Blog Post 4: Technology Leadership Role of School Librarians

Technology has dramatically changed the way people work, think, do research, become informed, communicate, and collaborate with each other.  In the article "A voice from the past calls for classroom technology" (Kilfoye, 2013), Kilfoye writes, “Internet technology is the foundation for the next wave of democracy in American Education and the society beyond school walls.”  Fortunately, the American Association of School Librarians (AASL) has published a set of learning standards (AASL, 2007) designed to help teacher-librarians prepare students to be successful, contributing members of society in this technology-driven 21st century. The learner-centered standards state that 21st century learners are ones who use an inquiry-based process, accept responsibility for what and how they are learning, and evaluate their learning. Critical thinking, self-discovery, collaboration, and presentation are all significant 21st century skills valued in the workforce. Each standard addresses these skills with multiple indicators that provide a framework for implementation. 

The school librarian is in a perfect position to implement technology instruction onto a campus.  Librarians are already considered resource specialists and they typically have community and professional connections. Successful libraries are the hub of the community; why not become the hub of technology integration as well? The Quakertown Community School District has become a model for successful technology integration. On this campus, the librarian was dually classified as the technology-integration coach. Her responsibilities included providing professional development on the integration of technology, building access to online content and resources, and teaching the students digital citizenship, copyright laws and appropriate use, and how to evaluate sources.  Outside of the library walls, the librarian continued the ever important role of advocacy. Collaborating with outside entities such as the public library, the police department, and the chamber of commerce to keep the community aware of what students are able to access. Of equal importance was educating parents on how to be involved in their children's online presence. These steps are important in building community support and in building awareness for what students are able to share as part of their 21st century education. 

Although the future cannot be predicted, technology is guaranteed to continue to change and evolve. By considering the guidelines set forth by the AASL’s Standards for 21st Century Learners, librarians can position themselves to design a library program that prepares students for learning now and into the future. 

Sources:

American Association of School Librarians (AASL). (2007). Standards for the 21st century learner.   Retrieved from http://www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf 

Kilfoye, C. (2013). A voice from the past calls for classroom technology. Phi Delta Kappan, 94(7), 53-56.

Kuzo, J. (2015). School librarians: Key to technology integration. Knowledge Quest, 44(1), 74-76.

Blog Post 3: Technology Implementation Strategies

Can educational beliefs from one hundred years ago still be relevant in today’s technology driven world? A voice from the past calls for classroom technology (2013) sets out to prove that yes, indeed they can. The article begins by informing the reader of the laws and policies that were currently in place in regards to internet use in public schools. These laws limited students and teachers access to information found on the internet. Information that the author believes is the very foundation for teaching 21st century skills, such as critical thinking, self-discovery, collaboration, and presentation. The article goes on to argue the case for equitable access by stating the expectations set forth by administrators as well as by listing the skills employers will be looking for in future employees. The author asks the question, how can key stakeholders create a school environment that will promote the knowledge of 21st century skills while at the same time ensuring student safety and the integrity of the information systems?

 In the article, the author makes reference to the ideas promoted by John Dewey over one hundred years ago regarding the necessity for change in the way schools are educating their students. One of Dewey’s core belief statements was that students of the time had very little chance to use what they were learning in the classroom in the outside world. He believed that education was a gift and that students should be taught how to extend that gift. Although this message was shared over a century ago, the author shares how it was applicable to the way current school policies are employing technology education. By limiting access to the very resources that will promote the desired learning outcomes, schools are creating a barrier to learning that will diminish the relevance of education in public school classrooms

With digital literacy being a significant skill of the 21st century workplace, the author informs that we can no longer think of our schools as traditional educational providers of the core subjects, but rather proving grounds for 21st century citizens. Just as Dewey professed that schools must create “a child’s habitat”, where students desire to learn is aroused through direct use of knowledge, so must the classrooms of today promote relevancy to everything that goes on inside to prepare students for their future outside.

It is encouraging to see how far our schools have come in the area of technology integration in the short two and a half years since the article was published. Teachers and students now have access to sites that had previously been blocked from use at school. The use of sites such as YouTube is prevalent in schools as well as the use of various social media sites including Twitter.

Agreeing with Dewey’s philosophy that some of the most significant skills we should teach our students is relevancy and future application, I intend to incorporate tools that will enhance collaboration and critical thinking. By creating assignments where students have to work as a group, I will introduce some of the tools within the Google suite of options; docs, sheets, slides, and forms. By being able to work together on the same documents at the same time, collaboration will be promoted and strengthened.

Wikis are another tool that I intend to utilize in the effort to promote collaboration among my students. With the possibilities for using wikis only limited by one’s imagination and time, I feel it can be a great resource to encourage students to utilize when creating a research project or a class presentation.

Will John Dewey’s beliefs about education still ring true in another one hundred years? Only time will tell. And although technology is ever-changing, be it the industrial age or the information age, relevancy in education should continue to be a high priority in preparing students for life outside of school.

Source:
Kilfoye, C. (2013). A voice from the past calls for classroom technology. Phi Delta Kappan, 94(7), 53-56

Blog Post 2: Handheld Devices

Technology is fast paced and ever changing.  Upon first stumbling across the article, Mobile Learning, written in 2009, I thought the information would be outdated and unable to relate to.  However, after delving into the content, I found it to be very interesting.  Although the tools available are more abundant now, the basic ideas of utilizing technology in education have not really changed that much in the last six years.      

One of the first key points gathered from the article I found was that with the inception of Web 2.0, mobile learning has evolved from activities being designed by teachers and offered to students as a “top-down” activity, to one where learners are using devices to support their own independent learning.  The most common use for mobile devices at the time this article was written was to generate content and share it with others.  The article states that although this was a popular activity, it wasn’t done on a widespread basis due to not having a place to put all that collected data.  One professor responsible for providing information for the article was interested in finding ways that more input from learners could be used to move further away from the top down model.  Agnes Kukulsa-Hulme, who teaches at The Open University's Institute of Educational Technology explains, “We’re getting more feedback about learners’ needs, such as their study materials and how these relate to their work environment, so that we can capture this “in the moment feedback” and pass it to teaching staff and refine materials accordingly." (Dhanjal, 2009)

With the continuous access that mobile devices offer, students that don’t have regular access to a desk or a PC are not limited in acquiring knowledge or skills.  Content for language learning, and software to enable collecting data in the field, including GPS-related data, are becoming popular uses for mobile device learning.  Populations such as migrant workers can use their devices to learn language skills related to vocabulary, dialogue, and ESOL work qualifications.    

The last key point I gathered from this article was that with the number of personal devices owned by students on the rise, the author predicts that the amount of equipment owned by a college will be reduced.  This will change the way teaching occurs including but not limited to lecturers using wireless devices to key in questions for the entire class to see in real time without interruption to the lecture, and using SMS to summarize text. 

Although the article I read does not mention the utilization of quick response (QR) codes, presumably due to the fact that the article predates that technology, I am excited about using this tool in the library. The possibilities for using QR codes are endless.  From hearing book talks done by teachers to viewing YouTube videos for information, to placing inside books to send readers to reviews of the book. 

I envision using QR code technology to enhance content knowledge being taught by the classroom teacher. For example, if a second grade class is learning about penguins in science, I would set up stations in the library where the students would rotate through with iPads equipped with QR scanner software, along with a clipboard containing a sheet with a list of questions to answer.  As the students scan the QR codes at each station with their device, new information will be presented. The first station may have a map of where penguins live.  The second station can be an informative video clip to watch of penguins in their natural habitat.  A third station can feature a book trailer referencing a book about penguins to read.  Station four could have a list of key vocabulary words with a matching word game to play.  With older grades, the students themselves can create and program the QR codes, possibly as an assessment activity, with the information the teacher requires.

QR codes are easy to create and have many uses in the library.  They are engaging and entertaining for the students. I look forward to learning more ways to implement this technology into my future library. 

Source: 
Dhanjal, C. (2009). Mobile learning. Multimedia Information & Technology, 35(3), 92-95

Blog Post 1: Technology Strengths and Weaknesses

As an early childhood educator, most of the technology experiences in my classroom thus far have consisted of me using the Smartboard to introduce my students to information.  I will visit educational websites to find images to share, I will search YouTube to find relevant videos, or I will use sites such as abcmouse.com and havefunlearning.com to reinforce math and language arts concepts. 

At our district’s most recent professional development seminar, one of our keynote speakers was Todd Nesloney, principal of Webb Elementary School.  His nickname is the Tech Ninja and he travels all over the country speaking to schools encouraging teachers and administrators to reflect on how they are using technology on their campus.  His speech was inspirational and overwhelming at the same time.  The main idea of Mr. Nesloney’s message was that students should be using technology to create something; that using it for any other reason is a waste of time. 

According to the ISTE® Standards for Teachers, the first standard reads “Facilitate and inspire student learning and creativity”, including engaging “students in exploring real-world issues and solving authentic problems using digital tools and resources.”  Mr. Nesloney’s message is right on target for fulfilling this standard.  However, I am not sure how to create opportunities in my current pre-k classroom to meet this goal.  I would love to learn some developmentally appropriate, concrete ways to teach my students how to utilize technology for this end.  

  

On the other hand, under standard three “Model digital age work and learning", item c reads "communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.” Communication is one of my natural strengths and I have utilized the popular e-newsletter platform Constant Contact® in the past to share information with families.  This year I hope to add blogging to my classroom.  By creating a class blog, I hope to not only use technology to engage the students, but encourage the parents to have more involvement with their child’s learning.  I hope to create a back-and-forth format where different children have the weekly opportunity to post about our day and parents will have the ability to respond. 

Standard number four reads “Promote and model digital citizenship and responsibility" Item d within this standard provides the following indicator: "Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.”  With my passion for promoting multiculturalism, I am most excited about incorporating the available technology to meet this standard. I have already signed my class up to be a part of the Postcrossing postcard exchange project.  Using a map I created for the Smartboard in my classroom, we will locate and pin all of the places that we receive postcards from.  We will then use the internet to research information about locations we are curious about and try and connect via Skype with people in those areas. 

In summary, I am looking forward to learning more about how to integrate technology into my teaching and plan to research webinars and other professional development opportunities to fulfill that need.  

Source:
International Society for Technology in Education (ISTE). (2015). ISTE Standards for teachers. Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers 

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