As the B2 bell rings, Isaac sits at his desk in the media center and touches icons on his tablet causing a white document to appear on the display, a diagram of the Bacon School campus. He then taps with his finger the location on the map corresponding with Ms. Crabtree’s classroom. Suddenly a full motion, real-time video of the classroom appears on his tablet, captured by a camera that is mounted in the back of the room near the ceiling.
An additional document slides out of the video window that lists the owners of a few dozen outside computers that are also monitoring that classroom. There are usually five to ten viewers of any one class, usually parents who are monitoring what their children are doing and how they are behaving. Many pop in just to learn. However, when there is going to be a team project presentation, many more parents, other residents of the community, and often teachers and students from other schools drop in to watch. All teams maintain Web sites that represent the progress of their work, including their work logs, considered resources, defenses, and their presentation date.
As the students begin entering Ms. Johnson’s classroom, Isaac thinks back to an encounter he had with Desmone this morning just before A2.
Earlier in the Morning
Ms. Shuni, the other Media Center Professional, had just walked into their office area from one of the classrooms, where she had been consulting with a teacher. “Konichiwa,” she said as she passed Isaac’s desk. It is Japan week.
“Konichiwa, Margaret-san,” John replies, with a prayer bow gesture.
The 32 year library media specialist walked over to her desk, fit her tablet into its cradle, and touched the print login surface of her keyboard with her thumb, causing a virtual connection between the two devices through the room’s wireless network. As she began typing an e-mail message, a group of students ambled into the media center. Mr. Johnson rose from his desk and strolled out into the larger room to see if he was needed.
Desmone, a member of Sally’s Reptiles, said something to the group she was with and then walked over to Isaac. She was visibly anxious. “Mr. Johnson, Alf got in trouble again last night.” The young man motioned to a nearby unoccupied work area, and they both walked over and sat. “Have you heard from him? Have you seen him here at school yet? Will he be here for our presentation today?”
Isaac asked the girl for her tablet and then pressed the print login with his index finger so that the information appliance could reconfigure itself for his access. He then pulled up the school’s information system, and learned that the boy’s nametag has not been registered for the day. “He isn’t in the building – yet,” said Mr. Johnson.
The library media specialist then accessed the call-in register to see if Alf’s mother had called indicating that he will not be in school that day. “His mother hasn’t called in. Right now, it looks like he will be here.” After a pause, Mr. Johnson says, “Just a minute!”
He pulled up the work folder for the Reptile’s project and accessed Alf’s video presentation, the part of the project in which he had been most engaged. Mr. Johnson touched the icon for the student’s file, then touched the menu bar at the top of the display to select “Info” from the drop down list of options. A small white document appeared with statistical information on the file including its size, type, location and other data. Mr. Johnson touched the word “history” and a second document sprang out. After reading the list of entries there, he looked up at Desmone, smiled, handed the tablet over after touching an icon to erase his configuration, and said, “I think Alf will be here today!”
As she reached for her tablet, Desmone noticed that her friends had gathered their things and were headed out of the room. She quickly thanked the educator, with some uncertainty, and turned to join her friends.
It continues here.