Post 3a: Additional thoughts about this week's readings....

 

Even though I also consider myself to be tech-savvy, (like the students) just because I have a social media accounts and the latest gadgets does not mean that I can affectively apply those technologies to better equip my students educationally.  Smith (2010) states that though some teachers do consider themselves to be “digital natives” and are confident in their subject matter pedagogy and content there is still a disconnect when applying technology in the classroom setting (p. 619). 

 

This year, our school has made a shift from using Google classroom (for organizing and streaming information to students) to Canvas.  My initial navigation and learning of Google classroom were a bit of a struggle but after a while I taught myself (along with the help of YouTube University).  This year, our district has decided to use Canvas as a learning management system.  I am feeling uncomfortable with it, even now.  I have taken about 5 hours of coursework, but I am still a novice user.  It is hard to balance learning both the new management system and remote teaching.  Professional development for Canvas would have been easier over the summer and would have allowed me to familiarize myself with its inner workings a bit more.  “Additional professional development should be paced throughout the school year, so teachers have time to digest what they learn and try out new skills in the classroom. We found that teachers in schools that tried to cram too many different topics into a short time span were frustrated and overwhelmed” (Overbay, Mollette, & Vasu, 2011, p. 58). 

 

 Slowly but surely, I will learn to be more proficient with Canvas.  Smith (2012) notes that sometimes teachers are responsible for teaching students online; however, the teacher may not be proficient or have a full understanding of how to use the technology (p. 619).  With learning any new technology, continuous professional development (not just an initial workshop) and practical ways in which I can apply the technology immediately into my teach is always beneficial.  “Ongoing professional development is necessary to help teachers learn how to use new technologies, but this must go beyond just using technology, expanding to learning the instructional strategies needed to integrate technology into their teaching, including practical applications” (Smith, 2012, p. 20).   

 

“Distributed-leadership theory has emerged as a possible solution, in that it promotes a situation where multiple people work together, pooling their abilities and expertise” (Smith, 2012, p. 6).  No librarian should be alone.  To be successful it takes everyone to make an effort and to pool our abilities, collectively, to make a difference in the lives of our students and the community.   

 

References

Johnston, M. P. (2012). Connecting teacher librarians for technology integration leadership. School Libraries Worldwide, 18(1), 18-33.

Johnson, M. P. (2012).  School librarians as technology integration leaders: Enablers and barriers to leadership enactment. School Library Research, 1-33. 

Overbay, A, Mollette, M & Vasu, E.S. (2011).  A technology plan: Administrators should keep five lessons in mind as they implement new technology initiatives. Educational Leadership, 56-59. 

Smith, D. (2010). Making the case for the leadership role of school librarians in technology

integration. Library Hi Tech, 28(4), 617-631.