Blog Post 4: Technology Leadership Role of School Librarians

The advancements of technology have impacted the education that children need to receive in school. Because the use of technology is everywhere around them and will be necessary once students hit the workforce, teachers and librarians need to teach students several important skills. According to the Standards for the 21^st Century Learner, “The degree to which students can read and understand text in all formats (e.g., picture, video, print) and all contexts is a key indicator of success in school and in life.” Students have to go beyond simply reading a book. Students must be taught to evaluate the information they find in all formats, effectively search for information and use it ethically. Teachers must prepare students to be independent thinkers who know what they need to search for and how to search it. The school librarian is one of the few individuals on campus who can focus solely on teaching students how to use technology for technology’s sake. Classroom teachers often shy away from adding technology to an assignment because a majority of the students do not know how to use it or there are not enough computers in the classroom. In addition to a limit in resources, McNeil (2000) states that “the accountability craze of the last decade has stripped teachers of their creativity and their expertise.” Another concern that school librarians have to counteract is the push for test preparation. Teachers are bombarded with state and local assessments that are tied to their own rating. Stepping outside of the required state standards in order to teach technology is not likely. The librarian can encourage the partnership between teaching reading standards as well as applying technology to everyday lessons. In the library, a librarian can take the time to show students how to navigate through a new software like Animoto or Google Slides. The library is usually equipped with enough computers for a regular class size. Olga Vasquez (2007) writes that “at no other time in history has it been more evident that there is a blaring disconnect between technology-based instruction in the classroom and what students are able to do with technology outside the classroom.” Students can use social media like Twitter or Facebook, but when asked to create presentations or research projects, they fall short. The school librarian and the classroom teacher must work together to help students apply what they already know through social media and adapt those skills to the academic world. It is not that students cannot learn or won’t learn, it’s that they have been pushed to acquire new skills in technology. This disconnect between technology in a social context and technology for academic purposes is what teachers and librarians must address.

References

McNeil, L.M. (2000). Contradictions of school reform: Educational costs of standardized testing. New York: Rutledge.

"Standards for the 21st-Century Learner", American Library Association, November 8, 2006. Retrieved from: http://www.ala.org/aasl/guidelinesandstandards/learningstandards/standards (Accessed April 19, 2015) Document ID: ec710ea2-99a2-27d4-b987-e042c9f4bf3f

Vásquez, O. A. (2007). Technology out of school: What schools can learn from community-based technology. Yearbook Of The National Society For The Study Of Education (Wiley-Blackwell), 106(2), 182-206. doi:10.1111/j.1744-7984.2007.00122.x

Blog Post 3: Technology Implementation Strategies

This article is written both in the viewpoint of an educator as well as a librarian and provides information regarding lesson planning for both. It encourages the use of technology not only in the classroom but in the library as well. The author encourages the use of technology through a simple breakdown of the variety of types of technology available. A typical excuse for teachers to avoid the library is lack of time space and resources to bring technology into the classroom. The author encourages a partnership between the teacher and the librarian since the library can accommodate a class and can support teachers who are not familiar with technology. This article is very simple to follow and easy to understand for people new to technology in the classroom. The bulk of this article lists a large variety of Web 2.0 tools that are organized by type. Each type of technology is highlighted so the reader can understand its purpose in the classroom and what students can expect to do. These short highlights help newcomers to technology get an updated glimpse of the resources available for students and educators as well as a sort of guide to other similar resources to explore. The author also makes it easier to incorporate technology into academic standards by creating a table with standards already aligned across ISTE, AALS and Common Core Standards. This is a very valuable resource in itself as it already shows which standards fall in line with the use of each technology. Given the variety of resources listed, it was difficult to choose which one to try first. One interesting way to bring excitement into a history assignment is to use Capzles rather than creating a paper and pencil timeline. This resource allows the user to add pictures and audio to a digital timeline online. Another interesting strategy for incorporating technology into the classroom is through Easel.ly. Although Easel.ly was not the highlight of the section, it was simple to search, sign-up and test out this web tool. Easel.ly is a website that can be used to design infographics. An infographic is similar to a poster but customizable with a variety of graphics and text. A teacher could have students use this format as opposed to a book report or summary. Easel.ly makes it very easy to create a graphic with all the information typically used in a report or project but in a more challenging capacity. Overall, this article is a great example of the treasure trove of resources just waiting to be incorporated into the classroom for the benefit of all students. 

References

Holzweiss, K. A. (2014). Using tech tools for learning with standards. School Library Monthly, 30(4), 13-17.

Blog Post 2: Handheld Devices

The purpose for this study was to gain clarity and insight into mobile device use in the classroom from the student and educator perspective. Although five questions were answered through this study, they can be narrowed down into three main points: How is technology used in an educational setting? What are the positive and negative effects of mobile device use? How can faculty deliver their expectations to students in a clear and effective manner?

Educators do find distractions and inattentiveness from students to be annoying and frustrating (Jackson, 2013). There are basically two schools of thought: allow the use of mobile technology and lose some student attentiveness, or ban mobile technology and gain the discontent of several students.

When polled, students stated that while mobile technology can be distracting, it can be of great use to struggling or confused students immediately in class. Students valued its search capability, note-taking, and access to class materials and information while being in class. Students also acknowledged that it has significant distraction to self, others and the instructor (Jackson, 2013). Instructors cannot tell exactly if mobile device use is for the class or for personal use and that can be distracting when giving a lesson.

The report also asked students to give suggestions to professors with regards to mobile device use. The student recommendations were to allow mobile device use for the benefit of those who use it academically and to set clear policies for use on non-test days as well as test days. Students also shared that student distraction or attention do not fall on the instructor’s shoulders. One student wrote, “Allow the use of mobile devices. It is up to the students to pay attention and if they don’t, their grades will suffer. Banning such devices harms those who use them for academic purposes.” (Jackson, 2013, p. 136)

Students asked for clear expectations to be set by the instructor with consideration and tact. For example, the instructor need not embarrass or discipline a wayward student in order to enforce their policies. Suggestions such as a reduction in points for participation or a private conversation aside works much better than interrupting the entire lecture to gain the attention of one student.

However, if an entire ban on mobile devices is absolutely necessary, Jackson suggests that instructors explain “their rationale to students in the context of the learning environment you are creating, as opposed  to an authoritarian missive” (Jackson, 2013, p. 137.

A librarian should incorporate mobile technology into education since it is absolutely necessary for the hands on learning that students enjoy. The use of computers, laptops or tablets in a lesson increases the students’ interest in activities because they can actually learn as they go. It is difficult to explain how to use a search engine or research method when it is only spoken. Students need to be able to experience it for themselves so that they can learn to be more independent and search for information on their own. Requests like finding a book or requesting it from another campus can be independent activities rather than another one of the many tasks a librarian is responsible for. When the librarian takes the time to pass this capability onto her students, they can become more independent users of a library, especially when they have learned how to do that with the use of mobile technology.

References

Jackson, L. D. (2012). Is mobile technology in the classroom a helpful tool or a distraction?:  A report of university students' attitudes, usage practices, and suggestions for policies. International Journal of Technology, Knowledge & Society, 8(5), 129-140.

Class Projects

Blog Post 1: Technology Strengths and Weakness

I feel that educators naturally share their knowledge with their students in any subject or media. For example, I try to use videos and educational websites like Brainpop to help jumpstart lessons whenever possible. I think it breaks up the routine of textbook and journal type schoolwork. I use the internet to find different activities for extending or enhancing my lessons and share what I find with my coworkers. Our campus recently purchased All In Learning software and clickers. This little bit of technology has been very useful! It is great to see immediate results after a lesson as opposed to waiting until I get home to grade and find that that my students did not master the skill. Using this technology helps me to turn right around and help the students who need a little more attention and support. I was hesitant to use this resource but I see just how beneficial it is to me as well as my students. Most of my experience is simply from my standpoint. As awful and inexperienced as it sounds, I have not actually taught very much of it to my kids.  After reviewing the ISTE list, I found that my technological weaknesses are many, unfortunately. When communicating with parents, I usually type up a letter or quick note and make copies of it. I know that some teachers have websites set up or regular newsletters to communicate with parents but I haven’t tried that. With practice and exposure to different forms of technology, I believe that I will become more confident with this aspect of being a librarian. I can’t say exactly what I would like to learn because there is so much that I am not familiar with. Simply glancing at the assignments ahead shows me just how much I have yet to learn. I would like to learn about how to be a great resource for my school. It seems that ideas are popping up all the time and it is hard to get them implemented. When I think of myself in a technological aspect, I realize that I don’t know how to teach my students about technology. I can sort of navigate the internet, use a computer and tablet pretty well. I just need to learn how to help my students grow and really use technology to their academic advantage. It is hard to admit being less than capable at something but I hope that I can turn that around once everything is said and done.

International Society for Technology in Education, 2008. ISTE Standards Teachers, International Society  

            for Technology in Education, p.1-2. Retrieved from

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

Instructional Resource

https://www.brainpop.com/