Blog Post 4: Technology Leadership Role of School Librarians

The benefits of technology in education are evident and abundant.  Today’s classrooms can no longer be hands off when it comes to technology, if the goal is optimal student learning.  The options for forms of technology to use are plentiful.  Teachers and librarians alike must simply recognize these benefits and do everything in their power to jump into using as much technology as possible.

Technology can make projects and lessons in classrooms easier.  Teachers, librarians, and students can be more organized through a variety of technology outlets.  Through the Internet, all people are connected to a broad network of others.  By taping into this network, there are endless possibilities for learning and usable resources.   Additionally, “students are excited to learn, collaborate, and communicate” (Richardson, 2012, p.32).  Students enjoy working together and technology provides them with more opportunities to connect.  Technology also provides for more effective and engaging learning.  Perhaps most importantly, technology is the future for this generation of children and the ones to come.  Educators are ultimately called to prepare their students for that future.

A tremendous variety of technology currently exists that can effectively be used in education.  One such example is GoogleDocs, which allows documents to be accessed and shared by a variety of users.  Documents are also saved on a sever rather than a computer, allowing for access anywhere at anytime, and minimizing the risk of losing documents if a computer crashes.  Students would greatly benefit from putting projects in this format, and teachers could therefore access them throughout the time spent working.  Another wonderful piece of educational technology is TedEd.  This program allows teachers and educators to incorporate lessons virtually.  These lessons can be interactive and allow the creator to link a variety of resources to one place.  Not only is this more organized, but it is also more mobile and flexible.   ThingLink and Padlet are sites that allow educators to provide links either to one another or to students.  ThingLink provides the opportunity to link sites of one’s choosing to an image.  Teachers could use this to create teaching links that students could interact with.  Similarly, Padlet allows users to post anything of their choosing to a virtual wall.  This can be used for discussion or interactive links.  Another wonderful tool available to educators is the ability to design custom search engines for students. This provides the opportunity for educators to limit the sites searched by students, providing students with valuable and more limited resources, rather than everything available on the Internet.  Social bookmarking sites are a similar option, where sites can be saved for later use, in a more organized manner, that is available at all time by a variety of users.  Educators can use this to share resources with one another as well as provide important links to students. This ability to share with one another is important as it gives students a “purpose and meaning because [there is] an audience” (Richardson, 2012, p. 30). Students can also use these sites to save their own research.  These are merely just a few of the many technological choices available to educators.  When the choices are endless, excuses for not using technology must be minimized.  Incorporating technology is no longer a choice, rather, it is a requirement.

The technology standards for educators and learners are set forth by the ISTE NETS (National Educational Technology Standards) and the AASL (American Association of School Librarians).  ISTE standards call educators to facilitate learning and creativity, provide digital learning experiences and assessments, model digital age work and learning, promote and model digital citizenship and responsibility, and engage in professional growth and leadership (ISTE, 2008).  Equally important, there are standards for the 21^st century learner.  As set forth by the NETS, students are called to demonstrate creativity and innovation, to use digital sources for communication and collaboration, become proficient in digital research and information fluency, to use technology in critical thinking, problem solving, and decision making, to understand digital citizenship, and demonstrate an understands of how to use a variety of technology systems (ISTE, 2008).  Clearly the learning bar has been set high for teachers and for students in the area of technology.  This is due to the fact that technology has been shown to be one of the most effective tools available for optimal learning, which should be the ultimate goal for educators.

Research continues to show the impact technology has on learning.  By using technology, teachers can become more “creative manager[s] of the learning experience instead of a mere dispenser of information” (Smaldino, 2014, p.10).  Students can learn from their work with technology as well as from their teacher.  As students continue to use technology, the can use it to “explore, inquire, and advance their personal learning, as well as contribute to the knowledge of others” (Smaldino, 2014, p. 11).  This is an interactive learning experience that was not available to students in past generations.  Additionally, when technology is used in the classroom, it “can enrich the learning experiences of students” (Hicks, 2011, p.188).  Enriched learning leads to more engaged learning.  “Therefore, teachers [and librarians] must strive to embrace technology and the benefits that it has to offer so that they can meet the needs of digital native learners” (Hicks, 2011, p.188).  Today’s students are also using forms of technology in their everyday life.  They are familiar with interacting with one another through social media, gaming, etc.  As they grow more comfortable with and connected to these things, they will expect to see it in the classroom as well.  Research has shown that “the environmental influence provided by technology has prompted the brain to be more receptive to technology-based delivery methods of information” (Hicks, 2011, p.189). By integrating technology into the classroom, teachers are “providing rich learning experiences in which students can relate” (Hicks, 2011, p. 189).  Students are making connections between their lives outside of school to what they are doing in the classroom.  Through that connection, learning is increased.  Additionally, in the ever-increasing world of state testing, use of technology in teaching can provide “statewide increase in standardized testing scores” (Hicks, 2011, p.190).  Of course this is dependent on proper use of technology, but at the same time it cannot be overlooked.  Clearly technology is impacting learning and must be implemented throughout the school.

The library should be leading the technology movement.  “Library and information professionals are often at the center of [technology] developments” (Roberts & Weaver, 2006, p. 95).  By guiding the path, librarians can hopefully demonstrate the benefits of technology use for teachers.  They can also collaborate with teachers to enhance the learning that goes on in the classroom. Without being bound by a set curriculum, librarians have the opportunity to use technology in numerous ways that classroom teachers might not be able to.  Librarians should be innovative and up to date on current technology trends.  This requires them to seek professional development opportunities in order to provide students with the latest and best practices.  Students can use their library time to further advance their understanding of technology.

Clearly, technology is not only changing the world, but also the classroom and the way students learn.  It is essential for teachers and librarians to take part in this change.  As technology use is more embedded in education, learning will increase, and the future will look brighter for children.

References:

Hicks, S. D. (2011). Technology in today's classroom: Are you a tech-savvy teacher?

Clearing House, 84(5), 188-191. doi:10.1080/00098655.2011.557406

International Society for Technology in Education. (2008). ISTE Standards. Students.

     Retrieved from http://www.iste.org/standards/ISTE-standards/standards-for-students

International Society for Technology in Education. (2008). ISTE Standards. Teachers.

     Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf 

Richardson, C. (2012). Global collaboration for elementary students. Learning & Leading

with Technology, 40(1), 30-32. Retrieved from

http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=79890661&scope=site

Roberts, S., & Weaver, M. (2006). Spaces for learners and learning: Evaluating the

impact of technology-rich learning spaces. New Review of Academic Librarianship, 12(2), 95-107. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=32132360&scope=site

Smaldino, S. E., Lowther, D. L., Mims, C., & Russell, J. D. (2015). Instructional

technology and media for learning (11th ed.). New York, NY: Pearson.

Blog Post 3: Technology Implementation Strategies

The use of technology in school libraries and classrooms continues to increase yearly.  As companies continue to create products that are geared towards learning and school-aged children, school districts, schools, and educators are more readily able to use technology to increase learning.

The article “Integrating Technology and Gaming Lessons in School a Library” encourages the use of technology in the library setting.  Librarians are no longer simply people who read stories to a group of students, or assist in checking out a book to a patron.  Now librarians are “information specialists who keep up with the constant changes in information and technology” (Mashriqi, 2011, p. 25).  In order to ensure best practice in the library, it is necessary to constantly incorporate new technology into lessons and allow students to learn how to use different forms of this technology.  After all, technology offers “a unique way for students to learn” (Mashriqi, 2011, p. 26).

When wanting to learn how to increase technology in the library setting, it is important to understand “that it takes time to build a 21^st century library”.  Technology rich libraries are not built overnight.  Those blessed to live in districts that provide a variety of resources will be able to explore new technology more easily.  Others may have to take the route Mashriqi did, and apply for grants, or ask administration for funding.  It is important to seek out this technology for your students since “using technology is like breathing”(Mashriqi, 2011, p. 26) for many of them.  Additionally, “as school librarians, it is important for us to keep students up-to-date and teach them to use technology properly” (Mashriqi, 2011, p. 26).  Building a technology collection and teaching proper use will take time and patience on the part of the librarian, but it is essential for today’s students to learn.

Librarians are at an advantage when it comes to teaching technology use and incorporating it into library lessons.  The article is quick to point out that “the school librarians’ main responsibility is to promote the love of reading and learning”, however, technology can be a “great vehicle for achieving this” (Mashriqi, 2011, p. 26).   Since librarians are not required to follow a set curriculum, as classroom teachers are, they can collaborate with the teachers to create ways to reinforce classroom ideas through technology.  Additionally, “school librarians can come up with innovative lessons that indirectly reinforce and strengthen student learning” (Mashriqi, 2011, p. 27).  Using technology is an excellent way to further classroom standards, in an engaging manner, while also teaching 21^st century skills.

The author had a variety of excellent strategies for using technology in the library, but there are a few that I could see myself implementing immediately.  The author constantly uses interactive white board game and lessons to reinforce learning.  She used this to teach library organization skills and then tested students on their knowledge using a white board game.  Once students can demonstrate understanding they are given a slip that shows mastery.  This would be a good beginning of year activity to teach students how to use the library.  Mashriqi also introduces the idea of using the whiteboard for an interactive library vocabulary game, including terms like Newbery, Caledcott, etc.  This would certainly be a more interesting way for students to learn this important library terms. 

The article also stressed the importance of hands on learning.  An excellent example of this is shown through the use of flip cameras.  If these are not available, any video device could be used.  Students created scripts based on library lessons and created a video on the topic being taught.   In the article the topic was respect, but this strategy could be applied to many lessons. This would certainly be a great, engaging technology lesson to use in the library.

Finally, Mashriqi places much emphasis on the importance of differentiated learning.  She feels this is easier to accomplish with the use of technology, since it appeals to a variety of learning styles.  Kinesthetic, visual, and auditory learners can all learn in a variety of ways when it comes to technology.  This is important to keep in mind as a school librarian, and differentiated instruction can certainly be supported in the library setting.

Whatever vehicle is used to teach technology, it essential for librarians to get on board with using it.  The future our students live in will be greatly benefited by our knowledge and use of technology in library lessons. 

Reference:

Mashriqi, K. (2011). Implementing technology and gaming lessons in a school

library. Knowledge Quest, 40(1), 24-28. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=tfh&AN=66835817&scope=site

Blog Post 2: Handheld Devices

Recently, I read a wonderful article about using handheld devices, specifically iPads, in the library.  The article, Reimagine Your Library With iPads, reports the findings of a study implemented by several librarians in Chicago Public Schools.  Each librarian was given a class set of iPads for use, went through extensive training, and continued to communicate with one another throughout the year about use and management of the tablets.  They wanted to pursue this research study to see if iPads really could be used in learning, research, collaboration, and for creating projects in the library.

One of the points I really appreciated from the article was that these devices can be used to engage students white learning NETS as well as state standards.  These librarians found that the iPads were well liked by their students and they found them getting excited by learning.  They even noticed that quieter students suddenly wanted to speak more so that they could be involved in the use of the iPads.  Students were willing and eager to participate in these projects.

Another point that impacted me was the ease and convenience that comes with using iPads.  The article gave some good tips for organizing the iPads, such as color-coding and cleaning systems.  Additionally, they were quick to point out that when it comes to iPads, there is no wait for time to access them.  This seemed to be a common theme among the different articles I read on this topic.  Teachers and librarians alike prefer tablets for this reason, to laptops, desktops, and computer lab time.  The Chicago librarians also spoke of the fact that they found iPads to work well with print resources.  Since the library has a wide variety of print resources available, this is certainly something that should be considered when implementing handheld devices.

The most powerful point however, was that the librarians found the iPads to have a tremendous impact on student learning.  They were able to use the iPads to support research, learning, and all types of reading.  Students were creating their own products to extend their learning during library time.  By using iPads, these librarians mentioned that they could serve all students effectively at one time.  Through these devices, kids were no longer “just consumers of information, but also creators of knowledge” (Perez, 2013, p. 24).

This coming school year, in my own library, I will have access to 12 iPads and 12 laptops.  Therefore, I found myself reading several articles on the topic to see what ideas were out there.  I want to be able to utilize these devices to maximize student learning.  One of the ideas I like is to use the devices to create videos.  These videos could be in response to reading assignments, to demonstrate learning, to create a final project, etc.  Our students used iMovie this past year in the library to create movie trailers for books they were reading.  They can also use things like vimeo to create still picture videos.  Students could record themselves reading, or use this to demonstrate completed research.  Also I would like the students to be able to utilize the handheld devices to create graphics for projects.  They enjoy interacting with the devices and this would allow a lot of hands on time with them, in addition to giving them an outlet for creativity and collaboration.  A few websites that would work to do this are Notablity and RWT timeline.  Both of these made the American Library Association list of “Best Apps for Teaching and Learning 2014”.  I would also love to see my students using the iPads to have access to visit places they cannot visit themselves.  By having access to the Internet, we can go on endless virtual field trips.  This would provide students with the opportunity for deeper understanding of concepts.  They can explore and observe things they might not otherwise be able to do.  My vision is to collaborate with classroom teachers and extend classroom learning in this way.  The options are virtually endless. While there are limitless ideas, these are some of the ways I would like to tackle using the iPads this coming year.  Considering it is my first year as the librarian, and my first year to have the access to this many devices at once, I hope I learn of many more ways to use them.  I look forward to working with our technology liaison as well as other librarians to come up with creative uses for handheld devices.

References:

Perez, L. (2013). Reimagine your library with iPads.  Learning & Leading from

Technology, 40(6), 23-25.

Blog Post 1: Technology Strengths and Weaknesses

When assessing my technology strengths and weaknesses, I would say I have more strengths that weaknesses, but I definitely still have plenty to learn.  For the majority of things that deal with technology, I would say that I am pretty comfortable with using them, or at least learning how to use them with practice.  However, I do occasionally come across something that intimidates or frustrates me with technology.

I’ve grown up around technology most of my life.  My dad had a computer at home for his job for as long as I can remember, my elementary school was equipped with computer labs, I spend my middle school years waiting on dialup to connect to AOL, and by high school I was using the internet for research papers.  Since I began teaching, technology has been a component I had to use for both personal use and in lessons.  Technology use in the classroom is even a portion of my yearly teacher rating.  Therefore, I really do not remember a time I have not had to adapt, adjust, and learn more about technology to keep up with the times and be successful with whatever it was that was being asked of me at that stage of life.  I would certainly describe this adaptability and willingness to learn as a strength of mine.

According to the ISTE Standards, I would describe myself as strong in modeling digital age work and learning, promoting and modeling digital citizenship and responsibility, and engaging in professional growth and leadership. 

I am constantly using technology components in my classroom and modeling these for my students.  I have set up classroom blogs, a classroom website, and we have a technology station in our literacy station portion of the day.  Also, I love to be able to demonstrate to my students how technology adds value to their life.  Whenever the opportunity arises, I will use my Smartboard to demonstrate whatever it is that we might be discussing and how they can use technology to help them.  I also use technology to communicate with parents and colleagues.  My parents sign up for conferences online, we are in constant email contact, and they can go to my website for any important information.

In our classroom, we also discuss Internet safety, the importance of siting a source (as much as a third grader can understand this), and I attempt to provide all students with equal access to the technology we use.  I am fortunate to have technology available on my campus to do so for them.

As mentioned before, I am always seeking to grow professionally when it comes to technology.  I have attended several workshops that my district offers about technology use in the classroom.  This degree has even helped me to participate in a learning community with others.  I have found myself collaborating with others and making new friends so that we can better learn the coursework and become more successful librarians.  As I enter my position as a librarian, I fully intend to keep up this network of communication and be a leader for collaborating with the teachers on my campus.

As with anything in life, there are things I could grow in when it comes to technology.  When looking over the ISTE Standards, I felt that facilitating and inspiring student learning and creativity and designing and developing age learning experiences and assessments would be where I am weaker.

I am confident in my ability to provide my students with opportunities to be creative.  However, there are always so many new technology components coming out, that I find it difficult sometimes to stay on top of the latest and greatest thing to let my students use.  Fortunately, as I enter my job as a librarian this coming school year, I get to work closely with the technology department.  We have a campus technology liaison and I know I will learn many things from him that I can incorporate in to library lessons.

Creating digital assessments is something I find especially difficult.  I have spend the last six years in a world of paper and pencil state testing, so I have always found it hard to help eight year olds transfer knowledge from technology to testing in that format.  I whole-heartedly wish this wasn’t the case but it was hard to get around that.  I am hopeful that from my library position I will learn ways to assist teachers in this realm.  I do believe that I can develop a technology rich learning environment in the library with the help of this class, our technology liaison, and other technology savvy people on my campus.  Fortunately, I am not intimidated to ask for help and I love collaboration.

I’ve already mentioned a variety of things that I would like to learn about technology in order to improve my instructional strategies, but in addition to these things, I would love to learn more about using tablets for instructional technology.  I am going to have 12 Ipads in my library next year and would love to learn how to best utilize them to maximize student learning.  Also, I am fortunate enough to inherit a Makerspace grant that my previous librarian received.  I am attending a conference this summer to better understand how to utilize this and I was also excited to see this as assignment.  I plan to use this next year in the library and look forward to learning more about this as well as all of the other new and exciting technology pieces!

References

International Society for Technology in Education. (2008). ISTE Standards. Teachers.

     Retrieved from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-T_PDF.pdf