Post #4 - Reflecting on the things I've learned this semester

     It’s hard to believe the semester is almost over. We’ve been introduced to some great technology tools, and after learning how to use them for assignments, both by myself and as part of a couple different groups, I feel lots more confident about using them and incorporating them into future lesson plans. I’m not in a library yet, but I’ve already been able to use a few of the tools in my current academic job – I’ll be giving a short presentation to staff next week utilizing Prezi.

Before composing this post, I read the following article by Daniella Smith, a professor at UNT:

Smith, D. (2010). Maiking the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28(4), 671-631. Retrieved from http://libproxy.library.unt.edu:2199/10.1108/07378831011096277

It’s almost startling that the pilot program for a research-based leadership program for school librarians (Project LEAD at the Florida State University College of Information) took place only six years ago. Leadership and the use of technology seem so intertwined in what school librarians/media specialists are charged to do that it seems odd that they haven’t always been part of the school librarian curriculum. I’m just starting the coursework for the school librarian program, but it seems like many of the issues addressed in Project LEAD have been incorporated into our program, especially the “hands-on” use of technology and examples of how Web 2.0 can be utilized in lessons for 21^st century learners. I’m especially glad that Smith (2010) pointed out that “even digital natives need instruction on how to transition teachers who use advanced and assistive technologies in the classroom” (p.619). I think this point is sometimes overlooked; we assume that students and/or teachers who have “grown-up” using technology will automatically know how to use it in the classroom, but that simply isn’t the case. Unless you actually use some of the Web 2.0 tools, you don’t get a real feel for what they can (and can’t do), so “real-life” opportunities to utilize them are key to making them a successful addition to the classroom. Simply using technology to create different delivery systems of information isn’t really using the tools; rather, finding ways to make the content “come alive” for the student, or at least give them a new way of thinking about and/or synthesizing the information is what makes it so exciting.

     Like many of the pre-service librarians in Smith’s study, at the beginning of this course I wasn’t confident that I had “the knowledge [I] needed to implement technology in the classroom” (p. 626). But, also like the pre-service librarians in Smith study, as we reach the end of the semester I feel that the “new skills” I’ve learned through the modules will help me “to strengthen interactive lessons for students” when I have the opportunity to work in a school library setting (p. 624). Mostly, that is because the projects and lesson plans we’ve put together this semester have allowed me to start building a technology-rich portfolio of work that I know I will continue to build and add to as I continue in the program.

     As we’ve moved from module to module, it’s been really clear that technology is ever-changing. Programs, tools, and sites are constantly being upgraded, revised, and expanded, so even what we’ve learned this semester will likely be different by the time the next round of students enroll in the Fall. That’s an important lesson for any educator to take to heart – if we expect our students to go out into the world equipped to deal with/work with/create with technology tools, we, as their teachers/mentors/librarians have to keep up with new programs, upgrades, etc. so we can be sure that we’re not only exposing them to the “latest and greatest”, but also to be sure we’re teaching them not to be complacent and to constantly be aware that things change. Personally, I find technology exciting.  Obviously, not every tool will work in every situation, but knowing what’s out there is really important. For years, we’ve expected educators to know lots of theories about student development, know lots of ways to deliver curriculum and meets the needs of diverse learners; staying abreast of current technology is really no different – it’s like adding another category of “tools” to our tool box. No expects that someone who has never used power tools before would be comfortable (or competent) on their first try; technology tools can be a bit intimidating at first too. But, as I’ve learned in this class, and as Smith’s study showed, once you get some “practice” under your belt and have some guidance and examples/lessons with which to test your new skills, it’s relatively easy to feel like an “expert” after a small investment of time. I’m looking forward to discovering, learning about, and using even more technology tools in the future; sharing them with colleagues, students, and my kids makes the prospect even more exciting.