience.

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Since I am not currently in a classroom, I am really out-of-the-loop in terms of education apps. So, after some online research, here are ones that I think have a lot of potential.

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Libby, by OverDrive, & OverDrive
- Connect to library eBooks through the registration of a library card (multiple with Libby).
- Free!
- I like these apps because the world of libraries is open to everyone, through iPad and iPhone.  I feel that this is a perfect resource for students who live in areas far away from libraries, especially during time off from school.

https://www.hoopladigital.com/
Hoopla
- "Borrow and enjoy audiobooks, eBooks, comics, movies, TV, magazines, or music everywhere you have a screen-your computer, your phone, your car, even your TV. All you need is a library card."
- Free!
- This seems very similar to Libby/OverDrive, but I appreciate that students/users have access to more than just eBooks. *A library card can serve as a key to the world!*

https://apps.apple.com/ca/app/flipster-digital-magazines/id797106282
Flipster
- View copies of digital magazines, that are offered by libraries.
- Free!
- Sign in with library card.

Even more available apps...
https://ebookfriendly.com/iphone-ipad-apps-borrow-read-library-books-audiobooks/

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‎All over the world, local libraries offer millions of ebooks and audiobooks. You can borrow them — for free, instantly — with a library card and Libby: the award-winning, much-loved app for libraries. • Browse your library’s digital catalog of books — from classics to NYT best-sellers
• Borrow an…

# data[].attributes.body
I used this app while I was a teacher, and it has really been updated over the past 5 years (as it should!). I enjoyed finding videos to help get my kids moving, especially on rainy days when we couldn't have recess. We enjoyed choosing characters and "growing" them through levels of participation and activity. I don't remember these from before, but I like seeing "how to" videos, even something as simple as "how to make a paper airplane" can lead to many fun activities and discussions.

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I just heard about this for the first time but for families with Alexa, this seems like a fun way to explore more books, music, and math. Free options!

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Dear Parents,

As e-learning is being rolled out due to school closures, to supplement the online curricula and help children remain engaged and focused on learning, we encourage you to try FREE Bamboo Learning voice based instructional tools that cover a range of academic subjects, including math, ELA/listening comprehension, and social studies. The unique nature of voice technology promotes active conversational learning, which is highly beneficial during social distancing.

Bamboo Learning offers FREE Alexa skills that focus on fun, home-based, family-friendly learning, and are available on all Alexa devices. Additionally, you can register on Bamboo Grove ( https://grove.bamboolearning.com/) - a web application that will enable you to follow your child's progress and review their work in Bamboo Learning Alexa skills.

We invite you to share this letter with friends and colleagues who you think might benefit from additional educational resources during their children's school closures.

Bamboo Learning FREE products include:

Bamboo Books: helps practice active listening and improve listening comprehension, offers stories for three age groups (Level 1: ages 5-7, Level 2: ages 7-10, Level 3: ages 10-12) - "Alexa, open Bamboo Books"

Bamboo Luminaries: an engaging social studies trivia game that showcases prominent and lesser-known influential historical figures from diverse fields including art, literature, science, social justice, and sports - "Alexa, open Bamboo Luminaries"

Bamboo Math: helps practice mental math, offers number problems and over 500,000 fun and engaging word problems in four areas of arithmetic (+ - x ÷) across 5 difficulty levels - "Alexa, open Bamboo Math"

Bamboo Music: introduces basic music theory, offers fun and engaging music games such as "Recognize the Instrument" and music exercises across 3 levels, incorporates children's nursery rhymes and selections from folk and classical music - "Alexa, open Bamboo Music"

Highlights Storybooks from Bamboo: co-developed with literacy experts at Highlights magazine, offers engaging stories and exercises to practice active listening and improve listening comprehension leveled for learners in Kindergarten through 3rd grade - "Alexa, open Highlights Storybooks"

For more information, please visit our web site at https://bamboolearning.com/resources. If you have any questions, do not hesitate to email me directly.

We hope your family and your community remain healthy during this challenging time.

Sincerely,

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FREE AT-HOME LEARNING FOR KIDS - Bamboo Learning

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Dear Parents, As e-learning is being rolled out due to school closures, to supplement the online curricula and help children remain engaged and focused on learning, we encourage you to try FREE Bamboo Learning voice based instructional tools that cover a range of academic subjects, including math, ELA/listening comprehension, and social studies.

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I love BrainPOP videos! They can be fun and education for students, as well as providing teacher resources. I see that they even offer free accounts for schools closed due to COVID.

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Educational teaching resources and teaching aids for BrainPOP subscription. Explore graphic organizers, lesson plans, handouts, classroom posters, clipart, worksheets and more.

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I saw this app listed in a recommended list, and to be honest, I hadn't considered it for kids. But why not? I have used Duo for a very short time in the past to practice my Spanish, and I enjoyed it and I appreciated the variety of skills learned (spoken and written) and the break down of the lessons. I think allowing students to engage in language practice can offer so many benefits, especially if they keep up the practice and become proficient in a second language.

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Duolingo is the world's most popular way to learn a language. It's 100% free, fun and science-based. Practice online on duolingo.com or on the apps!

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Laura Smith's favorite website - Flocabulary

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Laura Smith's favorite website - Flocabulary

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I loved this website when I saw it on Laura's padlet.  I think that this is such a creative idea: teaching lessons and topics through rap.  I've heard that music helps people remember topics and ideas; it can be helpful when studying.  I would always write my papers while listening to music in undergrad. Today's students need something unique like this to jumpstart their interest and grab their attention.  I appreciate the wide variety of topics covered, from life skills to vocabulary to math.  I think it's great that the videos can be slowed down, if students are struggling to understand the words. I also like that the education doesn't stop at the video; students can play games and read vocabulary cards to help their learning become deeper and more meaningful. As a librarian, or classroom teacher, I feel that a flocabulary video/lesson would be a fun and exciting way to start a new topic or lesson. Students would (hopefully) look forward to this and become more involved and active in their own educations.

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Educational Hip-Hop Songs & Videos for All Subjects, K-12

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Flocabulary is a library of songs, videos and activities for K-12 online learning. Hundreds of thousands of teachers use Flocabulary’s educational raps and teaching lesson plans to supplement their instruction and engage students. Our team of artists and educators is not only committed to raising test scores, but also to fostering a love of learning in every child.

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"For many teachers, however, having the time required for such deep contemplation of issues facing their schools, let alone act on the findings, is a rare luxury."

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"For many teachers, however, having the time required for such deep contemplation of issues facing their schools, let alone act on the findings, is a rare luxury."

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Tag along at coffee break time at a meeting of school leaders, and at some point you can expect to hear a lament that begins with something like, "If only I could get the teachers to buy-in to ...." The need for buy-in as a prerequisite for change has become almost axiomatic among PreK-12 leaders, and yet I believe this consensus may overlook more powerful ways to generate engagement and promote lasting school improvement.

Think about the weight afforded to teacher buy-in in recent years. Many attribute the contentiousness surrounding Common Core standards implementation, for example, as a direct result of its absence. (Williams, 2014). A Google search for "teacher buy-in" returns more than 1.1 million results. Teacher buy-in is posited as a key ingredient for the site-based success of specific programs like Positive Behavioral Interventions and Support (PBIS) and social-emotional learning initiatives in general. Buy-in is believed to sit in the driver's seat of school improvement: with it, forward progress is possible; without it, movement grinds to a halt.

But is teacher buy-in the best route to the process of change? The COVID-19 pandemic highlighted how substantive change is possible without engaging in the difficult and often lengthy process of obtaining buy-in from faculty. In relatively short order, a massive instructional shift took place, as teachers moved from in-class presentations to various forms of remote teaching. Teachers certainly encountered difficulties during that transition, but no one can deny that the overwhelming majority adapted to the circumstances even as one of the fundamental components of schooling, the traditional classroom, was transformed almost overnight. The pandemic also changed how educators use new technology dramatically.

Of course, teachers' support for any initiative is ideal, but buy-in, as it is understood in schools, is highly complex and often not feasible. When we say teacher buy-in is required for the success of a new initiative, many picture faculty participation in the development of a particular program or policy, an observable commitment to implementing the proposal with fidelity, and a strong degree of comfort with that decision (Lee & Min, 2017). For many teachers, however, having the time required for such deep contemplation of issues facing their schools, let alone act on the findings, is a rare luxury. As one commentator notes, "Teachers are incredibly busy ... usually trying to do three or four different things at once. Teachers even struggle to find the time to use the bathroom during the day-it's that busy." (Belli, 2016)

Even when time is available, teacher involvement in decision making may not guarantee buy-in. A study in New Jersey, for example, demonstrated that teacher participation in the selection of a school reform program was not a major predictor of short- or long-term buy-in. Instead, professional development, administrator support of the change, collegial assistance, and control over the classroom more often contributed to the successful implementation of school improvement initiatives (Turnbull, 2002).

Then there's the question of how much buy-in is enough. For the past four years, I've asked my school leadership students to identify the percentage of teachers buying in to a proposed change needed to have a reasonable chance for lasting success. Their answers? Basically guesswork, with estimates ranging from 15 to 100 percent. Research does not clarify the question: no conclusive "tipping point" has been found.

Buy-in often requires a negotiation, a process that may result in an accepted proposal that strays far from its original vision. Reluctant faculty members, the "hold-outs," are seen as opponents who must be enticed into participation, and the process can result in a multitude of compromises and delays. This dynamic creates a transactional relationship between leaders and followers, one that frequently relies on rewards and sanctions rather than a shared vision of student growth and school community progress. It's also exhausting.

This has led some school leadership experts to question the need for buy-in at all. Because there are few agreed-upon understandings of quality teaching, cajoling, eye-catching presentations, data dashboards, and stories of success at other schools may not be enough to counter the heavy weight of existing beliefs, values, and assumptions. Given these circumstances, Douglas Reeves concludes, "If you wait for people to have buy-in, be happy, or change belief systems, change will never happen" (2006, p. 97).

I believe school leaders need to frame the issue in a different way. Instead of chasing elusive and perhaps fleeting buy-in, they should foster a sense of psychological ownership around new initiatives. Although the two concepts may seem similar, there are important differences in how they influence culture in school buildings and districts.

In contrast to negotiated agreements, psychological ownership instead relies on the growth of "a specific form of attachment in which individuals feel that a specific target is theirs" (Pierce, Kostova, & Dirks, 2003). Embodied in the exclamation "It's mine!", psychological ownership includes both a cognitive element (an understanding of how one has a claim to something) and an emotional one (a feeling of intense connection).

Psychological ownership emerges from three driving forces: a desire for efficacy or agency; an urge to create a self-identity; and a need for belonging. Unlike teacher buy-in, which risks compromising an initiative's goals in the name of superficial approval from colleagues, psychological ownership achieves collective success when educators develop deep knowledge of the target (e.g., through leading a pilot program for restorative justice, or the adoption of project-based learning), exercise control in implementation (e.g., having responsibility for determining criteria for program success), and forge a sustained connection with colleagues and the school, an effort that creates a literal or figurative sense of place or "home." We hear evidence of this kind of connection when teachers express sentiments such as, "That's part of who I am as a teacher," and, "That project is my baby."

Psychological ownership grows from within rather than being imposed from outside. As a result, it facilitates the development of stable, long-lasting connections, including to one's workplace (Dawkins et al., 2017). Unlike buy-in, psychological ownership is not transactional: it does not require the offer-and-acceptance cycle that induces sustained negotiation between school leaders and teachers before they reach an agreement. Instead, psychological ownership cultivates intrinsic motivation because it addresses human needs; once established, it can become self-sustaining as educators invest in professional growth to fulfill the desire for agency and support deeper bonds with their colleagues (Yim, Moses, & Azalea, 2018.) Leaders seeking to nurture ownership of change concentrate on developing new mindsets and vision rather than compliance.

Psychological ownership can also be shared. Under the right circumstances, collective psychological ownership can result from the same drives for efficacy, identity, and belonging. Collective psychological ownership goes a step beyond addressing "Who are we?" by adding the question, "And what do we have together?" A common expression of collective psychological ownership can be witnessed on school spirit days, as school communities come together to embrace affirmations of their shared experiences.

Research suggests that collective psychological ownership evolves through work on collaborative activities or projects and requires members to actively participate and recognize their shared deep knowledge, control, and ongoing connections to the project with their collaborators. Over time, each member comes to understand that interdependence is essential for their own efficacy as well as group identity and success.

Once established, collective psychological ownership can empower teachers to take risks, try new strategies in the classroom, and engage more extensively with colleagues (Pierce & Jussila, 2003). Similarly, it can promote group learning, encourage the sharing of responsibilities for task completion, and sustain higher levels of group effort, thereby creating a virtuous cycle of ongoing faculty involvement in school affairs and boosting individual teacher and schoolwide efficacy.

From a leadership perspective, facilitating individual teacher or collective psychological ownership requires a shift in strategy-and some risk-taking. Rather than press for quick but often-fleeting change from the top down, school leaders need a different mindset, one that includes patience as school improvement advances in starts and stops from the bottom up. Professional learning must also allow teachers to exercise considerable control over the agenda and provide coaching and needed resources that directly connect to their classroom experiences. Additionally, school leaders must offer faculty the most precious resource-time-so teachers can develop and sustain deep relationships with colleagues (and administrators).

School leaders can play a critical role in promoting psychological ownership by supporting the three drivers of growth: deep knowledge, control, and a sense of place or home. For example, as an alternative to securing buy-in for curriculum change through cycles of faculty meeting presentations, lengthy discussions of best practices, and rounds of negotiation with staff power brokers, leaders can follow a model such as the one described below to support teachers as they design improvements emerging from:

Deep knowledge: Teachers can develop individual or group research projects related to problems of practice aligned with school curriculum priorities. By engaging in data and information collection, intervention, assessment of results, and modification of practice, teachers can develop a thorough understanding of needed improvements and acquire the expertise needed to implement and sustain them. Then they can share results with colleagues to build organizational capacity.

Control: Teachers can set their own professional learning goals related to desired curriculum improvements and aligned with their interests in specific problems of practice. To the extent possible, they can then choose their preferred mode of professional development delivery (in-person, hybrid, or fully online; synchronous or asynchronous; individual or group). Technology offers numerous possibilities to personalize professional development and provide "just in time" learning in response to classroom conditions and student needs.

A sense of place or home: As educators' physical, social, and emotional connections to the school setting intensify, their sense of ownership grows. School leaders can help generate these ties by providing teachers with opportunities for peer feedback on their action-research initiatives, as well as meetings with colleagues to perfect teaching strategies, increase cultural competence, explore how technology can support learning goals, and determine the best ways to assess student progress in new curricula. To make these connections even more robust, school leaders can share stories that celebrate faculty accomplishments with the implementation of new curricula and provide recognition that honors those efforts.

Psychological ownership emerges from three driving forces: a desire for efficacy or agency; an urge to create a self-identity; and a need for belonging.

The complexity of the issues facing schools today requires whole-school involvement. Success in the long term cannot rise and fall on the shoulders of leadership alone, nor can high levels of performance be consistently sustained by reliance on appeals for buy-in from faculty. The engine of continuing improvement must be fired from within the ranks of those who work most closely with students. Psychological ownership and its sibling, collective psychological ownership, can create such a self-reinforcing cycle, resulting in a "home" for teachers that unites them through shared purpose, identity, and agency; raises levels of individual and group efficacy; and lets students reap the benefits of a schoolwide commitment to professional learning and collaboration.

Reflect & Discuss

↠ Have leaders at your school sought teacher buy-in for new initiatives in the past? Could they have implemented those changes more effectively?

↠ In what ways does your school seek to establish a sense of "home" among faculty? How could it do this more successfully?

↠ How could leaders in your school offer teachers more control over their professional learning and ability to pursue personal goals?

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Tag along at coffee break time at a meeting of school leaders, and at some point you can expect to hear a lament that begins with something like, "If only I could get the teachers to buy-in to ...."

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"It is an ongoing process, achieved over time, and involves focusing on factors that research demonstrates can lead to teacher buy-in of school improvement efforts."

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"It is an ongoing process, achieved over time, and involves focusing on factors that research demonstrates can lead to teacher buy-in of school improvement efforts."

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This installment of the Middle School Matters Institute Blog focuses on gaining teachers’ support when beginning new educational initiatives.

Contributors:
Christy Murray, Middle School Matters Institute Principal Investigator and Project Director (Research Perspective)
Earnest Brooks, Assistant Principal, Baytown Junior School in Baytown, Texas (Practice Perspective)

The Research Perspective

This past year, the Middle School Matters Institute (MSMI) was fortunate to work with eight outstanding schools that serve middle grade students, and we’ve just begun the journey with eight additional schools. MSMI supports and works collaboratively with these schools to implement research-based practices that prepare students for high school and postsecondary success. These schools endured a lengthy application and selection process to receive our “Tier II” targeted support. Schools were invited to attend the annual MSMI Summer Conference with a six-person leadership team to learn from national education experts (e.g., Dr. Sharon Vaughn, Dr. Robert Balfanz, Dr. Mark Dynarski, Dr. David Chard); attend informative breakout sessions; and engage in focused planning time to assess their current level of implementation for a variety of research-based practices, determine needs, and set specific goals.
After 3 intensive learning days in Austin, schools traveled home, invigorated and full of excitement. There was an abundance of positive feedback, including the following:

“I feel that this conference was the most useful of my teaching career—very informative, interesting, inspiring, and motivating!”

“So excited to design and work with our plan. Very rarely do I leave a conference with an actual design for a plan in place.”

The summer break had just begun, but our schools were already focused on the coming school year and putting research-based practices in action. However, schools were warned that the really hard work was still ahead.

“Just because your leadership team is excited today, don’t assume that the rest of your staff will feel the same way,” I told them on the final day of the conference. “One of the most critical elements of your school’s success in the coming year is the way in which you introduce your participation in Middle School Matters to the rest of your staff. How will you convey to educators that instructional adjustments can and need to be made? How will you achieve buy-in that supports effective implementation of practices?”

These days, education reform initiatives are a dime a dozen and come and go more quickly than we like to admit. Who can blame educators for thinking (and hoping) that “This too shall pass”? But Middle School Matters is different. Our national education experts compiled the most effective practices (as proven by rigorous research) to enhance the performance of middle grade students into the Middle School Matters Field Guide. MSMI then translates this research into practice by providing resources and support for schools’ implementation of these practices. Therefore, Middle School Matters is not an “initiative of the day,” but instead reinforces implementation of sound practice that will not “go out of style.” Schools can be assured that their participation is indeed worthwhile.

Schools are often anxious to reap the benefits of participation in a new program and begin without proper training or consideration of their ability to implement the program in a meaningful way. Schools may introduce a new program with a staff development day or “kickoff” celebration, achieving immediate (short-term) buy-in. However, sustainable, long-term buy-in is not achieved in 1 day, 1 week, or even in 1 month or year. It is an ongoing process, achieved over time, and involves focusing on factors that research demonstrates can lead to teacher buy-in of school improvement efforts.

Christy Murray

Teacher Participation and Shared Decision Making

An assumption exists that school improvement models that incorporate teacher participation in school-level decision making have a greater chance of success. The belief is that teachers have “bought in” before implementation begins. But there is disagreement among researchers on how effective this practice is.

Participatory decision making—or shared decision making, as it is sometimes called—has been linked to an increase in job satisfaction (Imber, Neidt, & Reyes, 1990; Smylie, Lazarus, & Brownlee-Conyers, 1996; White, 1992), goal commitment (Bacharach, Bamberger, Conley, & Bauer, 1990; Turnbull, 1999; Weiss, 1993), and teacher attendance (Griffin, 1995; Hart, 1990; Taylor & Bogotch, 1994; Weiss & Cambone, 1994).

In contrast to these positive findings, other research indicates that teacher participation in school-level decision making may have negative side effects. While acknowledging that it is not exactly clear why, Turnbull (2002) found that teacher participation in program selection was not a strong predictor of either immediate or long-term buy-in. The demands of participation can detract from teacher time spent on classroom work and decrease commitment and motivation to take action (Griffin, 1995; Weiss & Cambone, 1994; Weiss, Cambone, & Wyeth, 1992).

Removing teachers’ ability to participate in school-level decision making could be interpreted as undermining teacher professionalism. After all, teachers can provide valuable insight to improve schools. The key is not whether schools should use participatory decision making but when and in what areas it is most beneficial. Turnbull recommends administrators and small groups of teachers (e.g., a leadership team) lead efforts in actual selection of school reform programs. Schools can then focus more time and resources on the factors described below.

Factors That Contribute to Buy-In

Rigorous research is limited, but Turnbull (2002) indicates that teachers are more likely to buy in to a school reform program when they receive the following:

Adequate training and resources: Have teachers had enough training to know how to implement in their classroom? Is there an opportunity for ongoing training? Do teachers have the necessary resources to implement with fidelity?

Support from program developers: Is the program’s field staff helpful to teachers?

Support from staff members: Does the school leadership team address teacher concerns related to implementation? Do colleagues help each other when questions or challenges arise? Does the staff meet periodically to discuss classroom issues?

Administrator buy-in: Do administrators believe that the program is a good choice for the school?

Teacher influence over classroom implementation: Can teachers decide what changes are needed and how those changes can be made? (Note: Teachers cannot make changes that compromise fidelity of implementation.)

Guidance for Achieving Buy-In for Middle School Matters

Predictors of Buy-In
(Turnbull, 2002)

Application to Middle School Matters

Adequate  training and resources

Ensure that staff members understand the purpose of Middle School Matters, why the school chose to participate, and how this participation will affect them and their instruction in the coming year.

Provide staff members with Middle School Matters materials (booklets, practice briefs, etc.) to supplement the information they receive orally from administrators and the leadership team.

Deliver ongoing professional development related to implementation plans. Contact MSMI for assistance.

Provide ongoing coaching and feedback to teachers on instructional practices during professional learning communities or individually during teachers’ planning time.

Support from program developers

Participate in MSMI ongoing support (community-of-practice calls, booster sessions) and ask for assistance with implementation when it is needed.

Download the free implementation tools and resources from our website.

Support from school staff members

Engage in frequent meetings with various groups of teachers to understand their concerns, misunderstandings, and celebrations.

Allow teachers to meet in small groups (professional learning communities) and observe one another’s instruction as a way to share and scale up successful implementation.

Administrator buy-in

Demonstrate your commitment and enthusiasm for Middle School Matters not only during a kickoff meeting, but also throughout the year. Participate in all planning and problem-solving meetings, provide clear expectations to the staff, and follow up on all planned activities and timelines to ensure that work is being accomplished.

Involve the superintendent or other district staff members in the school improvement efforts.

Teacher influence over classroom implementation

Use student data to select and implement practices from the Middle School Matters Research Platform and Field Guide. (Because the practices are research based, teachers cannot modify the actual instructional practices; doing so will compromise the fidelity of implementation and may result in undesirable student outcomes.)

Assure teachers that practices are not meant to add to their workload but instead align with existing school improvement efforts and enhance the instruction already occurring.

Allow flexibility in terms of scheduling, student grouping, and materials and topics that align with district adoption and state standards.

Below, Earnest Brooks, the assistant principal at Baytown Junior School, one of the schools receiving MSMI Tier II support, offers insight into the experience of introducing Middle School Matters to the school staff.

Reflections From the Field

The Baytown Junior School leadership team

Our Background

Baytown Junior is a Title I school in the older section of Baytown, Texas. Nearly 80% of our students are economically disadvantaged and are served by the free or reduced-price lunch program. Baytown Junior is home to the New Arrival Center, which serves students who are new to the United States and are identified as non-English-speaking students. Our student breakdown is approximately 14% African American, 13% white, 70% Hispanic, and 3% other. These details form a general picture of our campus, but they don’t provide the full picture. Our students, faculty, and staff are “Baytown Junior proud” and strive to achieve greatness. We continue to build upon the strong academic and social foundation that our students bring with them from elementary school. Our faculty and staff are committed to providing our students with the tools they need for a successful future.

School Improvement Goals

The leadership team at Baytown Junior felt that support and professional development from MSMI would build our capacity to improve student performance and achievement. The support received to this point has allowed the leadership team to effectively lead our core academic teams. The research-based strategies build on the instruction our teachers provide on a daily basis. The “Tier II” support helps teachers increase the rigor and relevance of their instruction. These measures are designed to give each student the opportunity to grow academically and achieve levels II and III on the State of Texas Assessments of Academic Readiness (STAAR).

Over the past few years, administrative leadership has experienced a great deal of turnover. As a second-year administrator, I am the veteran of our administrative team. The turnover has caused a fragile overall campus culture and climate. In assessing our campus needs of support from MSMI, our school’s climate and culture were quickly identified as areas in need of honest and forthright attention. Positive school climate and culture are fundamental to student academic success. To continue to see measurable growth in our most important stakeholder, our students, we must build our capacity to have the best school climate and culture possible. The end result will be the most nurturing climate for our Baytown Junior students to attain a well-rounded middle school education.

The first academic content dimension we felt needed to be addressed was math. The math department has shown tremendous growth over the 2013-2014 school year as compared to the previous year. Data from assessments informed our instruction in all classes, including the intervention classes. We provided training and assistance to our co-teach teams to maximize the working relationship between the teacher and co-teacher. The campus established Sheltered Instruction Observation Protocol teams to concentrate on meeting the needs of our limited-English-proficient students and structured professional learning communities to provide training and allow for team discussion.

We will continue these strategies in the upcoming year with more focus on the seventh-grade team. The math department will work on establishing schoolwide practices for enhancing mathematics understanding within content areas, use our universal screener to guide intervention, and discontinue practices that are not associated with improved outcomes for students. We are striving for a 10% increase in all grade levels on the 2014-2015 STAAR Math test.

We have begun to address literacy by increasing reading and writing strategies across all content areas. We began this process in April 2014 with a cross-curricular reading response strategy used in all classes, including electives. We plan to continue this strategy, increasing the rigor of questions asked and increasing the complexity and clarity of students’ answers. We have new personnel in our department for the 2014-2015 school year, particularly in seventh grade. The instructional specialist/coach will work closely with new hires and returning faculty to discontinue ineffective practices, replace ineffective practices with research-based strategies and practices, and continue to make data-informed decisions that have positive impacts on student achievement.

Initial Staff Buy-In

Once areas of need were identified, the focus turned to getting our staff on board and sharing information effectively. This effort began by discussing the honor of being selected by the Bush Institute for inclusion in MSMI. We simply described the process of being selected and the nearing conference the leadership team was to attend. Once we concluded the summer conference and returned to school, the real work began and the pieces of the puzzle began to take shape. The leadership team structured and framed our back-to-school meeting as a celebration of the return of faculty and staff, the beginning of a new school year, and the initial rollout of our MSMI Implementation Plans. We served cake, decorated our building with balloons, and played Cool and the Gang’s “Celebrate” over the PA system. The leadership team provided a brief overview, emphasizing the Middle School Matters Clearinghouse and research-based strategies. We provided the faculty with details in terms of the overall selection process and the plans moving forward. Teachers were open and inquisitive to the information. The day was a success.

Next Steps: Achieving Sustained Buy-In

At Baytown Junior, we are open, honest, and transparent with our teachers. Moving forward, we will continue to achieve buy-in and work collaboratively with our staff by doing the following:

Aligning all school improvement efforts: The administrative and leadership teams worked hard to align the Campus Improvement Plan, the Campus Action Plan and the MSMI Implementation Plans. The alignment has made the process a bit more palatable for teachers, as the strategies are implemented as part of their teaching—not as something new.

Implementing slowly and deliberately: We will continue to implement our MSMI plans in small chunks, provide instructional support, and keep morale high.

Displaying administrative support for MSMI: By continually celebrating our successes and assessing and addressing areas of need related to our MSMI Implementation Plans, we intend to convey how important this initiative is to our administrative team and our entire school.

Emphasizing the longevity and effectiveness of the research-based practices we implement: Educational trends come and go, but research-based strategies, those that are “battle tested,” improve instruction. These strategies improve the learning environment and “stick” in the brain of the students. The end result is growth and achievement of our students!
A special thanks goes to Ms. Leslie Garcia, Ms. Margaret Parker, Ms. Judy Mackyeon, Mr. Jerry Shafer, Ms. Janie West, and Dr. Donna Woodstellman for their continued work to assess, review, and implement MSMI plans. I would also like to thank and encourage our faculty and staff for their continued efforts to strive to be the very best!

References

Bacharach, S. B., Bamberger, P., Conley, S. C., & Bauer, S. (1990). The dimensionality of decision participation in educational organizations: The value of a multi-domain evaluative approach. Educational Administration Quarterly, 26, 126-167.

Griffin, G. A. (1995). Influences of shared decision making on classroom activity: Conversations with five teachers. The Elementary School Journal, 96, 29-45.

Hart, A. W. (1990). Work redesign: A review of literature for education reform. In S. B.
Bacharach (Ed.), Advances in research and theories of school management (Vol. 1; pp. 31-69). New Haven, CT: JAI.

Imber, M., Neidt, W. A., & Reyes, P. (1990). Factors contributing to teacher satisfaction with participative decision-making. Journal of Research and Development in Education, 23, 216-225.

Smylie, M. A., Lazarus, V., & Brownlee-Conyers, J. (1996). Instructional outcomes of school-based participative decision making. Educational Evaluation and Policy Analysis, 18, 181-198.

Taylor, D. L., & Bogotch, I. E. (1994). School-level effects of teachers’ participation in decision-making. Educational Evaluation and Policy Analysis, 16, 302-319.

Turnbull, B. (1999). The mediating effect of participation efficacy on evaluation use. Evaluation and Program Planning, 22, 131-140.

Turnbull, B. (2002). Teachers’ participation and buy-in: Implications for school reform initiatives. Learning Environments Research, 5, 235-252.

Weiss, C. H. (1993). Shared decision making about what? A comparison of schools with and without teacher participation. Teachers College Review, 95, 69-92.

Weiss, C. H., & Cambone, J. (1994). Principals, shared decision making, and school reform. Educational Evaluation and Policy Analysis, 16, 287-301.

Weiss, C. H., Cambone, J., & Wyeth, A. (1992). Trouble in paradise: Teacher conflicts in shared decision making. Educational Leadership, 28, 350-367.

White, P. A. (1992). Teacher empowerment under ‘ideal’ school-site autonomy. Educational Evaluation and Policy Analysis, 14, 69-82.

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Understanding the Importance of Teacher Buy-In for School Improvement - MIDDLE SCHOOL MATTERS

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This installment of the Middle School Matters Institute Blog focuses on gaining teachers’ support when beginning new educational initiatives. Contributors: Christy Murray, Middle School Matters Institute Principal Investigator and Project Director (Research Perspective) Earnest Brooks, Assistant Pri…

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"The role of teachers has often been overlooked by researchers and policymakers when it comes to implementing school reform, but it’s important to remember that as programs grow, so typically does implementation."

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"The role of teachers has often been overlooked by researchers and policymakers when it comes to implementing school reform, but it’s important to remember that as programs grow, so typically does implementation."

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Overview

Often when a reform is introduced, there are concerns surrounding teacher buy-in and implementation. Research supports these concerns, highlighting that if teachers don't recognize or believe in the value of a policy or reform, they're less likely to make chances to their teaching or behavior. The role of teachers has often been overlooked by researchers and policymakers when it comes to implementing school reform, but it's important to remember that as programs grow, so typically does implementation. Everyone will take up new initiatives at their own pace, but ownership and leadership can be increased and ensured by maintaining a group vision that is consistent with collaboration and shared goals (Lee & Min, 2017).

How do we increase buy-in?

Teachers are more likely to buy in to a school reform program when they receive the following:

Adequate training and resources - this toolkit and other school and personnel resources

Support from program developers - Quarterly Meetings, Summer Institute, and other opportunities

Support from staff members - PASL Educator Team Meetings, Teacher Mentors, Administrators Support

Administrator buy-in - PASL Coordinator Visibility, Principal Support

Teacher influence over classroom implementation

What's next?

Once buy-in has been achieved among teachers and staff, however, it is important to sustain it.

Continuing to align the reform with the mission of the school and other ensures that introducing and maintaining related behaviors isn't too much of a lift for teachers, on top of already full schedules.

Slow and deliberate introduction and implementation are also important, as they allow opportunities to include professional development and maintain high spirits.

Continued and visible administrative support is helpful in showing teachers that reforms are top-down, and that enthusiasm is contagious!

Underscoring the importance of the work, and that it is based on research, and not the latest whim. (Murray & Brooks, 2017).

Resources

Lee, S. W., & Min, S. (2017). Riding the implementation curve: Teacher buy-in and student academic growth under Comprehensive School Reform Programs. The Elementary School Journal, 117(3), 371-395.

Murray, C., & Brooks, E. (2017, May 10). Understanding the Importance of Teacher Buy-In for School Improvement. Retrieved from https://greatmiddleschools.org/buy-in/

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Overview Often when a reform is introduced, there are concerns surrounding teacher buy-in and implementation. Research supports these concerns, highlighting that if teachers don't recognize or believe in the value of a policy or reform, they're less likely to make chances to their teaching or behavior.

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"The first step is to determine who should be involved in decision-making and implementation. Ask whether a possible participant has adequate time for the initiative and a clear understanding of what needs to be accomplished."

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"The first step is to determine who should be involved in decision-making and implementation. Ask whether a possible participant has adequate time for the initiative and a clear understanding of what needs to be accomplished."

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Administration & Leadership

Want stakeholders to embrace a new school initiative? You better come prepared.

If you're a leader and want to see broad, authentic participation in a school initiative, you'll need to think it through carefully, according to leadership consultants Ronald Williamson and Barbara Blackburn in their recent MiddleWeb article " How Leaders Develop Stakeholder Ownership." The top-down approach won't work: Asking stakeholders-like teachers, parents and students-to get involved has to be an organic and meaningful process, and not merely lip service. "Involvement can't be trivialized or used to mask the decisions of administrators," say Williamson and Blackburn.

Grassroots ownership requires leaders to take the following steps:

CHOOSE WISELY

The first step is to determine who should be involved in decision-making and implementation. Ask whether a possible participant has adequate time for the initiative and a clear understanding of what needs to be accomplished. When deciding who to involve, think not only about availability and suitability for the role, but also about the person's stake in the outcome. Individuals who are most affected by an initiative should be integral in the decision-making process. A limited stake in the outcome doesn't mean a person can't participate, but consider limiting their involvement in favor of someone with a deeper connection to the initiative.

MAKE COMMUNICATION TWO-WAY

Communication is another key to success: "Good communication is two-way. That is, you both gather (listen) and share information" Williamson and Blackburn write. "That may sound simple, but too often, we inadvertently create a culture that does not encourage input, especially authentic input." For example, one principal claimed the teachers at his school were involved in determining what professional development opportunities would be offered. In reality, the teachers were selecting from a list of options generated by the principal, and "they felt the principal had already decided what to do and was only using the survey to later say that teachers were involved."

FOCUS AND REFOCUS

Using simple techniques to focus and refocus discussion on a topic can help move towards meaningful engagement by all participants. Williamson and Blackburn suggest providing an agenda before the meeting, reminding participants of the purpose of the meeting at the outset, and ensuring that everyone has an opportunity to participate in the conversation "by thanking participants in advance for honoring others' voices."

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For Leaders, Getting Real Buy-In for School Initiatives

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Administration & Leadership Want stakeholders to embrace a new school initiative? You better come prepared. If you're a leader and want to see broad, authentic participation in a school initiative, you'll need to think it through carefully, according to leadership consultants Ronald Williamson and Barbara Blackburn in their recent MiddleWeb article " How Leaders Develop Stakeholder Ownership."

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"Make sure you provide time for dialogue and reflecting upon the data. Then, collaboratively determine a school-wide goal to achieve together this year."

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"Make sure you provide time for dialogue and reflecting upon the data. Then, collaboratively determine a school-wide goal to achieve together this year."

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Here are four easy strategies you can incorporate right now to help your staff become more invested in Kickboard and your positive school culture goals.

It's basic human nature to want to take care of things that truly belong to us. We spend time cleaning, maintaining, painting, and decorating homes we own to keep them in good shape. But we likely don't go to such extremes for a hotel room or a vacation house - they just aren't our concern in the end. The same is true for change initiatives. Those we own, we're more likely to nurture and champion whereas those we aren't invested in might not get our full attention.

If school leaders are intentional about gaining and maintaining teacher buy-in with Kickboard and school culture initiatives, schools are much more likely to achieve the positive outcomes they desire.

Here are four easy strategies you can incorporate right now to help your staff become more invested in Kickboard and your positive school culture goals.

Validate the need for improvement with data and share a common goal.

Teachers need to realize the need for Kickboard before they're able to use it with fidelity and there's no better way than to use data to help open their eyes to the need. A simple mandate of "We're going to use Kickboard this year" will not be as effective as guiding teachers to realize the need themselves. Did your staff have any input in your decision to adopt or continue Kickboard? Did you and your teachers use data to identify behavioral pain points? If the leadership alone made these decisions, you can still take steps to help staff realize the need.

Make sure you provide time for dialogue and reflecting upon the data. Then, collaboratively determine a school-wide goal to achieve together this year. Here are some goals our schools have used successfully in the past:

By the end of 2015-2016, Mid-City Elementary will reduce suspensions and office referrals by at least 65%.

Central Academy will build a more positive school culture by achieving a 4:1 positive-to-negative behavior ratio overall for the 16-17 school year.

By the end of 2015-2016, Middle Elementary will increase the time students spend in class receiving academic instruction by 50%.

Giving staff the voice and the opportunity to come to the same conclusion you did will go a long way toward gaining a critical mass of teachers invested in the improvement efforts. Working together toward a shared goal will boost the synergy for improvement even more.

Ask the experts.

The beginning of the school year is always a good time to reflect on potential changes to your Kickboard site as well as to make tweaks to your internal positive behavior support systems. Teachers are closest to the behaviors in action every day, so put them in the position of expert and offer them the chance to give you their advice.

Build a cadre of teacher culture leaders.

If you strategically light a few sparks about Kickboard throughout your campus, you will soon have your whole staff on fire about it! Start by selecting a group of key influencers to serve on your Kickboard Culture Leadership Team. Empower the team to set the school's climate and culture goals, plan campus climate and culture initiatives, help ensure consistency, and be the continued voice for their colleagues. Be sure to calendar out regular check-in meetings where you analyze school-wide data trends and progress toward your goals, plan ways to motivate staff, check on school-wide positive incentives you've initiated for students, and make necessary action steps to continue the progress.

Plan how you will use the data together.

The most powerful way to build teacher investment in Kickboard is to get your staff to a point where they can't live without the data. Schools that use their culture data systemically, find that buy-in isn't even an issue anymore.

Teacher buy-in won't happen without intentionality and true school-wide transformation won't happen without significant teacher buy-in. But once leaders take action toward helping their staff become true owners of the change, the magic can begin!

Need help planning and leading the change? Kickboard Leadership Coaching can help you move from simply using the Kickboard software to achieving a true transformation in school culture. Contact us at 504-327-5782 and let's talk about how we can help you as a leader!

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Here are four easy strategies you can incorporate right now to help your staff become more invested in Kickboard and your positive school culture goals. It's basic human nature to want to take care of things that truly belong to us. We spend time cleaning, maintaining, painting, and decorating homes we own to keep them in good shape.

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1. Did I ask teachers what they and their students need? 2. Do I know what teachers are doing in their classrooms? 3. When was the last amazing new program implemented? 4. How much money is going into this? Could it be used better elsewhere? 5. Am I suggesting that they are bad teachers who need a new program to get better? 6. Is this really a good program, or did I just fall for a sales pitch?

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1. Did I ask teachers what they and their students need? 2. Do I know what teachers are doing in their classrooms? 3. When was the last amazing new program implemented? 4. How much money is going into this? Could it be used better elsewhere? 5. Am I suggesting that they are bad teachers who need a new program to get better? 6. Is this really a good program, or did I just fall for a sales pitch?

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"I have a great new program! Everyone will love it! It's game changing! A best practice! The best thing since sliced bread! It will change the world!" ... Aaaaaand the teachers show no interest. Can't they see how amazing this idea is? Why aren't they doing the new thing? Do I have to push and prod them? Am I not selling it right? Why can't I get teacher buy-in? Is something wrong with my idea? Is there something wrong with me?

If teachers aren't buying in to an initiative you are excited about, it doesn't necessarily mean it is going to fail or that it's not a great idea. However, when getting teacher buy-in is an enormous struggle, something about your idea or approach needs revising. Here are six questions to ask yourself if you are struggling to get teachers to get on board with a program, idea, or strategy you are excited about.

1. Did I ask teachers what they and their students need?

Teachers know what they need and what their students need. They work with these kids all day, every day. If you are not consulting them, your new magic pill may have no connection to the needs they are seeing, and they will probably feel as though their voice and experience does not matter. No one does well when they don't feel listened to.

Before digging for new things, talk to your teachers about what students need and where they are struggling. And don't just talk to core subject teachers or the teachers you feel comfortable with. Talk to the elective teachers and the special education teachers. Talk to the quiet teachers, the new teachers, the opinionated teachers, and the instructional assistants. Find the threads they share and use them to inspire the programs you look at. They may even have suggestions that blow your original idea out of the park.

2. Do I know what teachers are doing in their classrooms?

If not, they might already be doing the thing you are suggesting. It might be in a slightly different way, with a different name, but it's probably happening. Telling them to change something that they are already doing, just to be in line with a new program, is frustrating and feels like a waste of time.

Visit classrooms more than once or twice a year. Know what teachers are doing. Be someone they feel safe coming to and can trust to support their new ideas and creative solutions. Being present and acknowledging the good things that are already going on will help you determine what's next.

3. When was the last amazing new program implemented?

If it was last year, or last month, or last week, teachers are either overwhelmed or feel like there is no point in adopting something new when it will be gone and replaced in six months. Too many new programs kill teacher buy-in. Before investing in a program, make sure it can last long term. No one can see the future, so it's impossible to know if a program will definitively last or not. However, teachers need to see that you give programs time to work before deciding they need to be replaced.

4. How much money is going into this? Could it be used better elsewhere?

Teachers spend a lot of their own money supplying their classrooms. Spending a bunch of money on a program that teachers feel is not necessary is going to be upsetting, even if that money comes from elsewhere. This is especially true if teachers see students coming to school hungry or without proper clothing.

Before spending money on a program, figure out how to get the most bang for your buck. Does everyone need the same training? Is there a way to inexpensively distribute the information? Do you need all the bells and whistles companies want to sell? Teachers want to feel that money is being spent wisely on their students. If they feel like you're wasting money, good luck getting investment from teachers.

5. Am I suggesting that they are bad teachers who need a new program to get better?

Teachers work hard and want to do their jobs well. If you bring in a new program with an attitude that says that everyone in the room is deficient, you are going to insult hard-working, talented people.

If you have a cool opportunity, present it as such. Show how it can add to classrooms that are already great. Focus on specific teachers who may benefit more than others instead of applying blanket programs. Insults, even when unintentional, do not create teacher buy-in.

6. Is this really a good program, or did I just fall for a sales pitch?

Teachers have strong BS detectors. If a program sounds like it isn't supported by research, doesn't help your specific school community, or just seems too good to be true, they probably won't trust it. Do your research. You should ensure that what you are presenting is supported by solid research and makes sense at your specific school and for your students' specific needs.

Teachers often know what they need. It is one of the school leader's most important jobs to listen and help fulfill those needs. If teachers feel listened to, know their time and experience are respected, and don't feel as though they must change everything they are doing at once, teacher buy-in will happen, and you won't be the only one excited about your new idea.
Join the great conversations going on about school leadership in our Facebook groups at Plus check out this article: When Principals Don't Trust Their Teachers. and High School Principal Life .

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Struggling With Teacher Buy-In? Ask Yourself These Questions.

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"I have a great new program! Everyone will love it! It's game changing! A best practice! The best thing since sliced bread! It will change the world!" ... Aaaaaand the teachers show no interest. Can't they see how amazing this idea is? Why aren't they doing the new thing?

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I haven't considered buy-in from a leadership position. When I was a teacher, I just felt overwhelmed most of the time, but I do remember being encouraged by our grade level head and our instructional coach to "adopt" new strategies or technologies. Even in my role in higher education now, we experience this buy-in push by being required to attend trainings on new softwares/systems that we never end up using full time. I appreciate having experience on the other side of the buy-in process, I believe that will help when I am asked to encourage teachers in my school to adopt something new. I also appreciate the wide variety of "tips and tricks" that have been helpful to others in the same situation. Not every idea would work for every school, but many recommended helpful, solid strategies.

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Topic for further review, reading, and study:

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Topic for further review, reading, and study:

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My first thought is that I need to deepen my understanding of and grasp on Artificial Intelligence.  I'm familiar with the general concepts, ie: I, Robot.  But I don't truly understand how it's being infiltrated into the classroom and future implications.  How do we teach students about AI without scaring them but without pretending it's harmless?
I also want to learn more about VR/AR technologies being used in the classroom/library settings.  I view this in a less-threatening way and in a more curious way.  I feel that the learning possibilities are endless and varied.  Students can "travel" to other parts of the world or even inside of things that humans cannot physically travel, such as into an ant bed or human blood stream.  The higher quality levels and more realistic attributes that these technologies attain make them very important.  Of course, we cannot lose ourselves in VR/AR and forget to explore the world on our own.  I think they can be important substitutes for pieces of our world that are either too expensive to access, physically impossible to access, or of things that no longer exist (extinct species or buildings that are now in ruin).
I enjoyed the exploration of different applications. There are so many wonderful apps that can help students in many ways, especially now in our semi-virtual world post-Covid. It's my goal to keep up-to-date of these technology apps on iPads/computers so I can understand what my students are talking about but so I can also recommend to teachers and students things they may not know about yet.