I'll be honest in saying that prior to my enrollment in the online LIS program at University of North Texas this June, I considered myself to be very tech-savvy. During my first two years of teaching, I worked my way through a series of intensive technology projects and earned myself a Smart Board, document camera, scanner, and digital camera. Those were very challenging years school-wise because I embarked upon this journey to utilize technology in my classes daily; however, I grew up in schools that implemented only minimal technology into lessons. I was probably 10 when the Internet evolved into this world of information, and technology in classes was just not quite a priority. What I learned that first year of teaching is that if I am going to be successful in teaching my students how to be college-ready, job-ready, and life-ready, I have to meet their needs when it comes to technology.
Things have come a long way since those first two years of teaching. The tools it takes to appropriately and successfully engage students are a lot more extensive than just a few gadgets. Smith (2012) refers to today's learners as "digital natives," observing that because technology drives student engagement and learning in the classroom, "technology has been interwoven into the fabric of education" (Smith, 2010, p.619). As educators, instructional specialists, librarians, we are called to reach all levels of learners, utilizing every tool within our reach to do so, yet according to a recent study, even "pre-service teachers, who were themselves, digital natives . . . lacked the knowledge to link Web 2.0 technology to classroom activities" (Smith, 2012, p. 619). Further, Smith's article makes the case that a lack of proficiency when it comes to Web 2.0 tools means those tools are not utilized in the classroom (Smith, 2012, p. 619).
So what can we do to keep students engaged in classroom activities?
Personally I feel and have always felt that the answer definitely lies in the area of technology. A wealth of free tools is available for educators to create, shape, and teach students. Most sites offer free tutorials that will basically walk you through the process. Anyone who is willing to conduct a little research or participate in the tutorials can master some of these really exciting tools. If technology is the answer to student engagement in the classroom, then why wouldn't educators be willing to learn the tactics to implementing technology in their classes?!
So, where do I stand when it comes to technology? I mentioned previously that I considered myself quite tech-savvy. The key word there is considered. While I still think I fall into the proficient category when it comes to the implementation of various forms of technology in my 6th grade ELAR classes, I have learned this summer that I have a long way to go. Ideas have been thrown in my direction that I'd never even thought about: Facebook for classrooms, an interactive blog, Wikis, and so much more! I almost can't wait to use these ideas this upcoming school year. And, I am overwhelmed at the thought that for everything I've learned, there's likely three more things I need to learn. Like the pre-service teachers in Smith's article, I am a digital native. I struggle with two things when it comes to technology: 1) knowing which tools to use and when to use them and, 2) managing my time so that I can fully learn the tools. I do believe my weaknesses are similar to the pre-service learners. But I also believe I have more knowledge about the various tools and how to use them. If technology is the answer to student success, then teachers owe the time it takes to learn, create, and implement new technological tools in their classrooms. At the conclusion of this class, I will still be a learner. I will always explore different tools to enhance student engagement in my classes. I will research, sit through tutorials, and complete projects because I want to offer my students what they all deserve--my best.
Smith, D. (2010). Making the case for the leadership role of school librarians in technology integration. Library Hi Tech, 28 (4), 617-631. Retrieved from http://libproxy.library.unt.edu:2199/10.1108/07378831011096277
