Does Technology Really Make a Difference?

Scholarly Article #2

Loertscher,D (2009, December). Does Technology Really Make a Difference? Teacher Librarian, 37(2), 48-49.

I was interested in reading this article after my assignment 2 write up because one of my concerns has been the importance of using more technology to make gains in students’ learning.

The article looks at a number of technologies that are used by educators such as interactive whiteboards, video games, virtual worlds and devices, mobile devices, computer assisted instruction, educational television and a number of other technologies. The author points out that the “best technologies are those that promote higher thinking, imagination, creativity and engagement, Augmented reality and data visualization/analysis tools get higher marks.“

Loertscher has advise for TL in this age of technology tools. He asks that TLs build their knowledge of how these technologies work and their unique features that will help teaching and learning. He talks about how TLs should not go out there and bring all these technologies to teachers, but instead pick one tool to demonstrate associated with a learning challenge teachers may have with their student’s (ie)writing progress, rather than overwhelming teachers with all the new tools. He suggests TLs act as a doctor diagnosing a problem, searching literature to find several possible successful tools that have been used for the problem, in this case collaborative writing using free tools from google docs, or a wiki. Then meet with the teacher and some of the students to test these possibilities. One tool is chosen and then used with the whole class. If success is substantial, this class is then in charge of going to other classrooms to teach other students the process they went through using the same tool. Success is monitored and if writing growth is not substantial, the process begins again.

Having read the article my thought was, what a gigantic task for the TL to take on, trying to know the workings and features of these different tools. True, we should try to be technology leaders in the school and some TLs are good at that role, but what if technology is not as strong a skill as it should be. I do go to workshops when new technology is being taught and try to practice it when I can, however it is not always possible to know all the ins and out of the tools and sometimes I feel very behind the ball on some of the programs and tool usage. Some of the tools are easier to use and more familiar than others, which alleviates the problem of having to learn all these tools. There are people within the district and sometimes even in the school who have strong skills using these tools whom can lend a hand to help acquaint the TL with the knowledge they may need. I agree TLs can help teachers find solutions to learning challenges by researching TL list serves, leading to suggestions of tools that have been successful and sometimes receiving guidance of where the TL can go to learn new tools. The article says “adults charged with technology responsibilities do not automatically make a difference. Fear and reluctance to change predict certain mediocrity.” so we either lead or in some cases get out of the way as it is too important and exciting to just sit back.

TL have an exciting, interesting job that allows them to be leaders in areas of curriculum and information literacy. We are constantly looking for new ideas to help teachers and technology is another area that we can use. I don’t think we have to be experts on these tools, but be the liaison who is aware of what may be needed to help teachers and then call on an expert either within the district or school to help the teacher become familiar with the tools that help with the problem. TLs are great problem solvers, they are committed to helping teachers and if knowledge in an area is poor, I believe TL will stand aside and bring in expertise that is needed to help teachers, regardless of pride involved.