In terms of Considering the Learners for this project, I am identifying the parameters of a K-7 public school with BC core curriculum. Our school is a Unicef-chartered Rights Respecting School, with a strong Virtues program. We also cater to several dozen cultures and languages. We are located in an economically wealthy district, with strong technological support from both the district and families. In our school of 243 students, we have 2 iPad carts , 3 laptop carts, and 2 laptop projection stations. There are also short-throw projectors in the 3 grade 6/7 classrooms. This technological equipment is in constant use, and as teacher librarian, my role is largely becoming one of supporting teachers in digital literacy and research skills.
Inquiry has been a buzz word in our district for the past few years, with 3 of our schools (out of 14) moving to IB programming – primary and middle years programs (PYP and MYP). Our district considers itself the ‘premier place for learning’, and has carved a place for itself among schools that are locally and internationally competitive. Perhaps this is because of the affluence of the district, or because there are several Privates Schools in the area to compete with the 7223 students that currently attend our schools (as of May 2012)*.
• School District 45 Achievement Contract:
Considering the recent research to support inquiry based learning, our district and school goals, which specifically outline inquiry learning, and our technological resources to support digital literacy, this project of How Can Teacher Librarians Support Teachers and Learners is a timely one. I envision my learners gaining deeper understandings, interest and confidence in their learning while working on an inquiry project with a learning group, and a teacher ‘guide on the side’.
I’m curious about the digital literacy skills you will be encountering in the teachers and the students. Are they using the technology to support innovative learning? I’m also curious about how teachers are being prepared to incorporate ICT into their teaching and learning activities. Which came first – an evolving teaching practice that led teachers to demand ICT resources? Or ICT resources that put pressure on teachers to use them because they should? Or a combination of the two? How has strong ICT encouragement at the level of the Superintendent’s office translated into teacher practice? I don’t expect you to answer these questions, but I am curious about teachers’ ICT perspectives and practices in such a technology rich environment.