Using and adapting information and computer technologies to support ministry expectations across the curriculum

Our students have never known a time where technology use wasn’t interwoven into virtually every aspect of their lives.

teachers in our system are themselves “digital natives”.

the role of the teacher-librarian as technology coach is already well established. Two models, TPACK and SAMR have particular promise – the first focusing on teacher competencies and instructional planning, and the second providing a framework for assessing the efficacy of technology tasks.

There is no doubt that the effective use of technology for learning is at the core of teacher-librarianship, and the teacher-librarian is often the school’s “go-to” person when it comes to tech.

The teacher-librarian can play a pivotal role in implementing a TPACK approach to instructional planning and assessing learning tasks through the filter of the SAMR model.

Primary role is learning how to learn

Strategies to effectively incoprate the models through the library learning commons

How do i achieve teacher buy-in

Especially with reluctant adopters of technology

How should information be given to teachers?

How do I ensure that they have made connections to using technology across their curriculum?

What is the technology knowledge among the staff

Do they know more than the teacher-librarian?

Professional development in helping teachers design rich learning tasks

In far too many cases we see pockets of excellence, with innovative teachers leveraging technology in powerful ways.

technology is still seen as a frill or even a threat.

Teacher education about technology is often disconnected from learning about effective pedagogy, leaving teachers to make those elusive connections for themselves.

new models have emerged that are already proving very useful for teachers and teacher educators

TPACK Model

provides a framework for identifying the teacher knowledge required to integrate technology effectively within the complexities of the larger context of teaching.

should serve to eliminate frivolous or irrelevant use of technology, and inspire teachers to make deeper connections to all aspects of effective instruction.

SAMR Model

provides us with a critical framework for assessing the richness of the technology task itself.

provide opportunities for learning that do not exist without technology. For example, a shared document, available online 24/7 offers collaborative writing and knowledge-creation opportunities not otherwise possible.

Really using technology effectively means creating the kind of rich tasks that redesign traditional ways of learning and create opportunities that do not exist without the use of the technology.