Blog Post 4: Technology Leadership Role of School Librarians

It goes without saying that technology is beneficial to students in today’s world.  They have information at their literal fingertips via the Internet on tablets, smartphones, and other handheld devices.  Researching and sharing information is so much simpler today than it was even ten years ago.  Technology, however, shouldn’t just be viewed as an ‘extra’ or another resource to use.  Today’s students have expectations that their learning will be taught through technology, and that they will be given opportunities to respond, create, and collaborate in a variety of ways using technology in multiple formats.  It is vital that teachers and librarians understand the Standards for 21^st Century Learners (American Association of School Librarians [AASL], 2007), use technology to enhance their instruction and students’ learning, and collaborate to make planning and implementation more efficient.

In the Standards for the 21^st Century Learners, the AASL (2007) has identified four areas that are key to student success. These standards focus on how students can acquire knowledge and use that knowledge for their benefit and the benefit of others.  With so many forms of information available, students must be educated in how to find what they need efficiently.  “Multiple literacies, including digital, visual, textual, and technological, have now joined information literacy as crucial skills for this century” (AASL, 2007).  Librarians must be up to the task of teaching these skills by utilizing the resources in their libraries and through collaboration with teachers (AASL, 2007).

Librarians and teachers alike are tasked with staying abreast of technology as it becomes available.  Not only do educators have to learn how to use technology themselves, they must have a level of understanding that allows them to apply it in their teaching and instruct students of all levels and abilities in how to use it.  While this is no easy task, it is a very worthwhile one.  Research shows that technology, when used effectively, enhances student learning in all subject areas.  McLaughlin (2013) points out that the use of multimodal texts, which include “print, audio, photos, illustrations, film, graphic novels, [and] the use of color and design…” can be motivational to students and provide a wider variety of learning experiences.  Educators can use this technology in lessons, and students can respond with the help of technology as well.  “By tapping into multiple modalities, we also encourage students to use their strengths as they learn” (McLaughlin, 2013).  If teachers and librarians use an array of technology and give students the opportunity to use that technology in lessons with real-life applications, students will be better prepared to meet the challenges of tomorrow.

Keeping up to date with new technology is one of the most difficult tasks teachers in the 21^st century face.  Between planning, preparing, locating resources, and doing all the ‘extras’ that are required today, it is hard to find time to search out available technology to use in those lessons.  That is where today’s librarians play a key role.  In the words of Johnston (2012), “it has become critical for the teacher librarian to partner with teachers to address the needs of the 21^st century learner.”  Librarians can provide technological support to teachers by collaborating in lesson planning, modeling, and co-teaching.  “As a technology leader, the teacher librarian can keep staff abreast on new technologies, facilitate teacher understanding, and [provide] staff development training” (Johnston, 2012).  Librarians can and should help teachers choose the right technology to create the most effective and relevant lessons possible.  Johnston (2012) pointed out “that classroom teachers were more willing to collaborate with the teacher librarian if she or he had taken the initiative to become an assertive, involved leader in the school,” which is why it is imperative that school librarians embrace the role of technology leader.  By showcasing new technology and its uses in the classroom, librarians are not only providing tools to students but teachers as well.

Technology is an integral part of education and its importance will only grow as more advances are made.  Because of this, librarians have had to go through a sort of metamorphosis over the past few years.  With this change librarians have discovered a new and exciting role as technology leaders.  An understanding of new technology and how to integrate it to teach curriculum is a librarian’s most valuable tool and what renders him/her irreplaceable in 21^st century schools.

Resources

American Association of School Librarians (2007). Standards for the 21^st-century

      learner. Retrieved from http://www.ala.org/aasl/standards

McLaughlin, M. (2013). Hoping to engage students in the common core?  Try

      using multimodal text. Reading Today, 31(2), 20-21.

Johnston, M. (2012). Connecting teacher librarians for technology integration

      leadership. School Libraries Worldwide, 18(1), 18-33.

Blog Post 3: Technology Implementation Strategies

Over the last few years technology in the classroom has become an expectation.  Teachers and librarians incorporate various forms of technology daily to teach and at the same time give students the opportunity to review skills and create new products using technology.  One current trend is to have young students use devices to read digitally in addition to reading traditional picture books.  This practice can be very beneficial when done right.

There are numerous benefits to using digital picture books with beginning readers.  One of the most obvious assets is that kids like them.  They are engaging, interactive, and hold students’ attention.  Young students are having fun while they are also developing valuable skills.  Digital reading helps develop the same early literacy skills as printed picture books.  Students who use this technology gain knowledge in “phonemic awareness, phonics and concepts about print, fluency, vocabulary, and comprehension” (Cahill & McGill-Franzen, 2013, p. 32).  This can be especially helpful to students who are struggling as well as English language learners.  The interactive features of digital books provide built-in support.  For example, the story can be read aloud, and the words are highlighted as they are read so the student can read along.  Also, some books give the option to choose different reading levels so that many students can enjoy the same story but at a level that is right for them to read.

While it is true that digital books can be beneficial to students, the quality of the books used makes a difference. In order to see positive results, teachers and librarians must choose quality digital books.  The structure of the story itself is just as important as the design of the electronic book.  While the experience may be fun for students, without quality text to read, digital books won’t help students to progress and grow in early literacy skills.

There are several factors to consider when choosing digital books.  The text itself should be engaging, have well-developed characters, and be interesting and easy to understand (Cahill & McGill-Franzen, 2013, p. 34).  The images are equally as important because they add to the story and assist young readers by giving them clues to reading and understanding unknown words.  High quality digital books also have expressive narration that adds to the story and interactive features that enhance students’ reading experiences. 

Digital picture books can be used in several ways in the classroom and library.  I plan on using digital books with my struggling readers to work on fluency.  Using books with the record feature will allow my students to hear themselves read the text.  This recording will allow them to hear what they’re doing well while at the same time give them the opportunity to set meaningful goals to grow in reading fluency.  Students will be able to track their progress by using the record feature every couple weeks.  I would also like to use digital books with all my students as a model for writing.  Students will have the opportunity to read several digital books, and identify the elements that make it an interesting story to read.  They could then use those experiences to help them create their own digital books using apps such as Story Maker and My Story.  Digital books will provide my students with a different reading experience from traditional printed text, and I can’t wait to see the positive impact they have.

References
Cahill, M., & McGill-Franzen, A. (2013). Selecting "app"ealing and "app"ropriate book apps for beginning readers.
     The Reading Teacher, 67, 30-39.

Blog Post 2: Using Handheld Devices for Education

When it comes to using handheld devices in the classroom, it seems that the possibilities are endless.  Teachers and librarians are finding ways to incorporate these devices into lessons on a daily basis because of their many advantages. According to Morgan (2011), one of the most obvious benefits is their “portability and affordability.”  Schools seldom have the funds to purchase computers for each student.  The reality is that most classrooms have only a few computers for an entire class of students to share.  Handheld devices are an option for schools that want to put more technology in the hands of students because, as Morgan (2011) points out, they cost less than traditional classroom computers.

Technology such as iPods and tablets offer many tools for students and teachers alike.  Accesses to endless information through the Internet, the ability to collaborate and learn from each other, and the capacity to create and revise text quickly are just a few reasons students should use handheld devices.  They also “make it easy for teachers and students to share files and to include comments; thus, students can revisit written work more frequently” (Morgan, 2011).  Using technology has the added benefit of saving paper.  “Students can get assignments and send them back to the teacher, using the mobile devices. Teachers can then grade them and send the graded assignments back to the students” (Morgan, 2011).

Critics state many reasons why handheld devices don’t belong in schools.  Morgan (2011) says one concern is that students will become distracted and not use the device for educational purposes.  This concern is so great for some districts that students aren’t allowed to use handheld devices at all.  Another criticism is students’ ability to access inappropriate content and/or participate in cyberbullying on handheld devices.  These are all valid concerns and should be addressed when educating students on how to use handheld devices appropriately.  “While students can and do use these devices inappropriately, research indicates that with control measures in place, use of the devices can be beneficial” (Morgan, 2011).

In my opinion, the benefits of technology outweigh the drawbacks.  Therefore, technology should be a daily part of learning in the library.  Ereaders, searching the library catalog for books, and research online are some of the most commonly known uses.  I really like the idea of students using handhelds in stations for research or to create a presentation.  IMovie, Animoto, and other apps allow students to create an original product to share their learning with others.  Something that I’m excited to try is using QR codes to relay information to students.  Librarians can inform students of new books in the library, upcoming events, and any number of things through these codes.  Students simply use their device to scan the code and the information is literally in the palm of their hands.  Another good use of these devices is to encourage students to read. I will have student book recommendation blogs and social network groups for book clubs to promote reading for enjoyment.  After all, my love for books is one of the reasons I want to be a librarian! 

References 
Morgan, H. (2011). Using handheld wireless technologies in school: Advantageous or 
      disadvantageous? Childhood Education, 87(2), 139-142. Retrieved from
      http://search.proquest.com/docview/845517114?accountid=7113

Blog Post 1: Technology Strengths and Weakness

Technology is at times my best friend, while at others it is the demon in my nightmares.  Over the fourteen years I’ve spent teaching elementary school, I have come to rely on technology in all aspects of my job, whether it is simply being used to convey information to my students or the students themselves are being hands-on users.  When it works, technology really does make my job easier.  However, I’ve learned over the years to have a backup plan in case something goes wrong (the Internet is down, equipment stops working and can’t be fixed for a few days- or weeks, etc.).  

As I said, I use technology every day in my job, but am I definitely more comfortable using it in certain ways.  I feel that I do a pretty good job of modeling how to use technology as a source of information.  Throughout the year I give my students multiple opportunities to research independently and in groups.  They use computers and iPads to find information online through websites, databases, and informational videos.  My students also use the web to locate more traditional resources like books and magazines that I then check out or purchase for them to use in class.  Another way I use technology in teaching is as a practice tool for skills I’ve already taught.  My students use apps and web-based assignments at home and in class.  Using technology as a way to communicate information to my students and parents is one of my strengths, as well.  My website provides general classroom information to parents.  I update it weekly with links to my newsletter, explain upcoming assignments and homework, and list reminders about school events.  Of course, email is another great communication tool for helping students and parents stayed informed about what is going on in class.

One area in which I want to grow is incorporating more technology into lessons daily, not just as a source of information, but as a way for students to learn together, work collaboratively, and share their learning in meaningful ways.  I think the most effective use of technology is when teachers and students use available resources to meet all learning styles, so that students are learning in the most beneficial ways for them as individuals.  I already hold the belief that students should be involved in assessing themselves and then using those assessments to make goals for their learning.  Right now we are using mostly paper documents for this purpose, but I know there are resources out there that my students and I could use to track this data.  However, I don’t really know what those resources are.  My school recently created a technology team to share how we are using technology in our classroom- what we’ve discovered that works as well as what didn’t work.  I joined the team so that I could learn from my colleagues and hopefully incorporate that new learning into using technology in more innovative ways for both student learning and self-assessment.  I would also like to attend some trainings or workshops specific to using Web2.0 tools with younger students.  Technology is constantly changing, and in order to provide my students with the most beneficial and meaningful education that they can apply to their lives, I need to stay current in knowledge and application of technology in the classroom.

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