Blog Post 2

The way technology in schools is used is rapidly changing and it’s not just changing how we teach. Technology is changing how our students learn, access information, and socialize. It’s changing who our students communicate with, what they know and understand about the world and most drastically, technology is determining who is prepared for college and who is behind. As the article, “Mobile Digital Devices” (2011) explains, the amount of time our students are using technology outside of school is dramatically increasing- and several schools are capitalizing on their students’ use and knowledge (pg. 22).

According to the article, while most schools ban students’ personal use of mobile devices (cell phones, smart phones, etc…) during the school day, some are capitalizing on their students’ ownership and interest in this technology.  For example, the Forsyth County Schools in Georgia allow s students to bring and use their own mobile devices,  and in doing so are promoting the use of the devices for learning purposes (Hill, 2011, pg. 22). Also, other schools have received grants to provide their students with smart phones and are teaching students to use them for educational use. Some schools and districts have also begun to create specific wireless networks designed for student use.

“Mobile Digital Devices”  (2011) explains that promoting the use of mobile devices is a way to help schools – and students save money while increasing the accessibility to technology (pg.  23).  Hill (2011) explains that  more and more young people, including those of low socio-economic status, own personal mobile devices and that using these technologies provide an inexpensive alternative to owning personal computers (pg. 23). Students and teachers can use mobile devices to access the Internet for research and to communicate and share ideas with each other.

In the article, Hill (2011) also discusses that with the positives of using mobile devices in school comes some negatives as well (pg. 25). For example, current legislation about blocking inappropriate sites in schools can prevent students from accessing valuable educational materials. It can often times be difficult and challenging for teachers to request a specific site to become unblocked and it’s often takes a long time to unblock as well. While content filtering is important, the article also explains that is equally important to educate students on acceptable use of the Internet- especially as schools begin to allow and encourage use of mobile devices in school (Hill, 2011, pg. 25).

Hill’s article has peeked my interest about all of the possibilities for use of mobile devices in the library. As I was reading, I began to imagine infinite uses for smart phones and iPads. At my school, we use Accelerated Reader to track students’ reading- and it’s very convenient for students to take AR quizzes on smart phones and tablets. If students could use their phones in the library (and access the school’s wireless network), they could take AR quizzes easily- as well as search ARbookfind.com for  book and quiz information.

Students could also access the Internet much easier using their smart phones and tablets for research rather than waiting to use one of the two laptops we have in the library available for student use. As the librarian, I could conduct mini-lessons on how to use smart phones for research and how to use the library to supplement that research. Students often check out non-fiction books that include reference pages and additional websites to go to. Students could easily access the websites via tablet and smart phone. Students could also easily access podcasts and webinars via smart phone, too.

One of the most exciting uses for smart phones in the library is that students could use them to listen to audio books. Many of my students have special needs and/or are severely below grade level and would benefit from listening to audio books during independent reading. After checking out books, students could use their smart phones to access the audio book and listen and read at the same time. Similarly, students could listen to music on their phones while reading or working- which is something adults and young people often do outside of school.

Before reading “Mobile Digital Devices,” I never considered smart phones would have a place in my school library. I can’t wait to start thinking about how to make  the above ideas into actual reality.

Works Cited

HILL, R. A. (2011). Mobile Digital Devices. Teacher Librarian, 39(1), 22-26.

Blog Post #1

Technology and I have a love/hate relationship. I love technology because it helps make my life much easier. Since I began teaching 8 years ago, I have always used technology as part of my daily life at school. I am very comfortable with basic technology such as personal computers, Microsoft Office Suite, and navigating the Internet and databases for general use. I can also operate a projector, document camera, DVD players, and digital cameras with ease. Overall, I know enough just to get by- I don't need constant support for day-to-day tasks. I am always willing to read directions, call tech support, or seek out help from others with a stronger knowledge base.
Despite my strengths above, I have very limited exposure when it comes to more advanced technologies- especially those now being considered "web 2.0" tools. In fact, I am scared of the unknown which keeps me from trying new technology-related instructional tools. Before starting UNT, I'd never heard of a blog or a LiveBinder- all of these tools are new (and scary) to me. Other than being fearful of and under-exposed to technology, I am also limited in my technological vocabulary. At times, when I call for tech support, the operators have to explain things to me in more basic terms since I don't always understand the vocabulary being used.

In order to overcome my weaknesses, I will use my strengths. I am a learner by nature and enjoy reading and learning things on my own. If I can commit to ask for help, learning and reading about new technologies and Web 2.0 tools, I will become less fearful of technology and more knowledgeable on specific topics. Recently, I set a goal for myself that each week I will use technology in a lesson for 1 of the grades I deliver library lessons to. So far, I have taught the students how to conduct basic Internet searches using references in their books and created a Glog for the 7th graders to use. While it's a slow process, I know that if I continue to push myself to try new instructional tools, I will begin to become more comfortable with using them.

In order to improve upon my instructional strategies, I would like to learn more about free tools available to me. Already, I have used Glogster, Blogger, LiveBinder, DropBox, and eCove. I know there are so many more tools available to me (and my students) that will make my instruction engaging and prepare my students for the 21st century. I also hope to learn how to help teachers use instructional strategies and tools in their classrooms, too.