Blog Post 4: Technology Leadership Role of School Librarians

As students enter schools today, they are coming to school with more digital experience. They have more access to technology in greater ways than students in the past.  Today’s learners’ skill set and educational needs differ greatly from students of the past.  In today’s world, technology provides information quickly to users. Information is shared faster and in vast amounts. Implementing technology in education allows for information to reach the learners quickly and be shared with many learners at one time.  By utilizing technology in education, teachers and librarians can approach instruction in new and unique ways.

There are many benefits to using technology in libraries and in the classrooms. One of the biggest benefits of technology in education is that technology provides a meaningful and innovative learning experience.  Students feel connected to what they are learning.  When students are engaged in what they are learning, they make connections and can apply their learning to new situations and concepts.   Through technology, students develop problem solving skills to become worldly thinkers. Students learn to solve problems to real-life situations. Technology, when used with informational literacy, allows students to learn collaboration and communication skills as they work with partners or in groups and share their learning with others.  All of these skills will help the students in years to come as they enter the work force (McNicol, 2014).   Another benefit of technology in education is that technology programs can be differentiated to meet learners’ needs.  With a myriad of multimedia tools, learners can receive challenging instruction or receive remedial instruction based on their individualized needs (International Society for Technology in Education (ISTE) standard 4b, 2016). Multimedia tools provided through technology fuel students’ creativity and ingenuity. Students are no longer limited to just writing papers and creating tri-folds. Students think outside of the box when creating new products.  Technology has evolved from spoon feeding students information that they are required to learn.  Students are able to explore and investigate and feel in charge of their own learning.  Teachers and librarians take on the role of facilitator rather than instructor.  Teachers and librarians are no longer forced to stand at the board and lecture.  With technology implemented into the curriculum, teachers and librarians can focus on creating student- centered learning activities.

While today’s learners know how to use technology, they do not know how to efficiently and effectively utilize technology to aid in their learning. Students need to be taught how to find information and use informational resources correctly (Stephens, 2011). Enter the librarian.   The librarian plays a role in providing this instruction and more. Librarians provide instruction on informational literacy and digital citizenship (Perez, 2010). Librarians help learners stretch their skills to become critical thinkers and problem solvers. Librarians use the standards set forth by the International Society for Technology in Education to guide instruction in technology, inquiry, and informational literacy. (ISTE, 2016).  Librarians use various technology resources to engage students through inquiry based learning.  By collaborating with teachers, librarians support instruction and provide digital age learning.  Through collaboration with technology specialists and teachers, librarians find ways to integrate technology and informational literacy into the curriculum (Perez, 2010).  Technology tools provide a focus on student-centered learning and creativity.  

According to the American Association of School Librarians Standards for the 21st Century Learner, the librarian is the driving force behind this integration of technology and education.  Not only is the librarian responsible for fostering a love of reading, but she is also responsible for growing independent learners and digital citizens.  The librarian incorporates multiple literacies into her lessons to engage learners and teach them to evaluate resources necessary for research.  Librarians deliver ways to facilitate learning that allows students to design and create products using multimedia tools (AASL, 2007).  Librarians provide an environment where students feel encouraged to share ideas, build on schema, and apply new knowledge.  

Applying technology skills in education, allows the students to develop the necessary skills they need to become successful learners.  Through technology, students remain engaged and challenged, thus allowing them to develop critical thinking skills.  Librarians play a role in technology education by being an advocate for technology integration and programs.  Librarians collaborate with teachers to find meaning ways to combine technology with informational literacy and curriculum requirements.  The benefits of technology in the classroom are numerous, but with a strong library program and librarians, students can become successful learners.  Librarians are the instrument behind incorporating technology into the curriculum and guiding students to become life-long learners.  

References

American Association of School Librarians (2016). Standards for the 21st century learner. Retrieved from http://www.ala.org/aasl/standards/learning

International Society for Technology in Education (2016). ISTE Standards for Teachers.   Retrieved from http://www.iste.org/standards.aspx

McNicol, S. (2014). InFlow (Information Flow): An integrated model of applied information literacy. School Library Monthly, 31(3), 20-23.

Perez, L. (2010). The role of school librarians in promoting the use of educational technologies. Teacher Librarian, 38(1), 72-73.

Stephens Steadman, W. (2011). The school librarian as leader: Out of the middle, into the foreground. Knowledge Quest, 39(5), 18-21.

Blog Post 3: Technology Implementation Strategies

In the article “The Power of Technology: Unleashing the Superhero in Each Learner”, the authors explain how technology and multimedia tools can be used to hook students into learning.  The authors point out that with new state and Common Core standards, librarians need to use technology tools to extend students’ learning in order for students to become critical thinkers (Lamb & Johnson, 2012).  The current trend in education is to differentiate learning through the use of Web 2.0 tools.  Students learn more when they feel in charge of their own learning.  One point the authors make is that librarians use technology to engage students in reading for fun and learning, thus fostering a love of literacy and life-long learning.  The article outlines ways that librarians can organize tools and resources relevant to students’ needs and interests, so when students are researching topics they do not become bombarded with information (Lamb & Johnson, 2012).   Librarians need to be involved with the presentation of resources and the process of learning for students.  Another point the authors make is that librarians can use multimedia tools and websites to offer choices for how students can create a product to demonstrate and apply what is being learned. The authors explain that there are interactive tools and websites that students can use in every subject and curriculum area to challenge themselves as thinkers and problem solvers. In a final point, the authors further explain that technology does not need to be difficult for the teachers and librarians to incorporate it in their lessons plans. By using multimedia tools, librarians are engaging and igniting students’ imaginations.  Using STEM experiments, students get to apply technology to solving real world problems, thus making connections relevant to their own learning (Lamb & Johnson, 2012).   Today’s learners are very experienced when it comes to using technology and like pushing buttons so why not develop this experience into a passion for learning.

After reading this article, I immediately felt empowered by all the many ways that I could incorporate technology and student learning in the library.  One idea that came to me was the idea of creating an infographic to introduce specific research topics or curriculum concepts that students learning about.  Using an infographic to portray details about historical figures would give students the main facts about a particular figure, so that the students could have a jumping off point when they start their own research.  I liked the idea of using storytelling websites to help students with reading and writing skills.  In my district, language arts and reading revolve around genre studies.  Through storytelling websites, students could listen to or read stories or books from a particular genre and then write their own example of the genre.  Students could then tell share their stories through podcasts posted on the library website or blog.  Younger students could illustrate stories in one program or simply draw pictures and use Voice Thread to record their stories.  It seems that there are an abundant number of tools that librarians can use to spark students’ learning and imagination.  As a librarian, I can expose students to a variety of tools and help the students’ ideas come to fruition.

References

Lamb, A., & Johnson, L. (2012). The power of technology: Unleashing the superhero in each learner. Teacher Librarian, 40(2), 61-66, 71. Retrieved from: http://libproxy.library.unt.edu:2087/docview/1271626546?pq-origsite=summon

Blog Post 2: Handheld Devices

            In the article, “Integrating the iPod Touch in K-12 Education: Visions and Vices,” the author explains how using the iPod Touch in the classroom can help teachers educate today’s digital learners. The author makes some points about how iPods can be used in the classroom environment. One point being that the iPod Touch is easier to hold and more portable than the iPad (Banister, 2010). This means the little hands of younger students, such has pre-Kinder, Kinder, and First Grade students can easily hold and manipulate the features of the iPod Touch.  A second point is that the iPod Touch comes with many purposeful apps such as Maps, Clock, Calculator, and Weather that can be utilized for math, science, and social studies lessons.   Another way this particular device is a great educational tool is with Internet connection, the iPod Touch provides access to Web 2.0 tools like YouTube, music, podcasts, and pictures (Banister, 2010). Access to these media tools allows students to explore their creativity and become innovators (Banister, 2010). The iPod Touch extends student learning by providing students with real world opportunities to be problem solvers and critical thinkers. Students can move away from paper and pencil tasks and become 21^st century learners.

            As there has been a push for the library to be transformed into the media hub of the school, I think using the iPod Touch or even the iPad in the library would be beneficial for students of every age.  Of course, I could download audiobooks for students, so that students can hear and read along with a story, turning the devices into e-readers.   Using iPod Touch or an iPad, I could show students how to access Overdrive, so that they can download and check out books on their parents’ or their own devices at home.  I would like to show students how to use the media features of these handheld devices to create commercials or book talks to promote and recommend books for other students and teachers to read.  As a librarian, I could expose all the students to various projects and activities integrating literacy with math, science, and social studies skills.  Using the Weather and Maps apps, I could have the students use what they know about weather patterns and explore a new town, state, or even country on the map. Through Facetime or Skype, the students could chat with someone from the area they researched on the map.  Students could even become pen pals with a student from that area and exchange emails. Using the Clock and Calculator features, students could calculate the difference in time zones and the travel time to different areas they explored on the Maps feature.  For intervention time for struggling students, I could download apps that foster math and reading skills. Handhold devices seem like a must for schools in order to support learners in today’s digital world.  These devices provide students with opportunities to be challenged.  With the vast abundance of tools and apps, the iPod Touch and the iPad open doors for students and bring the world a little bit closer to home. 

References

Banister, S. (2010). Integrating the iPod Touch in K-12 education: Visions and vices. Computers in the Schools, 27 (2), 121-131. doi: 10.1080/0738056100380561003801590

Blog Post 1: Technology Strengths and Weakness

At first when I read the ISTE standards, I thought I am in trouble because I do not incorporate any of these standards into my lessons.  Then I looked at the standards again and realized that I do follow these standards and do have some technological strengths.  As a first grade teacher, I am probably not the most tech savvy teacher, but I do use a lot of technological tools, such as an ELMO, projector, and Promethean Board, to help me provide interactive instruction to my students. I am fortunate enough to work in a district that is known for its technology and promoting student learning through technology. Standard 2 states that teachers create technology opportunities and evaluations (International Society for Technology in Education (ISTE), 2016).  I rely on activities I find through Promethean Planet to engage student learning through the use of technology tools.  With the activities I find on Promethean Planet, I can introduce a particular skill, model the still, and then allow the students to use manipulatives through the activity or the Promethean Board pen to manipulate text, pictures, etc. to apply what they just learned.  The students love to come up to the Board and write or move things around on the Board.  I think one of my strengths as teacher is that I use a lot of on-line resources and programs to get my students attention and keep them focused on learning.  For Science lessons, I like to use EduSmart. Edusmart uses vocabulary and science concepts and applies it to real world learning and thinking.  While my students and I view the Edusmart videos, we pause and discuss what is going and how the concepts relate to the students’ experiences outside of the classroom. Standard 3 reads teachers demonstrate technology usage (ISTE, 2016).  My Academic Tech Coach, my co-teachers, and I work together and plan lessons using the technology tools and resources.  Standard 2 requires that teachers use technology opportunities to evaluate student learning (ISTE, 2016). Google classroom is a great way to set up lessons and activities and provide students with access to educational websites.  I like to use Google classroom because I can see the students’ work and comment on it while they are working.  They get the instant feedback and direction they need to complete an assignment. I can tailor the assignments to meet the many needs and learning styles of my students.

        While I exhibit some technological strengths as a teacher, I do have areas that I can improve on to enhance my students’ learning experiences through the digital world.  Standard 1 requires teachers use technology to develop student innovation (ISTE, 2016).  Every day in my classroom, I use digital tools, but my instruction is mostly teacher-centered versus student- centered. I need to give the students the opportunity to use the digital tools. While I do have two student computers in my classroom and occasionally check-out multiple I-pods, I would not say that my classroom promotes a technology rich environment.  Standard 3 states that teachers demonstrate technology usage (ISTE, 2016). I implement technology tools, but I lack the skills to show the students new ways of doing new things. Standard 4 requires teachers instruct students on using proper netiquette and technology responsibilities (ISTE, 2016).  I have yet to teach my students about their responsibilities in using technology.

  In order to improve my skills and address these standards, I need to work more closely with my school librarian and campus Academic Coach.  They have the tools necessary to help me be a more responsible digital teacher.  Standard 5 states that teachers extend their teaching practices by collaborating with peers and researching new technology (ISTE, 2016).  I can improve my technology skills and implement more interactive instructional strategies by attending more workshops and trainings offered by my district. My Academic Coach can collaborate with me.  I think the biggest hurdle in overcoming my weaknesses is to seek out help and change my mindset about incorporating more technology into the classroom.

References

International Society for Technology in Education (2016). ISTE Standards for Teachers.         Retrieved from http://www.iste.org/standards.aspx

Class Projects