The research process was surprisingly more time consuming than I imagined. I think this was because I had so many topics that I wanted to explore and I was focused on finding quality resources that truly answered the questions that I had. Many of the articles that I found, especially on the topic of transitioning to a learning commons were directed towards middle and high schools. I had a hard time finding articles that were targeted towards Elementary school Teacher Librarians. I did come across some relevant blogs but chose to leave this topic out due to lack of resources. I found some great videos on differentiated instruction and student engagement that I spent a lot of time watching. These videos gave me relevant ideas and information about how to differentiate using technology and how to engage students with technology. Some of my key learnings in this area were:

“Students today are creating using digital tools. They’re not creating using analog tools. For us to feel like we really are connecting with our kids, and to make learning fun for our kids and meaningful, we need to meet them where they are” (Hertz, 2012).

Use the resources you have to the best of your ability. Maximize the technology you have in your school.

When students get involved in their learning and create, they are more invested in the learning than if they went and memorized facts from a history text book. Technology helps with engagement.

Collaborative time amongst staff should be treasured time. This means that the time is valued and makes a difference for the students. When staff is working together and are on the same page, the students are supported throughout their schooling.

Overall, throughout the readings and videos I looked into on the topic of differentiation and student engagement, it was unanimous. Technology supports differentiation and engagement, and this generation of learners responds to and needs technology in order to be successful, engaged learners.

“Has the range of technologies helped improve learners’ experiences and the standards they achieve? Or is this investment just languishing as kit in the cupboard? And what more can decision makers, schools, teachers, parents and the technology industry do to ensure the full potential of innovative technology is exploited?”
When I read the first page of the ebook: Luckin, Bligh, Manches, Ainsworth, Crook & Noss. “Decoding Learning: The Proof, Promise and Potential of Digital Education.” (2012). I truly felt that this book presented a fair and accurate representation of where we are heading with technology and how to use it with learners of this generation. The book asked many of the same questions I had and ultimately will allow me to explore technology in more detail. I think this resource will be one that I will work my way through in my spare time as it relates directly to what I’m hoping to implement in my new library over time. 

Some key learnings that I take away from this resource so far:

There has been a huge surge in the ability for people to access information, but there is also a huge need for teachers to support students in accessing this information. We need to teach students how to turn this information into knowledge.

There is no single technology that is best for learning. Technology is used to effectively support a variety of learning activities but we need to be critical about which ones we choose and what purpose it is serving.

We need to make better use of what we’ve got, instead of focusing on what we don’t have.

This process of exploration has left me with many more questions to explore and I feel as if I have only just started my exploration into the world of technology. The biggest lesson that I take away from this process, is to focus on using the technology in my school in the best way possible. Using technology for personal exploration will help me to try new programs and to use technology to engage students in our school.