While the introduction of new participatory culture technologies have been welcomed by many educators, they have also been a cause for concern for some educational authorities (Todd, 2008). The risk of cyberbullying, issues of online safety, the unethical intellectual property practices of young people and the perceived “frivolity [of] social networking” have all been cited as reasons to exclude new participatory culture technologies from the school environment (Vasudevan, 2010, p44). These are certainly genuine and justifiable concerns. Stories of young people falling victim to new online ‘scams’, being targeted by bullies or engaging in ‘hacking’ and other illegal activities online, are rife in the news. Surely then, that is even greater reason to bring these new technologies into the school context, in order to teach young people safe and responsible ways to use new media technologies. The ‘ostrich mentality’ of burying your head in the sand and waiting for it all to go away, isn’t working.
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| Ostrich mentality |
It is also important to note that corporations are harnessing the power of new media technologies to increase efficiency and productivity in the workplace. If our goal, as educators, is to prepare young people for life beyond school, then we have a responsibility to, first of all, learn how new technologies are being utilised in the broader social context, and then, to teach our students how to use them for purposes other than leisure or entertainment.
However, it can be difficult to introduce the use of new technologies into the school context, particularly if educational policymakers do not recognise the educational potential of these tools. Co-editor of the Teacher Librarian journal and part-time faculty member of the Information School at the University of Washington, Elizabeth ‘Betty’ Marcoux acknowledges the difficulties (2011a, p70). However, she stresses that the key to introducing new technologies lies in effectively demonstrating how these tools will benefit teachers, both in planning and delivery of the curriculum, and in improvements in student engagement and learning outcomes (2011b, p66).
One of the best ways to show how technology can be used effectively to support teaching and learning is to lead by example. Dr Ross Todd Associate Professor in Rutgers University’s Department of Library & Information Science and Director of the Center for International Scholarship in School Libraries (CISS) advocates that teacher librarians should ‘get their hands dirty’; experimenting and playing with new technologies is the best way to learn what they can do and how they can be used for educational purposes (2008, p30). Although this may seem an overwhelming task, given the plethora of Web 2.0 tools available, the good news is, thanks to the capabilities of new communication technologies, there is no need to tackle it alone. Educators all over the world are sharing their ideas on how to use new technologies to help students learn more effectively through blogs, wikis, online forums and e-groups.
One of the most effective and time efficient ways to connect with these ideas is to utilise the power of Web 2.0 tools to bring information directly to you, rather than going and actively searching. One of the tools I have found very useful is Diigo. Originally a ‘bookmarking’ tool to assist browsers to revisit favourite websites, it has developed into a collaborative community of users. Using Diigo, I have been able to find groups providing useful and practical information for educators, and I receive email notifications whenever new information is posted. From just one Diigo group, I have already collected a wealth of information on topics such as cyberbullying and copyright, as well as tools and resources for use in classrooms.
When I commence working in a school context, I plan to draw on this information to provide professional development to teachers on the use of new technologies. However, Marcoux (2011a, p66) points out it is important to be seen as “the technologist ... not the technician”. It is equally important therefore, that I lead by example, and utilise new technologies in my own practice. While I will doubtless come up with new ideas of my own when I am in the role, I have been able to gather some very useful ideas already.
Earlier this year, I was fortunate enough to attend a teacher librarian seminar presented by the dynamic and inspirational Dr Joyce Valenza, teacher librarian at Springfield Township High School in Philadelphia, member of the Teacher Librarian Ning and author of the neverendingsearch, the School Library Journal blog.
Dr Valenza shared with the audience some of the methods she uses to encourage teachers to use new technologies. She admitted that not all teachers are initially open to the idea, but rather than wait for them to invite her to collaborate, Dr Valenza sometimes indulges in a little ‘positive subversion’; collating information and resources for the teacher. Dr Valenza confided that once teachers experience the benefits of collaboration, and see the improvements in student learning, they are usually more receptive to the idea.
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| with Dr Joyce Valenza at the Information Landscapes for 21C Learners Seminar July 2011 |
Dr Valenza shared with the audience some of the methods she uses to encourage teachers to use new technologies. She admitted that not all teachers are initially open to the idea, but rather than wait for them to invite her to collaborate, Dr Valenza sometimes indulges in a little ‘positive subversion’; collating information and resources for the teacher. Dr Valenza confided that once teachers experience the benefits of collaboration, and see the improvements in student learning, they are usually more receptive to the idea.
However, she doesn’t just confine her use of technology to supporting teaching and learning through providing resources. She also actively engages students in using technology for real world purposes.
The video above is an example of a project her students created – the library’s annual report; a highly effective way to showcase students’ creativity and demonstrate to school administrators the educational possibilities of new technologies.
I am looking forward to the challenge of being an agent for change; instrumental in introducing and implementing new ways to use emerging technologies to enhance teaching and maximise student learning.
Images
Ostrich mentality by tropicalpete. http://www.flickr.com/photos/12023825@N04/2898021822/
Video - Springfield School Library Annual report 2010 - 2011.
Video - Springfield School Library Annual report 2010 - 2011.
References
Marcoux, E. (2011a) Encourage Buy-in Using Technology for Learning. Teacher Librarian; Apr 2011; 38, 4; pg. 69-70. http://www.teacherlibrarian.com/
Marcoux, E. (2011b) Technology and YOU. Teacher Librarian; Jun 2011; 38, 5; pg. 66. http://www.teacherlibrarian.com/
Todd, R. J. (2008). Youth and their Virtual Networked Words: Research Findings and Implications for School Libraries. School Libraries Worldwide , 14 (2), 19‐34. http://www.iasl-online.org/pubs/slw/
Vasudevan, L. (2010) Literacies in a Participatory, Multimodal World: The Arts and Aesthetics of Web 2.0 Language Arts . Vol. 88. No. 1. September 2010. http://www.ncte.org/journals/la
I love the ostrich image Bernadette!
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