The process of reflecting on how to implement technology into the inquiry process has been a valuable one. Taking the time to explore the vast amount of resources available on the web, allowed me to critically examine just how these many technology tools could work successfully for elementary school students. These digital natives have a natural sense of curiosity with technology. Teaching them these tools and resources excites them and gives them new ways to express themselves and their learning. “Learning in the Information Age is very different from the kind of learning that took place prior to the advent of the computer. Today’s students learn in a dynamic world where information changes and expands as fast as technological innovation” (BCTF: The Points of Inquiry, 2011). When we teach these tools to our students we give them opportunities. The learner becomes an active participant in the process and the creation of their final product. Plus, the stages of inquiry end with the final stage of reflection. This important final step involves considering the entire learning process: What worked? What was challenging? What obstacles became apparent? What would you do differently next time? By reflecting on learning as a process rather than a singular event, students are beginning to understand that although the inquiry process may answer questions, it may also leave you with many more.
Through the exploration process of my final vision, I was able to spend quality time critically evaluating a variety of technology resources. As a teacher in the 21st century and as a teacher librarian, I realize that I need to be an expert in the field of new technology and resources in order to pass this information along to my staff. To become well versed in this field, it requires a time investment and practice with a variety of technology tools. Valenza explains that it is important to look forward into the future and know the direction you will take with the changing 21st century library. “You lead. And you look ahead for what is coming down the road. You continually scan the landscape. As the information and communication landscapes continue to shift, do you know where you are going? You plan for change. Not for yourself, not just for the library, but for the building, for your learners” (2010). We are working in a time where there is a shift in what it means to be a teacher-librarian. Not only are we supporting students with finding books, but now it is about selecting web resources, coordinating classes, collaborating with teachers, teaching technology tools, supporting a change towards a learning commons space and guiding teachers towards a stance of inquiry in their teaching. All of these roles are fulfilled by one person in the school, the teacher librarian, and it can be overwhelming at times. As I have completed this course, reflecting on the various roles we fulfill has allowed me to figure out what my plan for change is. In order to support the change in my library, ultimately I need to have a clear vision of the direction our school wants to take which supports our school goals.
While creating my Padlet for my final vision project, I was surprised by the ease in which I was able to navigate the technology. As I reflected back on the Richardson text, “Why School?” I began to reflect on why it was easy for me to navigate and thus easy for me to teach. The answer was simply that I was being a learner. Richardson argues that, “There should also be no doubt that, to prepare students to be learners, we need adults in classrooms who can serve as outstanding role models for learning. If we’re to develop learners who can make sense of the whole library, we must already be able to do that ourselves. In other words, the adults in the room need to be learners first and teachers second” (2012). If we put forth the stance that as teachers we are constantly learning, we are teaching students that learning is not something that stops when we exit the classroom. Learning is a life-long process that will always continue if we are curious, ask questions and want to learn. Therefore we need to change the way that curriculum is delivered in a rote way and consider our role as simply a “deliverer of information.” Instead we can adopt the approach that, “we must inspire students to pursue their own interests in the context of the subject matter. We need to be great at asking questions and astute at managing the different paths to learning that each child creates” (2012). Certainly this means giving students more time to explore, ask their questions and define what learning means to them. The process of inquiry supports this framework and can be strongly supported by the use of technology.
Throughout the past few months I have explored new technology, reflected on what my role as a new Teacher Librarian is now and will be in the future. I have defined what it means to collaborate and be a part of a larger group of teacher librarians. I have learned what it means to share and be a part of professional development in Personal Learning Networks and I have created a final vision to support my personal and school goals. Throughout this class I have also become more confident in my ability to use and teach new technology tools and to feel comfortable in my role as a new teacher librarian. Although there will be many changes to come in the next few years, I am assured that I have the tools and the support network to move forward and continue to support the learners, staff and teachers in my school community.
Richardson, Will (2012-09-10). Why School?: How Education Must Change When Learning and Information Are Everywhere (Kindle Single) (Kindle Locations 429-432). TED Conferences. Kindle Edition.
Melissa, it seems like you have met your goals. You embraced your role and now have a clear vision of how to support your students and teachers use technology through the Inquiry Process. I hope your upcoming projects at school meet your expectations as well; based on the success you had with your technology tools, I am sure they will.