Technologies to impact student achievement are
integrated into teaching and learning through
the library media program
All students will access learning materials in electronic form, including video, text, and other digital content related to the school curriculum. Students will create work, define and solve problems, and research and evaluate information using technology. Students will manage the flow of information and use technology to work with others from diverse backgrounds and locations. Our students will develop innovative approaches to communicate and collaborate.
Multiple environments will exist for teaching and learning, unbound by place, time, income, language or disability. The classroom, gymnasium, laboratory, library, theater, and museum will be a workspace for teachers and learners but will not always be a physical space. Students will access learning resources anywhere, anytime through the use of technology.
Technology is first a new path for teaching and learning, but it is also a body of practices, skill, and knowledge to be learned. All New York State learners will develop technological literacy to enter college, become productive members of the workforce, and succeed as citizens. Students, teachers, and leaders will have clear standards for what students should know and be able to do with technology, and these standards will be visible to the public to drive the standards even higher.
[From: Vision of Technology for Teaching and Learning, New York State Education Department Statewide Learning Technology Plan. Available: http://www.regents.nysed.gov/meetings/2010Meetings/February2010/0210bra3.pdf (146 KB)]
Cunningham, J., and L. Gonzalez. Collaboration: the Library Media Center and Educational Technology. Teacher Librarian, 36.5: 33-35, 2009.
Loertscher, D. V., Koechlin, C., & Zwaan, S. The New Learning Commons: Where Learners Win. Reinventing School Libraries and Computer Labs. HiWillow, Salt Lake City, UT, 2008.
The authors reinvent school libraries using client-side principles to empower learners. Topics covered include knowledge building, learning literacies, technology, collaboration, evidence-based practice, and connections with people and ideas.
Technology Integration Matrix (TIM), produced by the Florida Center for Instructional Technology, College of Education, University of South Florida
The matrix is available: http://fcit.usf.edu/matrix/matrix.php
TIM illustrates how school librarians can use technology to enhance learning for K-12 students. The TIM incorporates five interdependent characteristics of meaningful learning environments: active, constructive, goal directed (i.e., reflective), authentic, and collaborative and associates five levels of technology integration (i.e., entry, adoption, adaptation, infusion, and transformation) with each of the five characteristics of meaningful learning environments.
Educational Technology Planning Grid from the American Association of School Librarians
2010 Horizon Report
The New Media Consortium's annual qualitative research report that identifies and describes emerging technologies likely to have a large impact on teaching, learning, or creative inquiry within the next five years.
National Educational Technology Standards for Students – ISTE NETS_S
As foundational ICT skills penetrate throughout our society, students will be expected to apply the basics in authentic, integrated ways to solve problems, complete projects, and creatively extend their abilities. ISTE's National Educational Technology Standards for Students (2007) help students prepare to work, live, and contribute to the social and civic fabric of their communities.
[Photo courtesy New York Library Association]