Technology in the classroom and how can the librarian help?

Technology in years past may have been a radio, an overhead projector, a cassette listening center and if it was a really big deal, there was a visit to the computer lab. Technology has evolved so much more in the last 20, 10 and even 5 years.  It is a constantly progressing and evolving. Technology has changed the way the educators deliver instruction and the way that students interpret their academic education. Students now can access technology literally at the tips of their fingers. Education has changed its standards of students’ technology literacy expectations.  Today a student is expected to: use technology of multiple resources, analyze and format data, collaboration and use information responsibly, all while being creative and unique. (AASL, 2007). It is a tall order for today’s learners but not impossible. With todays experienced and eager educators and librarians students are ahead of generations past. 

Technology today can help reach a wide range of student interest and abilities.  Students of varied capabilities and learning styles have access to tools that naturally differentiate to their needs. Technology is not only flexible but it has made a large impact on the general interest and motivation to learn about different topics. Simply because the medium of tools being used is electronic learners are enthused to participate. Because technology is so motivating to students, it has also influenced teachers to step outside of their box and integrate more technology into the curriculum. The idea that students will uncover the academic literacy themselves is not realistic. (Johnson, Levine, Smith, Haywood, 2010)

With technology constantly changing and the demands technology literacy growing, there has to be a facilitator of the information. Students alone with technology will not produce technology literate students. Students are able to discover basics of a tool but cannot take full advantage of the tool and educational opportunity it offers. (Neuman, 2002). Libraries should be a playground for literacy, science, technology and collaboration.  Librarians are assumed the responsibility of coach and keepers of this playground, there to guide and encourage students that visit.

As an educated, informed, professional it is the role of the librarian to integrate technology into as many possibilities as allowed. It is a service to the students, parents and community to build and create ready learners and thinkers for this 21^st century world. The librarian must model problem solving and a risk taking attitude to inspire the students and staff alike. The librarian is an important path finder to students seeking knowledge and information.

References

American Association of School Librarians. (2007). Standards for the 21^st century learner [Brochure]. Chicago, IL: American Library Association.

Johnson, L. F., Levine, A., Smith, R. S., & Haywood, K. (2010). Key emerging technologies for elementary and secondary education. The Education Digest,76(1), 36-40.

Neuman, S. (2002). The role of school libraries in elementary and secondary education. Teacher Librarian, 30(1), 74-74+.

Technology Strategies in the Library

The article, Re-imagine your Library with IPads, describes a district in Chicago that receives IPads for their libraries and the impact that it has on students, teachers and libraries. In the beginning of the project the librarians have some challenges with the management of the new tools in the library but quickly come up with strategies to manage them effectively for their libraries. The article gives some helpful tips and ideas on how to work them into your library successfully. The librarians use the IPads and format them context and task specific IPads. They also use Wikis on the IPads in collaboration with their instruction. Through using the IPads in the library the librarians noticed an increase in students’ engagement to include the struggling readers and bilingual students. The students and teachers also gave positive remarks about the IPads and the impact on the students.

IPads in the library have endless possibilities for opportunities of learning and fun. A strategy that I could use and create to have multiple uses would be to create Wikis. These librarians created Wikis and used them with the IPads, however I could use the Wikis with any of the Wi-Fi connected devices, IPads, IPods, tablet or computers. Similar to the way the librarians from the article I would create Wikis according to grade level. Once I was more familiar with all the grade levels big ideas that are taught I would create Wikis on those topics. An idea for fourth grade could be Texas and include the geography, climate, land forms, etc. A kindergarten Wiki could contain a unit on plants and cycles. Kindergartners could watch videos and response in a journal.  Another strategy that would be an asset to my instruction would be to use eBooks. For any type of reader eBooks would be a way to differentiate and meet the needs of multiple audiences.  I could use eBooks for comprehension or reading specific targets such as a sight word practice. I could download eBook according to interest or topic specific to be used as a reference. The eBooks would also just serve the purpose of another resource to for students to read for enjoyment. The selections of eBooks can be used as a behavior management tool for classes to earn positive behavior point while in the library. As each class earns a certain amount of point they can “buy” a book of their choosing. These are some of the strategies that can be use with IPads and eBooks but there are still lots of other possibilities, your creativity is your only limitation.

References

Perez, L. (2013). Re-Imagine Your Library with iPads. Learning & Leading With Technology, 40(6), 22-25.

What's in a device? How can I use it?

Handheld devices were used in a math tutoring for fractions. A small group was created and given practice problems on fractions. The students were able to answer anonymously with their responses and the teacher responded with immediate feedback based on the students’ responses. In the small group as the tutoring was on going practice problems were scaffold on the devices to give the students practice. Each device was individualized. The purpose of the study was the use on handheld devices and their impact on students struggling with math. Unsurprisingly the devices had a positive impact on the struggling students and they had a positive gains in the areas practiced with the devices.

Here is a sample of a simple quiz created for learning colors. I created this sample to show this game can be used with any concept and tailored to your audience and purpose. Kahoots also give you the option to add a YouTube video for your audience to enjoy as they wait for everyone to login. 

      https://play.kahoot.it/#/lobby?quizId=6332c020-e099-4842-8dc4-9659fca2e952&playId=8bb5eb91-36c0-4674-a48b-11200649660f

I could use this idea of hand held device as a response to anything we are doing in the library. My choice of handheld devices would be an IPAD mini because I could also use it for so many other things. I could download the app Kahoot and ask a response to a lesson and the students could create anonymous names and respond. It would be a way for me to check in and see my audience understanding of the topic I just taught. I would be able to tell based on immediate answers what I could reteach or explain in more details. I am sure there are other free response apps that do something similar. Also if I am using the same handheld devices I could create other practice activities to target or support the students learning. If my target was teaching about how to use a database, we could all with our handheld device be practicing along as I taught.

References

Roschelle, J., Rafanan, K., Bhanot, R., Estrella, G., Penuel, B., Nussbaum, M., & Claro, S. (2009, October/November). Scaffolding group explanation and feedback with handheld technology: Impact on students’ mathematics learning. Educational Technology Research and Development, 58(4), 399-419. Retrieved June 16, 2016.