Integrating the Uses of Technology for Learning and Teaching

The upsurge of electronic information resources provides libraries with the opportunity to combine products and processes of technology to support teaching and learning experiences.  The school librarian should encourage the use of technology as a catalyst of dynamic, constructive learning and teaching.

According to Information Power: Building Partnerships for Learning, the goals for the School Library Media Specialist are:

1.   Build and maintain expertise in assessing various technology products and processes for their potential to enhance learning

2.   Guide and assist the learning community in the use of new media and technologies for learning and teaching and in evaluating and selecting appropriate informational instructional resources

3.   Work collaboratively with teachers and others to use the principles of instructional design to create, implement, evaluate, and revise information-based learning activities

4.   Model and promote effective uses of technology for learning and teaching

American Association of School Librarians and Association for Educational Communications and Technology. (1998). Information power: building partnerships for learning. Chicago: American Library Association.

As a teacher of English Language Learners, I wanted to see my students effectively using technology to create and demonstrate learning.  During the study of the novel, Charlotte’s Web by E.B. White, I demonstrated various digital tools and allowed the students to play around with them as well.

First we watched YouTube book trailers about the book and found one that we liked.  I showed the class how easy it is to create QR codes using QRStuff.com.  There is nothing more to it than copying and pasting the link.  This way we create a direct link to the video we chose.  For the students who didn't already have a QR Reader on their smart phones, there are several free apps available.  Here is our QR code:  

Next, I used a podcast to create an audio test.  Students listened to the narration of five different characters from the book and wrote down who they thought each character was.  Because I had been suffering from a recent and severe bout of asthma, my voice is very coarse in the recordings.  The students had to rely on what was being said more than how it was being said.  After each character's words, the recording is paused for students to write their answers.


https://soundcloud.com/ruthannecassidy/sets/charlottes-web-characters

I showed students how to create a word cloud using Tagxedo.com. We used words from the novel to describe Wilbur, including the words that Charlotte spun into her web.

Finally, I showed students how to create comic strips.  I created an alternate ending to the novel using www.pixton.com.  The characters can be fine-tuned, changing their expressions one facial feature at a time.  Their heads, arms, hands, legs, and bodies can be rotated and the color of their hair and clothes can be changed.  The site has tutorial videos, but students are more likely to want to just get in there and create.  Since I couldn't find a spider (Charlotte) among character choices, I decided to show what would happen if Charlotte was not in the story. Students can use this tool to portray scenes or create alternate endings, as I did.

Younger or less tech-savvy students may find toondoo.com or MakeBeliefsComix.com easier to manipulate.

With these and other digital tools, the librarian can design learning activities that encourage creative and innovative uses of technological formats.  The librarian can also work collaboratively with teachers to select appropriate technology as resources.