ChatGPT as an Example Machine

Name: Bolanos, Erin

Topic: Technology (TE)

Citation: Mah, C. (2023, February 19). How to Use ChatGPT as an Example Machine. Cult of Pedagogy. https://www.cultofpedagogy.com/chatgpt-example-machine/

Summary: The article, “How to Use ChatGPT as an Example Machine” Chris Ma highlights the importance of multiple examples in education and explains how teachers can effectively prompt ChatGPT to create examples for different learning goals. It showcases how ChatGPT can generate contrasting examples in science, social studies, math, English, and other subjects. The examples range from explaining processes and concepts to exploring arguments and perspectives. 

Evaluation: As a high school teacher, I appreciate articles that explain how to use technology in the classroom. This article helps teachers understand what ChatGPT can do while guiding them in critically evaluating and using the examples effectively. This article provides clear examples of how ChatGPT can be used in all subjects.

Setting up community partnerships for authentic PBL

Howe, Jackie

Inquiry and Design

Koehler, T. & Sammon, J. (2023, July 7). Setting up community partnerships for authentic PBL. Edutopia. https://www.edutopia.org/article/setting-up-community-partnerships-pbl

In this article, the authors discuss how valuable it can be to integrate community partnerships into project based learning. This can lead to more authentic and engaging experiences for students to feel a connection to their project outside of school, and with experts in the field. The article provides helpful tips for how to begin, create units, and maintain partnerships for future collaboration.

Overall I really enjoyed this article and thought it was a wonderful idea. It seems like bringing community partners into the library and PBL experiences could look a variety of different ways. Additionally, it shows to students real people in their community, whom they might already know, doing work that is interesting to them.

“Libraries Must Stop Pretending They Can Be Neutral About Human Rights”

Dracula, Flórián

Main Topic: Equity, Learning Commons

APA Citation: Brown, A. (2022). Libraries must stop pretending they can be neutral about human rights. Prism. https://prismreports.org/2022/07/21/libraries-cannot-be-neutral-human-rights/

Summary: Adopting “neutral” positions regarding curation and library policies ends up harming our most marginalized patrons, as well as allowing bigotry and misinformation to go unchecked. This article details some of the ways in which the idea of “neutrality” has been weaponized to justify the removal of identity-based programming, materials, and displays (such as those related to Black History Month or Pride Month), as well as allowing violent hate groups to congregate in libraries. However, as Brown writes, “we cannot ‘both sides’ human rights”; as library workers and educators, we need to keep the needs and safety of our most vulnerable and marginalized students and patrons centered in our minds, stay informed about ongoing threats to equity and justice in our libraries and schools, and advocate actively for diverse and engaging collections and libraries for all.

Evaluation: As an openly queer educator of diverse students, the news about school and library censorship over the past several years has hit very close to home. This article does a great job of explaining something that I have had a hard time expressing to colleagues when advocating for marginalized students; namely, that “neutrality inevitably prioritizes the majority over the minority.” While I don’t condone censorship, I do believe in curation, especially since, as Brown points out, the reality is that libraries do operate with finite budgets. “[T]he actions many libraries take in the name of neutrality are anything but, especially when library workers are being asked to financially support and dedicate valuable shelf space to books and authors promoting anti-LGBTQ+, transphobic, racist, misogynist, abelist, xenophobic ideologies, and intentionally provide misinformation to our patrons.” When we devote money, shelf-space, and time to housing and lending out materials that harm our marginalized patrons and communities, that is time, space, and money that is not being spent on texts that uplift those communities. As more and more libraries and public schools come under fire, it’s crucial that we continue to commit to creating spaces that are designed with our diverse students in mind.

The ChatGPT Revolution: School Librarians Explore New AI Technology. Will it Dramatically Change Education?

Moon, Elizabeth

Main topic: TE

Yorio, K. (2023). The ChatGPT revolution: School librarians explore new AI technology. Will it dramatically change education? School Library Journal, 69(2), 10–12. https://csu-sjsu.primo.exlibrisgroup.com/permalink/01CALS_SJO/1nj5q0c/cdi_proquest_reports_2771102402

Summary of the article:

In this article, the author describes the emergence of ChatGPT in 2022 and how teachers and librarians have responded to it. While some educators choose to ban ChatGPT and otherwise ignore it, some teacher librarians are seeking to understand this new technology. While librarians have noted ChatGPT’s potential uses (helping students find books, developing lesson plan ideas, creating plot summaries, writing emails, etc.), they recognize that nobody knows ChapGPT’s full potential yet. School librarians also expressed their hope that, since ChatGPT has the potential to be used for plagiarism,  educators will feel the pressure to switch from easily plagiarized outcome assessments, such as a five-paragraph-essays, to process assessments that focus more how students created ideas and organized their thinking. Librarians also recognize that ChatGPT has flaws, sometimes returning incorrect answers due to its knowledge based being limited to 2021. Overall the author makes that point that teachers and librarians alike must explore and adjust to the new technology of ChatGPT.

Evaluation/opinion of the article/research:

As a secondary ELA teacher, I have heard many colleagues express concern over the potential increase in student plagiarism due to ChatGPT. Walk into any secondary English department meeting and bring up ChatGPT and you will likely be met with groans and eye-rolling. Since the fall of 2022 teachers have been worrying about how to prevent and catch students engaging in plagiarism using ChatGPT. This article allowed me to see a different perspective, starting with the fact that ChatGPT is not going away. The article also helped me see that it is important for educators to explore ChatGPT’s  potential uses, as well as thoroughly understand how students might use it (for good or evil). Understanding this new technology is the first step for educators to grow and evolve in this technological age.

Trauma-Informed Programs Based in Schools: Linking Concepts to Practices and Assessing the Evidence.

Name: Doud, Maggie

Topic: Educational Theory and Practice: Theory and Assessment (ET)

Citation: Herrenkohl, T.I., Hong, S., & Verbrugge, B. (2019, December 1). Trauma-Informed programs based in schools: Linking concepts to practices and assessing the evidence. American journal of community psychology, (1-17). http://doi.org/10.1002/ajcp.12362

Summary:

            The article emphasizes the pivotal role that schools play in intervening and nurturing resilience when children encounter stress, adversity and trauma in their homes and communities. The pressing need to revamp school practices to comprehensively understand and compassionately support vulnerable and traumatized children is a shared aspiration among school professionals. However, despite this shared goal, schools often lack the necessary tools to effectively address the unique needs of children. The article highlights a range of school-based programs that have the potential to offer significant benefits to children facing heightened risks of academic challenges and mental health issues. Nevertheless, questions persist regarding the programs that hold the most promise in terms of efficacy, sustainability, and overall impact. Furthermore, the article raises queries about the programs that can best cater to diverse populations and reach a wide array of children.

Children confront various adversities and traumatic experiences, with certain challenges being more prevalent among those who contend with the ongoing strains of poverty. The article proceeds to outline the components of several trauma-focused programs, grouped into three categories: individual and group-based approaches, classroom-based approaches, and school-wide approaches. This analysis further reinforces the urgency of implementing effective trauma-informed programs within educational settings to ensure that all children receive the support they require for their well-being and growth.

Evaluation:

            This article emphasizes the critical significance of trauma-informed programs within schools and underscores the need to transform practices within schools, fostering a deeper understanding and compassionate support for students who are vulnerable and aiming to bolster their resilience while minimizing risks and ensuring accessible and non-stigmatizing services. This is a shared objective among school and mental health professionals. In my role as a teacher-librarian within a Title 1 school with 625 students, where a substantial number of students face multiple Adverse Childhood Experiences (ACEs) and financial challenges, the significance of implementing comprehensive systems like PBIS and RULER is evident. I am continually seeking ways to support my students and create a library experience that becomes the highlight of their day.

            The authors discuss the “Resilience Classroom Curriculum” which incorporates modules targeting the cultivation of “internal resilience” skills. These encompass crucial abilities such as emotion regulation, effective communication, problem-solving, goal setting, and stress management. The curriculum leverages written narratives depicting challenging situations, serving as catalysts for student discussions and skill practice. These interactions provide invaluable opportunities for honing these skills while receiving pertinent information. This, in turn, enabled teachers to seamlessly integrate skill-related content into various aspects of the academic curriculum. Remarkably, the approach closely resembles the principles underlying a makerspace!

            However, the question arises about the role of the library in this context. How can I, as a teacher-librarian, contribute to supporting my students?  The article points out the effectiveness of classroom-based interventions delivered by trained teachers. These interventions focus on enhancing awareness of trauma’s prevalence and impacts, improving social interaction skills, and nurturing trust and empathy among students. Furthermore, the essential role the library learning commons plays has an opportunity to be highlighted here. With programs like makerspaces, the library can effectively contribute to supporting students facing trauma and adversity. To enhance engagement and student growth for children who experience adversity, learning initiatives like makerspaces play a significant part as well as offer a safe and supportive environment. In essence, the program components the research suggested mirror the hands-on and interactive nature of a makerspace, promoting skill development through active participation, collaboration, and the application of acquired knowledge.

Categories & Tags: trauma-informed schools, adverse childhood experience, resilience, research and evaluation, makerspace