LIBE 477 Digital Artifact - Diamond in the Rough

Image from Bitmoji.com

My BluePrint: “About Me” Lesson Ideas

A Magical Carpet Ride

I set out on this journey believing the following:

• Children are unique with many individual strengths and must have a learning environment that supports their physical, mental, emotional, and social growth.
• As an educator, I intend to create a safe, inclusive, calm, and positive environment where students feel encouraged to pursue their personal interests and take risks.
• I hope students embrace their mistakes and feel pride for their many accomplishments.

Now, replace children and students with myself as a learner.  In short, I began this inquiry project with little confidence in my abilities as a 21st century learner.  My childhood communication tool to the outside world was a rotary dial phone.

Image from artfire.com

I felt too self-conscious to reach out for support from colleagues and was overwhelmed with help tutorials and video instructions on the internet.

I learned to change my growth mindset and develop a personal learning network.  Carol Dweck, author of Mindset, The New Psychology of Success, urges us to praise the process and the resilience, YET, not the end product and natural talent, the NOW.

 

Image from bitmoji.com

In the article “Building a Growth Mindset for Teachers”, Jennifer Gunn outlines some sound advice that reflects my own key learnings from the course:

☝ Never Stop Growing.

✌ Experiment and Innovate.

👍 Ask Questions.

👌 Be Flexible.

✊ Reflect. Reflect. Reflect.

👏 Learn New Technology.

Bippity, boppity, boo! I did, I am, I will continue to.  

My Blueprint is an online, visual student driven portfolio.  I created a virtual classroom where students could practice self-awareness skills and explore their interests, abilities, and passions.  They were able to use multimodal ways (video, audio, pictures) to document their growth.  Other teachers in the school and families can also connect and have the same access as the teacher - post, comment, offer feedback, add stickers.  It is most definitely a work in progress; the students' portfolio are emerging. By term 2, I would like to see us at developing, then proficient by June 2021.  Here are a few samples (click to enlarge):

Image from student portfolio; Myblueprint.ca, 2020

Image from student portfolio; Myblueprint.ca, 2020

Y

Image from student portfolio; Myblueprint.ca, 2020

Image from student portfolio; Myblueprint.ca, 2020

As I look back on my first blog posts, I wanted to delve deeper into one digital tool that focused on growth of the individual learner.  We were bombarded with new technology during remote learning, so I isolated My Blueprint and the About Me section. As Ron Weasley once said, “What’s life without a few dragons?” (J.K. Rowling, 2000)

1. TIME - We only had full sets of iPads alternate weeks and finding a large chunk of time, without interruptions to explore, was a rare treasure. 

2. ABILITY - Some students were able to navigate the program with ease.  Others spent most of their time just logging in.  Thankfully we have been talking about "The Power of Yet" and students were praised on perseverance rather than completed work.  No tears.

3. DEVICE SETTINGS - Some students didn't have their camera/video working.  Others would crash because there were too many photos taking up space.  Then there was the spinning wheel of impending crash and burn.  We shrugged, tried other devices, e-mailed IT, again, thankfully, no tears.

4. COMPREHENSION - There was A LOT of background knowledge that needed to be taught and prepared; some that were understandable like explaining the abstract, symbolic concept of personal values and attributes.  Then there were others like, "You don't know where your family is originally from? No, not Coquitlam, before that.  No.  Not Alberta, your great grandparents?"

5. COLLABORATION - In the past, I relied a lot on students supporting each other, but with COVID-19 restrictions, masks/no masks, and just for health & safety reasons, students were left waiting for support.

“There is still much worth in having a shared experience, a common narrative for learning.”

- Richardson, 2012

Moving Forward. . .

After I get valuable feedback from members of LIBE 477, I would like to do some touch-ups, download the Pages artifact into my school's Teams channels,

Image from tech community.microsoft.com 

and discuss it during future grade group collaboration time with other primary teachers, our MBP leads at the school, and administration. I then would like to have a virtual meeting with the district's leads for more feedback, then upload the document to the district's Teams Channels under Digital Learning (gulp!).  It’s looking pretty empty...

image from Teams, 2020

I’m feeling inspired by the creative innovators of this course and encouraged to know that their ideas for fostering literacy, building critical thinking skills using hybrid models, and vetted apps and digital programs are out there in the “technagical” venture.

Image from Bitmoji.com

                           

Works Cited

Deak, J. (2016, August 23). Your Fantastic Elastic Brain READ ALOUD! ~ Stem for Kids

DoubleThink Inc. (2020). MyBlueprint.ca. Retrieved December 01, 2020, from https://myblueprint.ca/

Gunn, J. (2019, October 25). How to Build a Growth Mindset for Teachers: Resilient Educator. Retrieved December 01, 2020, from https://resilienteducator.com/classroom-resources/growth-mindset-for-teachers/

Kid Time StoryTime (Producer). (2016, August 23). Your Fantastic Elastic Brain READ ALOUD! ~ Stem for Kids [Video file]. Retrieved December 1, 2020, from https://youtu.be/8QSPfnQCIY0

Richardson, Will (2012). Why School? How Education Must Change When Learning and Information are Everywhere [eBook edition]. Ted Conferences.

LIBE 477 Vision Blog Post #2 Self Awareness Creates Effective Leaders

 

image from pinterest.com

Rationale

The topic of conversation as of late amongst my peers is the culture of mask wearing. 

It comes down to empathy and consideration of others over personal freedoms.  How do

We communicate this?  I have come to the conclusion that you cannot teach empathy 

with a flick of a wand. Similarly, knowing one’s own personality, feelings, desires, and 

motivations is Not always innate.  Self awareness skills need to be cultivated over time

and explicitly Taught.  Eurich, a psychologist and business coach states that “ Research 

suggests that when we see ourselves clearly, we are more confident and more creative.

We make sounder decisions, build stronger relationships, and communicate more 

effectively” (Eurich, 2018).  As we help mold 21st century learners, we need to find ways 

to make lasting impressions that will follow them beyond their current learning

environment and adapt and connect it to their future endeavours. Peels school board in 

Ontario have created a vision document and 3 year plan for creating a 21st century

learning commons. Tony pontes, director of the school board, commits to "inspiring 

student success through the implementation of innovative instructional practices, 

reliable technology and strong technical support, and equity of access for all.

Together, we continue to create learning environments where modern learners are

inspired to learn, collaborate, create and connect with the world" (Pontes, 2018). He

succinctly describes what all of us envision in our classrooms and learning commons.

image from peelschools.org

Further Development of the Vision:

Developing Self Awareness Through MyBlueprint, a Digital Portfolio

image from bitmoji.com

Learner Considerations: Who's Lookin'?

image from clipart key.com

image from favpng.com

image from cliparts.zone

image from gograph.com

image from leaderinme.org

who is a part of a student's learning network? Their teachers, parents, families, and 

peers.  A child's learning network is vast and all their stakeholders would find value to 

see what they are learning and HOW they are learning.  Teachers that would be 

interested in pursuing digital portfolios within grade groups, the school, the district, 

and globally would also be potential audiences.  For me, I need to see an app or 

program, and have someone show me and vet it if I were to try it out.  Knowing that 

there is someone I can communicate, ask questions, show my progress and get feedback 

makes a program more desirable to use.  At school, I never would have tried Daily 5 or 

words their way, if I didn't know many of the staff were using it.  I had that safety net 

if I was trouble shooting.  Personally, just starting a blog was daunting.  I began with 

one blog format and had extreme difficulty.  I then started a new avenue, and if two 

colleagues from the program didn't reach out to me and help me step by step, I wouldn't 

have continued with this choice either. You don't become a wizard at things overnight.

Potential Audience for Artifact

There are many resources available from MyBlueprint's website:

https://myblueprint.ca/about on how to get started - supporting the teacher.  However, 

when planning a journal, typing a reflection or preparing materials to publish in their 

student portfolio, there needs to be some background knowledge and reasoning, lesson 

planning that should go on; a blended model approach.  

I plan on preparing some beginning lesson plans to support using the "About Me" section 

of My Blueprint.  I initially planned on teaching metacognitive skills as well, but with 

time constraints and access to technology, I bit off a bit more than I could chew.  I 

appreciate the Blended learning approach to the digital portfolio because I have more 

formative assessment opportunities to evaluate how their self-awareness skills have 

progressed.  as well, because students are also just learning how to navigate using a 

tech device and typing, as well as having very few minutes of the day, it may not be 

thoroughly capturing their reflections.  This coursework is for a librarianship diploma 

and it just seems right to be including possible literature to support digital learning.

Preparing My Artifact: Lesson Plans to Get Started 

on MyBluePrint

https://app.myblueprint.ca/start

There are many links and tutorials for educators to get started on myblueprint from 

the company itself.  However, there isn't a HOW to actually teach each of the elements 

of reflection, journalling, and resources to make it meaningful, like templates for 

drafts and picture books (I'm gearing my lesson plans for primary).  I have been able to 

make progress through the "About Me" section of My Blueprint with my Grade 3s and 

they 100% enjoy it.  They are even beginning to notice what comes easy to them, like 

creating an avatar, persevering through technical difficulties, and what has been 

challenging like I want to say more, but I can't type fast enough.  As we learn together, 

I have been keeping mental notes of how I could revise the delivery of certain sections 

of my blueprint, how a book here, or a writing draft there could have strengthened the 

class' productivity.  This made me think of how I would have really appreciated more of 

a teacher's manual of how to get started, not the technical aspect, but the teaching 

aspect.

I plan to make introductory lesson plans by using pageshttps://www.apple.com/ca/pages/

                                           image from support.apple.com

I am continuing my professional development with apps and digital programs, and pages 

is one that I have yet to use.  I like how it is visual, you can record audio and pictures, 

and is editable for others.  Because the district uses apple products, it will be 

streamlined and teachers will not have to worry about downloading adobe, Vimeo 

extensions, etc.  I am really looking forward to creating a working document that can 

drum up discussion, collaboration, and utility.

My vision for the future continues to be that of one where my classroom or SLLC is a 

place of community, collaboration, and engaged learning.  I strongly feel by reflecting 

and becoming more explicitly aware of their learning process via digital portfolios 

alongside a blended model of traditional teaching approaches and technology will help 

facilitate 21st century skills like critical thinking, creativity, leadership, and digital 

literacy.  Time to start a'brewing!

​image from bitmoji.com

Works cited

BluePrint, M. (n.d.). My Blueprint. Retrieved November 20, 2020, from https://myblueprint.ca/about

Board, P. (n.d.). Empowering Modern Learners. Retrieved November 20, 2020, from https://www.peelschools.org/aboutus/21stcentury/Pages/default.aspx

Eurich, T. (2020, November 01). What Self-Awareness Really Is (and How to Cultivate It). Retrieved November 19, 2020, from https://hbr.org/2018/01/what-self-awareness-really-is-and-how-to-cultivate-it

Pages - Apple (CA). (n.d.). Retrieved November 21, 2020, from https://www.apple.com/ca/pages/

LIBE 477 Module 10: Vision of the Future EYES on the world, FEET on the ground

Eyes on the World, Feet on the Ground

Earlier in the year, I decided it was time to have my philosophy, mission, vision statements, and core values set out in writing.  With continuous professional development and learning, these principles will be fluid and change over time.

                    

At present, I do see a classroom of engaged and inclusive learners, and I am continuing to work out on how to create a more collaborative environment that is viable during Covid times.  Learning progress is moving much slower due to less physical collaboration (small group/pair work).  Students just aren't "getting it" when they are having to trouble shoot alone.

 What will the 21st Century Classroom look like?

The 21st century classroom I envision will always involve ways to facilitate critical thinking, collaboration, communication, and creativity.

I have been very fortunate to be in a school where students have the ability to have a device available to them.  We have loaner iPad carts and COWS.  I have collaborated with my cohort teacher to have a class set of iPads every other week, while still having a half set available to me all the time.  As the students have their own One Drive account, they are able to save and access any pertinent work throughout their school career in the district.  In our SLLC, we have many loose parts and STEM materials available.  Earlier in the year, we had keva planks and I individually bagged planks for students to work on challenges. Students will be working on making traditional Sto:lo tools out of recyclable materials, so this will be a nice introduction to some of the loose parts available in our SLLC.

image from kevaplanks.com

    Design Considerations for Final Vision 

I have been catching myself doing this a lot.  While students are working, I will ask them "Why are we doing this?".  Yes, I am prepared for the disappointment.  My grade 3 students often do not know why they are working on assignments at school.  The pleasers will give you an answer like "to make my brain grow/learn" and it is true, but how?  I would like to explore the explicit process of learning for individual students, reflecting on this process in a documented way, as well as have students learn more about themselves, what drives their engagement and motivation.  In a way, I would like to help facilitate their working philosophy, mission, and vision statements for their own learning.  

I still intend on using MyBlueprint, a digital portfolio program designed for the B.C. Curriculum's core competencies in mind.  The program is vast and complex, but I will focusing on the "About Me" section.  Then move on to School competencies like communication thinking, and personal/social goals as well as their personal goals.

Who is my target audience?

image from 123rf.com

image from in.pinterest.com

image from pinterest.com

At the moment, the target audiences are students, their families, and the other grade 3 teachers I am collaborating with.  In the future, I would hope this exploration can support other teachers that are wanting to use digital portfolios for teaching self-awareness and metacognitive skills.

Potential Ideas

I have been catching myself doing this a lot.  While students are working, I will ask them "Why are we doing this?".  Yes, I am prepared for the disappointment.  My grade 3 students often do not know why they are working on assignments at school.  The pleasers will give you an answer like "to make my brain grow/learn" and it is true, but how?  I would like to explore the explicit process of learning for individual students, reflecting on this process in a documented way, as well as have students learn more about themselves, what drives their engagement and motivation.

image from Amazon.ca

https://www.amazon.ca/Handbook-Digital-Learning-K-12-Schools/dp/3319338064

Hourigan and Quinn have compiled timely articles that focus on learning in the digital classroom in their book entitled "Handbook On Digital Learning".  Some interesting articles and chapters discuss narrated photographs with multimodal opportunities with digital tools, personalised learning with information technology, and discoveries from an Irish pilot project using EUFolio, a classrom ePortfolio.  If you are a UBC student, this text is available for PDF download (See below in "works cited" for link).

Assessment Ideas

Students have completed a self-assessment questionnaire using emojis. I plan on using it in June to compare their responses.  This is where I am having some challenges on finding evidence of growth for students and will be using my PLM (other grade 3 teachers and MBP leads in the district) to strengthen this area. Formative assessments, using exit slips, class discussions, and small group or one-to-one check-ins have been some ways I have brainstormed to support this.  For the next collaboration meeting, I am hoping to get a bank of guiding questions that can give us more insight to the value of explicit teaching of self-awareness and metacognitive skills.

Digital Artifact ideas

My vision for the future would be to have students in my classroom use a digital portfolio like MBP to map their learning throughout the year, reflect on their growth, and set goals for future grades - see the bigger picture beyond the grade 3 classroom.  After working out the bugs, I would definitely like to have a series of lesson plans, alongside quality literature (We have been BIG on read alouds this year and I would like to incorporate this) available for teachers with sample student work.  We often do this in collaboration in our grade groups where we set a goal (organizing writing/using specialized vocabulary etc.) and work together to implement the collaborated activity/mini-lesson together.  Then we set aside some time to compare work, develop a rubric, what we would think is emerging, developing, and proficient using examples, and revise as needed for the following term.

Final Considerations

How does exploring MBP self-awareness tools help students have their eyes on the world and feet on the ground?  Our progress with the program will be on a bi-weekly time schedule, so this gives students time to input, discuss with their peers,  respond to teacher feedback (teachers are able to respond with stickers, text, video, audio), and meaningfully reflect will all the resources visually organized in their portfolio.  As for eyes on the world, students are also able to explore career possibilities within the program and correlate how their learning now may affect their learning in the future.

Works Cited

MyBlueprint.ca. (n.d.). Retrieved November 9, 2020, from https://myblueprint.ca/

Common Sense Media. (2020, April 01). Introduction to the 4 Cs. Retrieved November 14, 2020, from https://www.commonsense.org/education/videos/introduction-to-the-4-cs

Marcus-Quinn, A., & Hourigan, T. (Eds.). (2017). Handbook on digital learning for k-12 schools. Switzerland: SPRINGER from https://link-springer-com.ezproxy.library.ubc.ca/book/10.1007%2F978-3-319-33808-8#about

Shelby County Schools. "Inside the 21st Century Classroom." YouTube, 14 Nov. 2020, https://youtu.be/zcvcLuVtXU8

THINK DIFFERENT - LIBE 477 Module 9 Summarizing and Discussing Phase 2 Topics and Interests

 "THINK DIFFERENT"

image from Bitmoji

There is no amount of independent internet surfing that can garner as much quality resources, input, and further professional development than what I was able to gain from reading my peers' blogs.  Here we have global colleagues that have similar goals for their students, identical topics being explored, and interpretations that are viable to use in next week's classroom/learning commons lessons.  PLNs are vital to positive progress towards focused paths of learning and my own magical journey to becoming a 21st century learner.  

Here are some key takeaways for the past blog post topics:

★ Fostering Reading Cultures

Many of us follow similar pathways to supporting students' growth in reading and writing: Daily 5, Adrienne Gear texts, and often use technology to enhance the literacy experience at school and gain support from home.  I would be interested in checking out studenttreasures.com next time I attempt a large writing piece.  Usually we just photocopy our good work and put it into plastic sleeves, but this will give students more of a feel of what publishing would be like.

★ Developing My Own ICT Skills

image from Bitmoji

"Slow and steady wins the race."  That would perfectly summarize my progress with ICT skills.  I usually prefer to take on 1 or 2 programs/apps a year to learn.  The past 6 months I have taken on Microsoft Teams, My BluePrint, iMovie, YouTube, GoogleMeet, SeeSaw, and creating a blog.  Taking a page out of my lesson plans, I feel like I am developing a growth mindset with learning, making mistakes, relearning, and persevering.

image from Bitmoji

One subject area that I have avoided is music.  Usually we had a music specialist for our prep coverage but for the past two years we have not.  I had grand plans to utilize the dusty xylophones at our school, but they were missing keys and enough instruments for all students.  As well, I did not even know where to start!  This year, I came out of my comfort zone, thanks to this coursework and Tuesday meets.  For our virtual Remembrance Day ceremony, I took the risk of practicing a special song (I am very tone deaf), recording using voice memo and played an instrumental version on the projector mirrored from my iPad, and uploaded their artwork as part of an iMovie that I linked to a YouTube account I made.  It may not seem a lot for any of you tech-minded educators, but I feel like I checked something off on my bucket list.  I am really proud for my Grade 3 students as this was something new for them as well and collaborated together.

https://www.youtube.com/watch?v=muGLxaXsdn0&feature=youtu.be

★ Ongoing Professional Development

image from Bitmoji

I promise to try harder.  This is my mantra when I begin to plan for future 21st century endeavours.  For me, trying new things is not engaging, unless I am failing and succeeding with at least one other person.  I took the jump to librarianship for this exact reason.  Of course, I am passionate about Learning Commons and literacy, but doing the coursework with a colleague has also added to my PLN.  She has delayed taking more courses, but it has opened up the opportunity for me to connect with our TL at present, as she too, is pursuing a librarianship degree.  Then there is making connections with my brother who is a computer software designer, and being able to ask him questions he could answer in a heartbeat to save me surfing for hours.  This may sound like collaboration and building my PLN, but this is where exploring ongoing professional development has led me.  

★ World Libraries/Mobile Devices

I want to be "in the know" with what is happening, in terms of bringing literacy be it physical or digital, into the hands of all children, beyond our continent by frequently visiting websites like:

https://www.worldreader.org/ and https://onebillion.org/

I have been at the same elementary school for 15 years, which has been most of my career.  So, having a class set of iPads, laptops, document cameras, projectors, Apple TVs, teacher Apple laptops/iPads, Smartboards, green screens, etc. is the norm here.  It is not say, I am not aware, but I am definitely moving towards being more educated on what is happening in developing countries, the creative ways students are receiving access to technology, and how the world is helping every child receive equitable educational resources.

This particular topic really resonated with me because my eyes were opened during remote learning when families were trying to navigate technology with varying abilities, devices (or lack thereof), wifi service, and truly, patience.  Some parents were still traumatized by the whole experience and were not willing to do a virtual conference this fall.  Unfortunately these experiences are not even comparable to what is lacking in developing countries around the world.

image from Bitmoji

Works Cited

Helping Readers Build a Better World. (2020, November 05). Retrieved November 08, 2020, from https://www.worldreader.org/

One billion children reading starts now. (n.d.). Retrieved November 08, 2020, from https://onebillion.org/

Student Publishing - Free Book Publishing. (2020, November 04). Retrieved November 07, 2020, from https://studentreasures.com/

Making Learning Just a Click Away - LIBE 477 63A Module 8: Developing World Libraries/Mobile Devices

Module 8: Developing World Libraries / Mobile devices

image from dreamtime.com

In order for students to learn any new concept, they need multiple, dynamic opportunities to develop the skills required.  Right now, I am teaching place value in grade 3.  We are using number lines, base tens, counters, H/T/O charts, hundred charts, dice, cards, etc. to help students explain their learning.  So, perhaps little Johnny Q may not be able to show 104 in numeral expanded form, but he is getting more confident using base ten blocks, so the jump from concrete to symbolic form will come eventually with practice.

image taken Abbotsford, B.C. November 1, 2020

In saying this, students need access to devices to be able to maneuver the changing technologies that rules school and everyday life.  The opportunity to use different devices: smartphones, laptops, tablets; the better!  Not only does the technology support collaboration between students, teachers, classrooms local and global, and home, it can provide rich online resources like online libraries, educational videos, and museums.  Experts and expert material is available to all learners with the help of technology.

Visit the British Museum here --> https://www.britishmuseum.org/collection 

image from visitlondon.com

In the world of history and culture, the British Museum's collection online provides patrons with access to collections, exhibits, and galleries.  They stay connected with their own blog, social media like Twitter and Facebook.

https://twitter.com/wdlorg?s=21

image from bitmoji.com

The museum is still open to the public and e-mails newsletters if you subscribe.  They offer a summer program called the Youth CollectiveThey used to offer on site learning sessions and now offer virtual visits for school-aged children.  For youths, the Museum hosts a summer program called the Youth Collective.  Adults can experience talks, debates, performances, and coursework.  Community-led initiatives, exhibitions, programs, events and workshops are offered to the public.  

image from pinclipart.com

You can visit the World Digital library here --> World Digital Library.  WDL is operated by UNESCO and the US. Library of Congress and sports manuscripts, maps, photographs, rare books, and other cultural documents from as far back as 8,000 BCE.  You can follow them on Twitter @WDLorg.  Having the opportunity to bring these authentic invaluable pieces of human history within a click to your classroom is efficient on time, money, and resources.  As long as there is one piece of technology in the classroom, students despite socio-economic status and access to devices can participate in learning.

image from onebillion.org

https://onebillion.org/impact/partners-and-projects/

Onebillion.org is a UK non-profit organization that creates software globally that is made to bring technology into the hands of children. 

 

One tab is a created tablet that delivers learning: reading, writing, and numeracy activities to children in their own language. Onecourse also uses tablets for children in developing nations to play activities, games, and read stories through a structure literacy and numeracy course.  I truly recommend readers to take the time to visit their website and see the impactful work they are doing.

image from onebillion.org

image from bitmoji.com

This is not to say that the global community should stop making efforts to put physical texts in the hands of children to provide them with equal opportunity to learn how to read.  22 years ago, John Wood, a Microsoft executive visited Nepal and was affected by the state of school libraries.  He left his tech job and founded Room to Read.  You can read up more here as well --> John Wood's story. "During its seven-year existence, the organization has opened nearly 5,000 school libraries and about 400 schools, donated more than 1.4 million English-language books, published 146 local-language titles, and touched the lives of roughly 1.5 million students in developing countries" (Bernard, 2008). 

image from bitmoji.com

At my own school level, University of the Fraser Valley human kinetics students volunteer their time to help with teaching PE, put in volunteer hours teaching activities, and supporting our annual Sports Day events.  They also collect books from our school to send to Antigua schools.

Do we need 1:1 at our schools?  Do educators need to be experts of each app/device platform?  https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114 My personal feeling is that there is not enough opportunity for in-service when districts introduce new platforms.  The expectation is that teachers use their own time.  As we are discovering, PLNS are necessary to further deep understanding of concepts and it does not happen independently.  I am not a "digital native" and I am learning as I go.  I am having great difficulty trouble shooting programs like MBP, Mathletics, and Teams when I myself am no expert. Then there is the inconsistency of workability with wi-fi at school, differences in technology at home, and devices working in proper order when needed.  

In order to continue to support 21st century learning, there needs to be at least one opportunity to provide as many ways to connect students to the world and collaborate with families and stakeholders to bring the information to the student.  This means putting in the footwork of finding grants, communicating with administrators, PAC, and community businesses to find funding to support this.

image from pbs.org

Works Cited

Bernard, S. (2008, January 12). Room to Read: Building Libraries, Schools, and Computer Labs in Developing Countries. Retrieved October 31, 2020, from https://www.edutopia.org/global-education-libraries-developing-countries

Brendon Hyndman Senior Lecturer and Course Director of Postgraduate Studies in Education. (2020, February 13). Ten reasons teachers can struggle to use technology in the classroom. Retrieved October 25, 2020, from https://theconversation.com/ten-reasons-teachers-can-struggle-to-use-technology-in-the-classroom-101114

Children. (n.d.). Retrieved November 01, 2020, from https://onebillion.org/impact/partners-and-projects/