Blog Post 4: Technology Leadership Role of School Librarians

The application of technology in the schools is the teacher librarians’ responsibility. Librarians have specific standards to teach. The main focus of the standards is to teach children to be life long thinkers and learners.  Along with the standard of ISTE to create learning in digital world, technology must be integrated into all aspects of education. “As technology permeates teaching and learning, teacher librarians are continually directed from professional standards and guidelines, as well as from theorists and researchers in this area, to assume leadership roles in integrating technology in schools” (Johnston, 2012, pp. 18). Librarians need to be at the forefront of guiding teachers to integrate technology into their lessons. Some of the benefits to having a librarian that is familiar with Web 2.0 tools and know how to integrate them in to a lesson are another head and hands to help prepare the lesson and teach it. The librarian is one of the best resources for teachers. The Standards for the 21^st Century Learners focus on the learner acquiring new knowledge and being able to use it to make informed decisions to apply to new situations, create new information while being ethical. The librarian is in a position to encourage learners to focus on their interests and to become life long learners. Reading is the foundation skill for learning. “Reading goes beyond decoding and comprehension to interpretation and development of a new understanding” (American Association of School Librarians, 2007). If technology is not taught students will be unprepared to meet the demands of the 21^st century.  “Teacher librarians have a vital role to play in making certain that students develop the 21^st century skills that will enable them to use technology as a tool for learning and for participating in a digital culture” (Johnston, 2012, pp. 18). Students that are in school know do not know a time when there was a not personal computer. These students apply their 21^st century skills from an early age.

With Web 2.0 tools students and teachers create engaging lessons and projects to meet the standards.  Reflecting on the Web 2.0 tools there is so many that can be used. Some are easy and have lots of possibilities. Some that were tried are: Thinglink, Padlet, Animoto, TedEd Technology, Pearltrees, Masher, Storify, Storybird, My Storybook, and Comicmaster. This is just a few that were used and reviewed. With each one the students would be engaged and increasing their 21^st century skills.  

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

International Society for Technology in Education (2008). ISTE Standards Teachers Retrieved from http://www.iste.org/standards/iste-standards/standards-for-teachers

Johnston, M.P., (2012). Connecting Teacher Librarians for Technology Integration Leadership. School Libraries Worldwide, 18(1),  18-33.

Union, C., Union, L., & Green, T. (2015). The Use of eReaders in the Classroom and at Home to Help Third-grade Students Improve their Reading and English/ Language Arts Standardized Test Scores. Techtrends: Linking Research & Practice To Improve Learning

Blog Post 3: Technology Implementation Strategies

The research by Craig Union, Lori Walker Union, Lawrence and Tim Green looks at the effects of eReaders on students standardize test scores. This paper also gave examples of lessons with the Nook. These lessons also can be used with other eReaders. The research went through the five stages of using the eReader with students. The results of the research were very interesting.

Students in the K-5 classroom have grown up with technology. The research looks at weather  “portable technology interventions can significantly improve student performance in K-5 learning environments “(Union, Union, & Green, 2015, 71).

They do not know a time when there was not portable technology. With technology uses students are more engaged and can apply their critical thinking, problem solving, and collaboration skills.

The research looked at third graders from one class that completed lessons on the Nook. They were compared to students in four other classes that did not use the Nook. All five classes were from the same school and took the Georgia Online Assessment System and the Criterion-Referenced Competency Test (CRCT).  The data from Georgia Online Assessment System was used as a baseline since it was given at the end of second grade. After the intervention using the Nook the students data on the CRCT was used to determine growth. The researchers also used logs and antidotal notes of daily events of the use of portable devices at school and home.   To guided the research the researcher look at the following three questions:

1.     Are there differences between the average CRCT reading scores of students who learned with eReaders and those of students in other classes who did not learn with eReaders?

2.     Are there differences between average CRCT English/Language Arts (E/LA) scores of students who learned with eReaders and those of students in other classes who did not learn with eReaders?

3.     In what ways does the behavior of students who used eReaders in the study reflect student responsibility and the physical durability of the eReaders? “(Union, Union, & Green, 2015, 74).

The result showed that the students that used eReaders had better reading scores on the CRCT as opposed to students that did not use eReaders. The same was true for question 2. The students that used eReaders preformed better after the intervention of eReaders on the CRCT E/LA. The last question the researchers look at was the responsibility of children and the durability of the eReader. The results for this question were determined by notes and logs that the researchers completed. There was no damaged or lost of any Nook.

The stages of using the eReaders for the research with students were: Stage 1- how to use the Nook and the functions of the Nook. Stage 2 – students worked on assignments with the Nook and becoming more familiar with the functions. Stage 3 – the Nook was taken home with assignment to complete on the weekend. Stage 4 – the students decide which way they would rather read, on the nook or by book. The last stage of the research the students could use the Nook to read during class and at home with no real assignments.

The use of portable technology is very beneficial to the generation that is in elementary or K-5 now. The conclusion from this research is that students are engage in learning. “When motivated students are engaged in reading, their reading comprehension and achievement as well as their vocabulary improves.” (Union, Union, & Green, 2015, 79).

Union, C., Union, L., & Green, T. (2015). The Use of eReaders in the Classroom and at Home to Help Third-grade Students Improve their Reading and English/ Language Arts Standardized Test Scores. Techtrends: Linking Research & Practice To Improve Learning