As the Coordinator of Library Services in our school division, I work with all school library personnel, including teacher-librarians, library assistants and library technicians, to support student learning and enhance teaching through our school library programs.  In addition to my administrative role for the division, I also provide direct support to seven schools operating school libraries without a teacher-librarian on staff. In order to arrive at a clear destination for our vision, it is important to reflect on our past, in order to understand how we have moved closer to the harmonization of our school library programming and the staffing of our personnel:

Timeline

• (2002) Amalgamation of two legacy school divisions with differing philosophies about school library programs and various staffing configurations for school library personnel
• (2005) School library harmonization begins as a new vision for school library programs begins to take shape
  • Teacher-Librarians receive copies of Achieving information literacy: standards for school library programs in Canada
• (2006) Committee of Teacher-Librarians present a 5-year proposal for professional development and receive the funding for implementation:
  • Literacy with ICT across the curriculum (Michelle Larose-Kuzenko)
  • MSLA SAG: Inquiry and beyond (Jamie McKenzie)
• (2007) A new staffing formula for school library personnel is established, ensuring that 33/40 schools are staffed with a half-time teacher-librarian and 35/40 schools are staffed with a full-time library assistant.  Professional development funding is formally included in the divisional budget to support the professional learning of all school library personnel (teacher-librarians, library assistants and library technicians) and the new position of Coordinator of Library Services is created at the divisional level. 
  • Focus on inquiry (Dianne Oberg)
  • Leadership in information literacy (Lois Barranoik)
  • Clarifying copyright? (John Tooth)
  • MSLA SAG: Beyond bird units (David Loertscher)
• (2008) Professional development continues to flourish and K-8 teacher-librarians plan new instructional partnerships that support inquiry and implement the ICT contimuum.
  • Re-visioning the school library program (David Loertscher)
  • Questioning is key (Carol Koechlin)
  • Assignments worth the effort (Carol Koechlin)
  • Talk about assessment: strategies and tools to improve learning (Damian Cooper)
  • Supporting inquiry and the implementation of the ICT continuum (K-8 teacher-librarian and classroom teacher instructional partnership teams). 
  • MSLA SAG: Light at the end of the tunnel (Kenneth Oppel)
• (2009) Professional development expands to include collaborations with other school divisions and sharing of costs.
  • Inquiry through the lens of assessment Grades 9-12 (Catherine Birch)
  • The power of storytelling (Gail De Vos)
  • Taking comic books seriously (Gail De Vos)
• Coming soon
  • September 2009: Learning right from wrong in the digital age (Doug Johnson)
  • MSLA SAG October 2009: What’s “new” about the new literacies (Marlene Asselin)

The occasion to scaffold a vision for the future is truly a welcome opportunity for our school library personnel.  We are presently entering our fourth year of a five year PD plan that set out to ”reinvent, regenerate and rejuvenate” (OLA Super Conference motto, 2008) the instructional role of teacher-librarians in our schools.  When the plan was originally proposed in 2006, we had purposefully left the 2009-10 school year open to address “emerging needs and new opportunities” that might arrive over the years.

It would seem that building in the flexibility to revise our PD plan at this time could not have been more timely because a new opportunity has emerged for our school library personnel.  Our K-8 teacher-librarian and classroom teacher instructional partnership projects, that support inquiry with an infusion of ICT skills, have come to the attention of our Board of Trustees.  Their positive interest in the project and how it effectively supports the Board’s priorities for teaching and learning, make this an opportune time to showcase the evidence we have gathered on how teacher-librarians support both student and staff learning in our division.  Due to declining enrollment division-wide, we will lose another teacher-librarian position this year, so presenting a new vision for 21st century learning is critical to rethinking the contribution of the teacher-librarian in fostering student engagement and increasing student achievement.  The door is open and the dialogue is beginning.

Although our teacher-librarian team will work together to collaboratively design and implement the new vision for school libraries in our division, I will also offer my personal vision for the future in support of 21st century learning for both students and staff, based on the following key elements:

1. New learners (David Warlick, Will Richardson, Stephen Heppell)
2. New literacies (Marlene Asselin, Ray Doiron)
3. New libraries (Joyce Valenza)
4. New learning specialists (Allison Zmuda, Violet Harada)
5. New leadership roles (Violet Harada, Sandra Hughes-Hassell)

In order to support this new vision, it is important to consider what students will need to be successful learners and productive, global citizens in the 21st century.  By using a “backward design” (Wiggins & McTighe, 2005) approach, we can use our divisional mission and vision statements, as well as our Board of Trustees priorities for student learning and professional practice and learning, to illustrate how the instructional role of the teacher-librarians impacts favorably on student achievement in the 21st century learning environment.

A final course assignment that you can actually use to improve your current practise is definitely a gift. Like our students, I always appreciate an authentic task that has added-value and supports an area of personal interest.  The opportunity to present a vision for 21st century learning is one such assignment. 

Please visit my VoiceThread entitled A vision for 21st century learning: beginning with the future in mind.  I hope to use this VoiceThread to initiate discussions with our teacher-librarians as we begin to lay the foundations for our new PD plan.  With the added input of the teacher-librarian team, I hope this information will emerge as a formal presentation to our Board of Trustees.  It is time to reinvest in the instructional role of the teacher-librarian in order to support student learning more effectively in the 21st century.

Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.

—Don Knezek, ISTE CEO, 2008

I have always considered myself very fortunate to work in a school division where professional development is highly valued in support of student learning. As outlined by our Board of Trustees’ annual statement of educational priorities, professional development at all levels is a significant area where I believe our division excels. The priorities for professional practice and learning state that “effective use of technology to support student learning” continues to be one of “several professional development topics [that] will receive sustained focus to support educators’ abilities to program for the whole child.”

For most educators, the integration of technology into professional practice and learning is both stimulating, yet challenging. As Camilla Gagliolo observes in her article “Help teachers mentor one another,” what makes it such an exciting time for educators are the “rapid changes and evolution of Web 2.0 tools and applications [that] are providing new opportunities for innovation in education.” However, if teachers are to make effective use of these emerging technologies, they need to develop “new strategies and methods for teaching that will integrate technology across the curriculum” (Ketterer, 2008).

21st century technology skills

Camilla Gagliolo challenges educators to consider how we are using technology in our schools to support student learning when she asks:“How best can we, as technology leaders, inspire teachers to take advantage of these opportunities to engage students in 21st century learning?”

In “A professional development menu,” Kimberley Ketterer states that “ensuring access to 21st century technology skills for all students begins with teachers feeling comfortable using them in their teaching and learning environment” (Ketterer, 2008). The emergence of new technologies calls “for new strategies to meet the needs of today’s digital learners” (Gagliolo, 2008).

The International Society of Technology in Education publishes the National Educational Technology Standards for both students and teachers (with an administrators’ version currently in draft). NETS for Teachers encourages“using technology to learn and teach,” through the following:

• facilitate and inspire student learning and creativity
• design and develop digital-age learning experiences and assessment
• model digital-age work and learning
• promote and model digital citizenship and responsibility
• engage in professional growth and leadership

Source: NETS for Teachers 2008

A digital divide of technology fluency

In the article “Revamping professional development for technology integration and fluency,” Sandra Kay Plair reveals that “veteran teachers” struggle “to gain technological fluency” and “to incorporate technology into their teaching and core content” (Plair, 2008). When veteran teachers resist moving forward in integrating technology in their content areas, a digital divide widens “between themselves and their increasingly tech-savvy students” (Plair, 2008). Students learning in classrooms where the teacher has not made technology integration a priority, are subject to contributing to a digital divide between students who use technology to support their learning at school and those who do not.

In “Faculty development for the net generation,” the authors state that technology integration can “catalyze innovations in learning across generations” and that “fluency with information technology is imperative today” (Moore, Moore & Fowler, 2005). In order to keep FIT (fluent in information technology), teachers today need three kinds of knowledge:

1. contemporary skills (ability to use computer applications and apply information technology in real time)
2. foundational concepts (basic principles and ideas of computers, networks and information technology)
3. intellectual capabilities (ability to apply information technology in high-level thinking situations)

Teachers can bridge the digital divide by developing greater awareness in meeting students’ learning needs using technology, enabling their own professional development and technological skill development, and integrating “pedagogy, learning space design, technology, support, policies – to enable successful learning.” Professional development for teachers will continue to be an ongoing process “because technology, pedagogy, and practice” are constantly evolving (Moore et al., 2005).

Teacher-librarians as “knowledge brokers”

The idea of teacher-librarians as “knowledge brokers” that enhance a professional development model is an interesting one that bears further consideration. Knowledge brokers, like teacher-librarians, collaborate with others, stay current of new technology tools, prepare technology-related activities, learn new technologies and how to infuse them into curricula. Knowledge brokers make themselves available to meet staff needs, facilitate change and offer leadership by bringing teachers together to learn about technology (Plair, 2008).

Recognizing the leadership potential of the teacher-librarian becomes critical to meeting emergent learning needs and preparing students for success in a workplace that relies more and more on the use of technology.

Implications for Teaching and Learning

When the new Literacy with ICT Across the Curriculum was first published in 2006, school divisions in Manitoba chose different plans of attack when considering how best to implement the new continuum in their respective schools. While many opted to phase the model in gradually over several years, our division chose to immediately immerse our students and staff in developing computer literacy from Kindergarten to Grade 8. Such a bold move also required an infusion of professional development opportunities to support both student learning and teacher. One of the most successful initiatives included a series of early years, intermediate and junior high secondments of groups of teachers who met for three days to plan activities that incorporated best teaching practices with the “big ideas” of the new ICT continuum. The resulting projects became the basis of a divisional resource bank of technology-infused lessons that all teachers could access and use in their classrooms.

Since 2006, our divisional operating budget has included funds directly allocated to the professional learning needs of our school library personnel including teacher-librarians, library assistants and library technicians. Technology integration is best realized when it is interwoven throughout the professional development opportunities for our school library staff. Both teacher-librarians and library support staff play important leadership roles in guiding students and staff in the implementation of emerging technologies. Strategies that work for our school library personnel include:

• teacher-librarians see technology integration as a priority for literacy development and differentiated instruction
• the instructional technology coordinators and the library coordinator collaborate on facilitating PD opportunities for all school library staff (combination of teacher collaboration and funding from both library and ICT budgets makes professional learning not only possible but more powerful)
• new teacher-librarian and library assistant orientations include a technology component
• teacher-librarian PD becomes more concentrated and takes place over a two-day release period
• teacher-librarians frequently model both the “coaching” and “nurturing” styles described by Kimberley Ketterer in her article “Coach, nurture, or nudge” (2007).
• part-time library staff are accommodated and compensated so they can attend critical sessions
• in order to maximize our budget, we have sought out joint-PD sessions with other school divisions which allows us to do more with less. For example, Doug Johnson is scheduled for September 2009 – difficult for one school division to host on its own, but very affordable when four divisions participate and share the costs

An approach to professional development

Our approach to providing professional development for integrating technology into teaching and learning has involved a scaffolded approach over the last three years. We have “ordered” and continue to partake of many of the items from Kimberley Ketterer’s professional development menu including equipment training, “hands on” and “levelled” workshops, peer coaching, demos, webinars, after-school mini-sessions, “drop-in” help in schools and debriefing sessions, as well as the development and execution of a three year PD plan for teacher-librarians.

Our recent inquiry and ICT initiative would seem to support Gagliolo’s assertation that “powerful learning takes place when teachers teach other teachers in a peer-to-peer network” (Gagliolo, 2008).

September 2008

Teacher-librarians spend two days with Carol Koechlin learning how to build a culture of inquiry, develop curiosity through questioning and design assignments worth the effort.

October 2008

Teacher-librarians and classroom teachers begin working together as instructional partners to support inquiry and the implementation of the ICT continuum over a 2-day release period.

Instructional Technology Coordinator provides instructional teams with “just in time” learning and demos of new technologies throughout the planning session. The support continues by tech request when the project is underway in the schools.

March 2009

Teacher-librarians and classroom teachers return to share their projects and reflect on how their instructional partnership supported student learning through inquiry and the integration of educational technology. The evidence gathered indicates that the projects have been a great success and the coordinators plan for a future rotation.

Judi Harris reminds us that when it comes to providing professional development for teachers, “one size doesn’t fit all” (2008). This will be an important consideration to keep in mind as we mentor both veteran teacher-librarians, as well as those who are new to teacher-librarianship.

The characteristics for effective professional development defined by the National Staff Development Council can be applied as a checklist to evaluate our current teacher-librarian PD practices:

• is conducted in school settings (sometimes, more frequently becoming so)
• is linked to schoolwide efforts (always)
• is concrete (always)
• is planned and offered by teachers (almost always)
• is differentiated according to teachers’ differing needs and interests (somewhat, but this is an area identified for further growth)
• addresses goals and contains learning activities that are chosen by teachers (almost always)
• emphasizes demonstrations, trials of new tools and techniques, and opportunities for participants to both receive and give feedback (almost always)
• is ongoing over time (always)
• provides ongoing assistance and support on-call (always)

Source: National Staff Development Council

It will be necessary to regularly access the needs of our teacher-librarians as new technologies continue to emerge and evolve. The impact of teacher-librarian professional development and technology integration on student learning will continue to document the evidence that guides our future direction.

Has the use and integration of educational

technology improved teaching and learning?

Absolutely

Technology integration is the incorporation of technology resources and technology-based practices into the daily routines, work, and management of schools. Technology resources are computers and specialized software, network-based communication systems, and other equipment and infrastructure. Practices include collaborative work and communication, Internet-based research, remote access to instrumentation, network-based transmission and retrieval of data, and other methods. This definition is not in itself sufficient to describe successful integration: it is important that integration be routine, seamless, and both efficient and effective in supporting school goals and purposes.

Technology in Schools Task Force (2003)

Information and communication technologies provide students and teachers with an open window to the outside world. In education, our relationship with technology has evolved over time. What began as a trend where we learned how to use new technologies, is now focused on supporting student learning through the integration of technology (Oncu, Delialioglu & Brown, 2008).

Today, teachers understand that the future success of our students will depend on our educational system’s ability to equip our children with the skills required to survive in a society relying more and more on the use of technology. Educational technology prepares students for “lifelong learning in a rapidly changing technological society,” regardless of their prospective career goals (Integrating your technology, 2007).

Effective integration of technology is achieved when students are able to select technology tools to help them obtain information in a timely manner, analyze and synthesize the information, and present it professionally. The technology should become an integral part of how the classroom functions – as accessible as all other classroom tools.

National Education Technology Standards for Students, ISTE

The integration of technology into our classrooms does not always mean abandoning traditional tools, but providing new choices that have wider appeal to personal learning preferences. In the article “Meaningful technology integration in early years environments,” students engage in inquiry use digital cameras and microscopes, but they also use paper, crayons and pencils. “Integrating technology into the curriculum involves turning technology into a tool that enhances student learning in a subject matter area or multidisciplinary setting” (Integrating Your Technology, 2007).

The cursor joins the… pen.

The hard drive joins the… filing cabinet.

The monitor joins the… a piece of paper.

The CD-ROM joins the… book, encyclopedia.

The digital joins the… analogue.

The colour laser printer and paint programs join the… box of markers.

The mimio joins the… chalkboard.

The document camera joins the… overhead.

The blog joins the… daily journal.

The subscription database joins the… periodicals.

In an age where information is vast and quick access a necessity, students and staff are required to develop skills that will enable them to locate, select, analyze, record, organize and communicate information, using a variety of resources and tools. The Internet has changed the way we gather and manage information. Educational technologies are taking an active role in research, in acquiring information and in presentation. Teacher-Librarians are already providing leadership in the implementation of new information technologies, expanded views of literacy and the education of students, parents and staff in their use.

Technology is an essential tool in curriculum delivery and it is used to promote thinking, both in the creative and the critical sense. Self-expression does not really change with technology as it will always be important for students to find a voice for their thoughts. They will always have a need to record their learning and a stage from which to present their new understandings. Students will also benefit by studying the ideas and expressions of others.

As information and communication technologies continue to impact our daily lives, schools play an important role in educating students and staff in their use, as well as providing digital equity to diverse communities of learners. Not only is the information landscape changing, but our concept of literacy education is also expanding. Without question, teaching and learning have gone through a period of positive transformation in recent years due to the integration of educational technologies in our school programs and curricula.

Learning to learn

Technology allows students to take ownership for their own learning by teaching themselves and constructing personal meaning. Video tutorials and podcasts on the Internet provide students and teachers with information and instruction on a wide variety of topics. Technology encourages students to “find their own teachers online” and everyone has the potential to be your teacher (Richardson, 2009).

Student Achievement

Educational technology has been proven to have a positive effect on student achievement:

ISTE [Iinternational Society for Technology in Education] members have monitored research on the effectiveness of technology in education on student outcomes for more than 20 years, and one convincing trend has emerged: when implemented appropriately, the integration of technology into instruction has positive effects on student achievement.

In reviewing peer-reviewed journal articles on the effects of education technology integration on achievement, seven studies published since 2000 have shown significant effects in mathematics, and fourteen articles have shown significant effects in reading and literacy.

Technology and student achievement – the indelible link (2008)

21st Century Skills

The integration of educational technology equips students with 21st century skills such “as the abilities to communicate, collaborate, analyze, create, innovate, and solve problems” (Technology and student achievement – the indelible link, 2008)

New Tools

Teachers are learning that video-sharing web sites like YouTube, TeacherTube, and United Streaming can be accessed for quick videos to illustrate a point or enhance a lesson. As Joyce Valenza states “there is no better tool for analysis than a blog” and “no better tool for synthesis than a wiki.”

Access to information in real time

The integration of educational technology in our schools allows students access to unlimited information at the click of a mouse button. In the article “Meaningful technology integration in early learning environments,” when a teacher and her students need an expert opinion, the children “dictate an e-mail message to a local paleontologist” while the teacher types their questions (Wang, Jaruszewicz, Rosen, Berson, & Bailey 2008).

Collaboration

A technology-rich environment encourages collaboration as students “learn together, rather than on their own.” Using technology often means that students need to learn how to share equipment and troubleshoot technical problems when computers don’t work properly. Technology makes collaboration simpler and more efficient with the use of e-mail, video conferencing, websites and wikis (Williams, Atkinson, Cate & O’Hair, 2008)

Creativity and innovation

Technology in the classroom gives students new and creative ways in which to develop their “ideas and opinions, for communicating and collaborating with others, and for enhancing problem solving and personal fulfillment” (Integrating Your Technology, 2007). Digital storytelling allows students to combine words, pictures and sound to tell a story or convey a message using critical thinking skills. When used appropriately, educational technologies can “promote deeper student thinking and understanding” (Oncu, Delialioglu & Brown, 2008).

Globalization of communications

Technology brings people from all over the world together, allowing students to develop greater understanding of one and other. “The plight of different peoples in the world who suffer from poverty, starvation, disease, and major catastrophic events becomes available instantly” (Benton-Borghi, 2007). Blogs have also emerged as “communication tools that create a variety of authentic writing experiences for students and teachers” (Mullen & Wedwick, 2008) before a global audience.

Differentiated instruction

Educational technology enables all students to receive the instruction they need, as they need it. Dr. Hope Benton-Borghi describes the integration of educational technologies on teaching and learning as “remov[ing] the shackles of the discriminatory one-size-fits-all modality of print.” The implementation of educational technologies in classrooms means that both the gifted, and students with learning challenges, can have their needs met in the same instructional setting. Effective technology integration makes this possible.

Special needs

Educational technologies provide new opportunities for learning for students with special physical, learning, behavioural and emotional challenges. Technology can often be “customized” to accommodate a student’s particular need. For example, “specially designed digital cameras allow children to take pictures by pressing an attached switch” (Wang et al., 2008). Educational technologies can frequently be adapted to meet special needs and allow children increased independence in their use.

Student-directed learning

The integration of technology often gives students more choice in their learning. Students make choices based on their skills, the learning task and their personal preference. Educational technologies support and extend student learning through inquiry across the curriculum.

Student Engagement

In the article, “Mutual support between learning community development and technology integration: impact on school practices and student achievement,” the teachers interviewed, reported that “technology increased overall student engagement” because “the extra layer of interactivity that technology brings as an instructional tool changes the way the students perceive information forever” (Williams et al., 2008). Teachers also observed an increase in attendance and a decrease in discipline problems with the integration of new technologies in their programs.

Distance Education

Distance education allows students in remote areas to attend classes via technology. Technology allows school divisions and other educational institutions to extend the curriculum and share resources. Students are no longer restricted to the courses offered at their local university. For example, students from Winnipeg who want to study teacher-librarianship can enroll at the University of Alberta and attend classes via WebCT.

Promote and document learning

The use of digital cameras makes it very affordable and convenient to document student learning and provide evidence that technology integration has a positive effect on student learning. A digital camera and email allow students to communicate with their families from school. Class web sites and teacher blogs provide new ways of communicating with parents (Wang et al., 2008).

Student Leadership

As today’s students become more skilled in using technology than their teachers, students are taking on new leadership roles. By encouraging student involvement in “technology decision making and implementation,” educators can promote “the benefits of service learning and leadership with the needs of schools struggling to integrate technology” (Martinez & Harper, 2008). Students participate in authentic tasks such as creating curriculum resources, presentations, videos and web sites for real purposes, becoming stakeholders in their own learning.

Conclusion

The potential value of technology as a tool for teaching and learning can no longer be ignored. Integrating educational technologies in the classroom provides new ways for students to learn and teachers to teach. “Classroom technologies can encourage engagement, active learning, creativity, and social interaction (Wang et al.,2008). Educational technologies are tools to improve student learning and enhance teaching, not toys with a short shelf life.

REFERENCES

Benton-Borghi, H. (2007). Are schools better than they were 20 years ago? Learning & Leading wih Technology, 34(7), 8-9.

Davis, A.P. & McGrail, E. (2009). The joy of blogging. Educational Leadership, 66(6), 74-77.

International Society for Technology in Education. (2007). National Educational Technology Standards for Students. Available at http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007.htm

International Society for Technology in Education. (2008). Technology and student achievement – the indelible link. Available at http://www.iste.org/Content/NavigationMenu/Advocacy/Policy/59.08-PolicyBrief-F-web.pdf

Lawless, K.A. & Pellegrino, J.W. (2007). Professional development in integrating technology into teaching and learning. Review of Educational Research, 77(4), 575-615. Retrieved March 14, 2009, from ProQuest Education Journals.

Martinez, S. & Harper, D. (2008). Working with tech-savvy kids. Educational Leadership, 66(3), 64-69.

Mullen, R. & Wedwick, L. (2008). Avoiding the digital abyss: getting started in the classroom with YouTube, digital stories, and blogs. The Clearing House, 82(2), 66-69.

National Center for Education Statistics. (2007). Forum unified education technology suite: Integrating your technology. Available at http://nces.ed.gov/pubs2005/tech_suite/#H1

Oncu, S., Delialioglu, O. & Brown, C.A. (2008). Critical components for technology integration: how do instructors make decisions? The journal of computers in mathematics and science teaching, 27(1), 19-47.

Richardson, Will. (2009). A web of connections: why the read/write web changes everything. OLA Super Conference.

Technology in Schools Task Force (2003). Suggestions, tools, and guidelines for assessing technology in elementary and secondary education. Available at http://nces.ed.gov/pubs2003/2003313.pdf

Wang, X.C., Jaruszewicz, C., Rosen, D., Berson, I. & Bailey, M. (2008). Meaningful technology integration in early learning environments. National Association for Education of Young Children, 63(5), 48-50. Retrieved March 14, 2009, from ProQuest Education Journals.

Williams, L.A., Atkinson, L.C., Cate, J.M. & O’Hair, M.J. (2008). Mutual support between learning community development and technology integration: impact on school practices and student achievement. Theory into Practice, 47(4), 294-302.

When Marc Prensky first used the terms “digital native” and “digital immigrant” in 2001, he succeeded in creating a thought-provoking analogy that differentiated between those learners who were born into the digital world and those learners of a previous generation who had adopted new technology over time. Prensky challenged educators to concede that today’s students had “changed radically” and that our educational system was no longer effective in meeting the needs of these new learners. (Prensky, 2001).

In the recent article, “Youth and their virtual networked worlds: Research findings and implications for school libraries“, Dr. Ross Todd makes reference to studies that now show that we may have “overestimated the impact of information technology on young people and underestimated its effect on the older generation.” Todd observes “that older users are catching up” and that research shows the “gaps are closing” (Todd, 2008). As well, educators like Kathy Schrock, who “have been there since the beginning, and have adopted [new] technology as it came about,” take exception to Prensky’s broad generalizations about the stodgy characteristics of “digital immigrants” as readers of software manuals and printers of email. Schrock prefers the term “digital pioneer” for those users “who grew up as technology grew up.”

Like Shrock, I don’t see myself in Prensky’s description of a “digital immigrant.” When technology was new in our schools, I was fortunate to work with an administrator who immersed our staff in all kinds of new technologies. I remember that even back then, we believed that information technologies provided classrooms with an open window to the outside world and as educators, we looked beyond the parameters of the classroom, as we sought out the globalization of communications. There were no labels and we learned together as a school community.

It is easy to get caught up in the “digital natives” versus “digital immigrants” debate, but rather, the question we might want to ask ourselves is “How is learning different in the digital age… for everyone?” Whether you imagine yourself as a digital “native,” “immigrant” or “pioneer,” we are arriving at the understanding that being a digital learner in the 21st century involves more than simply being able “to use software or operate a digital device” (Berger, 2007).

In the United States, the Project Tomorrow’s Speak Up survey would seem to endorse Prensky’s view that “digital immigrant instructors make education not worth paying attention to…” (Prensky, 2001). The survey revealed that “more than 40 percent of the students polled in grades 6-12 cited their teacher as an obstacle to using new technology in the classroom.” In the article “Working with tech-savvy kids,” Sylvia Martinez and Dennis Harper suggest that “schools can teach students the 21st century skills they need by involving them in technology planning and implementation” and that “for help with technology integration and tech support, schools need look no further than their students” (Martinez & Harper, 2008). By using the following five models, educators can learn from the experience of the “digital native” and, at the same time, “show students how their education is relevant for the world today.” These models give today’s learners the opportunity to improve their skills in the areas of problem-solving, communication, collaboration, ethics, leadership, and information literacy:

1. Model 1 – Students as committee members, working with teaching staff on real projects
2. Model 2 – Students as trainers, collaborating with adults, planning lessons and assessment activities
3. Model 3 – Students as technical-support agents, troubleshooting technical problems
4. Model 4 – Students as resource developers and communicators, creating curriculum resources, user manuals, websites, documents, presentations
5. Model 5 – Students as peer mentors and leaders, working with learners of all ages

Source: Martinez, S. & Harper, D. (November 2008). “Working with tech-savvy kids,” Educational Leadership. Vol.66, No.3. pp.64-69.

It has often been stated that the purpose of an education is to prepare students for the world of work. In examining the National Center on Education and the Economy’s 2007 report on the American workforce entitled Tough choices or tough times – The report of the new commission on the skills of the American workforce, educators need to consider placing greater emphasis on skills that prepare today’s students for the workplace.

• strong content knowledge in language, mathematics, technology, science, literature, history, and the arts
• creativity and innovation as well as self-discipline and organization
• the ability to think abstractly, good at both analysis and synthesis
• the ability to work as a member of a team and adapt to frequent changes
  

Source: The National Center on Education and the Economy. “Tough choices or tough times – The report of the new commission on the skills of the American workforce.

The Conference Board of Canada publishes a similar document entitled Employability Skills 2000+ that outlines “the employability skills, attitudes and behaviours that [students] need to participate and progress in today’s dynamic world of work.” The similarities between the American and Canadian documents confirm new trends in skillsets that employers are looking for in future employees.

• access, analyze and apply knowledge and skills from various disciplines (e.g., the arts, languages, science, technology, mathematics, social sciences, and the humanities)
• be creative and innovative in exploring possible solutions
• understand and work within the dynamics of a group
  
• adapt to changing requirements and information
  

Source: The Conference Board of Canada. “Employability Skills 2000+”

The ISTE National Education Technology Standards and Performance Indicators for Teachers is a document worth promoting among educators to improve their current professional practice. For teacher-librarians, the NETS•T is a useful template for guiding our own professional learning as school leaders in modelling and applying the standards we set for our students. I wonder how many Manitoba teachers consciously read our Literacy with ICT Across the Curriculum document and think “How does this apply to me as a learner?” We understand that these are the “big ideas” that we must teach our students, but do we stop and consider whether or not we are expecting the same of ourselves? Does ICT for teachers just mean staying a step ahead of our students? Learning what we need to know for the grade we teach? Relying on others to implement the skills we haven’t acquired?

“Teachers must become comfortable as co-learners with their students and with colleagues around the world. Today it is less about staying ahead and more about moving ahead as members of dynamic learning communities. The digital-age teaching professional must demonstrate a vision of technology infusion and develop the technology skills of others. These are the hallmarks of the new education leader.”

—Don Knezek, ISTE CEO, 2008

In my current assignment, I frequently encounter new teachers who Prensky would identify as “digital natives.” In our schools, “digital natives” are already teaching newer versions of “digital natives.” As a teacher-librarian, I observe that “digital native educators” often struggle with the “Ethics and Responsibility” section of the Affective Domain of our ICT continuum. Like their students, they need to be supported in modelling respect for intellectual property and copyright.

In order for teacher-librarians to take on a leadership role in the education of these new learners, they will need to examine ways in which they can effectively implement new technologies in their teaching and learning. In the article “Literacy and learning in a digital world” (from School reform and the school library media specialist), Pam Berger states that teacher-librarians have the “opportunity to become leaders, advocates, and change agents willing to embrace the digital environment.” Berger outlines six action steps that teacher-librarians can implement to support the digital education of students, staff, administrators and parents:

1. Create a shared vision for learning in the 21st century with all stakeholders (students, staff, administrators, parents)
   
2. Revisit your information literacy skills curriculum and analyze how new technologies can be effectively integrated
3. Create an awareness of the need for digital literacy and survey both students and staff in regards to how they view their ICT competencies
4. Ensure equity to all students by providing access to instruction and digital literacy tools
5. Support professional development in 21st century skills for staff, administrators and parents – recruit and train students as ICT mentors for teachers and administrators
6. Increase your own ICT literacy by embracing emerging technologies

Source: Berger, P. (2007). “Literacy and learning in a digital world,” School reform and the school library media specialist. Westport, CT: Libraries Unlimited. p.125.

In our school division, I continue to collaborate with our Instructional Technology Coordinators in providing our teacher-librarians with opportunities to support their inquiry-based learning activities and implement our provincial ICT continuum. Professional learning networks have proven to be successful in bringing teacher-librarians together to explore common interests and goals. Sharing implementation and integration ideas for incorporating new technologies in the classroom and library are often the focus of these groups. I understand that one of the most valuable ways in which I can support teacher-librarians in their professional development is to provide release-time to dialogue, to collaborate and to learn how applications of new technologies can impact favorably on student learning. As well, I need to remain an active participant in these professional learning networks, and provide equity in regards to collaboration and instruction to our schools operating without a teacher-librarian on staff.

Even though my formal education took place during the latter half of the 20th century, like most of our teacher-librarians, I am also a 21st century learner. I am one of “today’s learners,” and unlike a “digital native,” I do remember a time when technology was not the invasive force it is now. So rather than being designated as a “digital immigrant,” I am applying for digital dual citizenship on my 21st century passport!

]]> http://katkin.edublogs.org/2009/01/25/applying-for-digital-dual-citizenship/feed/ 0 http://katkin.edublogs.org/2008/09/23/a-vision-of-k-12-students-2/ http://katkin.edublogs.org/2008/09/23/a-vision-of-k-12-students-2/#comments Wed, 24 Sep 2008 04:39:31 +0000 katkin http://katkin.edublogs.org/?p=19 Last spring, our teacher-librarians embarked on a project to support inquiry and the implementation of the ICT continuum. We used this video to give our teacher-librarians an introduction to the information needs of 21st century learners and to “prime the pump” for collaboration.

This project was created to inspire teachers to use technology in engaging ways to help students develop higher level thinking skills. Equally important, it serves to motivate district level leaders to provide teachers with the tools and training to do so.
-added to YouTube by B.J. Nesbitt (November 28, 2007)