Venue: Riffa Views International School, Bahrain
Director of Technology for the Burnsville-Eagan-Savage (MN) Public Schools
DOUG JOHNSON is the Director of Technology for the Burnsville-Eagan-Savage (MN) Public Schools and has served as an adjunct faculty member of Minnesota State University. His teaching experience has included work in grades K-12 both in the U.S. and in Saudi Arabia.
He is the author of nine books including Learning Right from Wrong in the Digital Age; Machines are the Easy Part; People are the Hard Part; The Classroom Teachers Survival Guide to Technology, and The Indispensable Librarian.
His columns have appeared in ASCD's Educational Leadership and in Library Media Connection. Mr Johnson’s Blue Skunk Blog averages over 50,000 visits a month, and his articles have appeared in over forty books and periodicals.
He has conducted workshops and given presentations for over 200 organizations throughout the United States and internationally and has held a variety of leadership positions in state and national organizations, including ISTE and AASL.
The Librarian and the Technology Integrationist: Creating a Dynamic Duo
What are the mutual roles of the school librarian and the building technology integration specialist? For buildings that have both positions, the lines of responsibility are blurring, sometimes leading to a lack of effectiveness and efficiency, even conflict.
Library media specialists are increasingly instrumental in providing and teaching students how to use digital resources for problem-solving along with assisting teachers in curating these resources to be used for instructional purposes. Technology integration specialists have seen the ISTE Standards for Students become less and less about "how to use technology" and more about how students can use technology to collaborate, create, and problem-solve using those technologies.
Schools are repurposing "media center" spaces into learning commons, productivity centers, and makerspaces. Who is in charge of these areas? Who supports teachers as they work to incorporate new technologies (and catch up with older technologies) in the classroom? Who best fits the ISTE role of "coach" as defined by Standards for Coaches? Who evaluates and selects digital resources and tools? Are there unique roles for each position (book stuff for the librarians, hardware stuff for the tech integrationists)? Or should there be a single job description that includes both?
This institute will examine the changing roles of these positions and help participants design a process to coordinate and collaborate responsibilities for the benefit of both students and staff.
Target Audience: Library media specialists and technology integration specialists, K-12. Note: This institute will be of most benefit to teams of librarians and technologists sent from each school.
Continuum Level: 3 = Initiating Implementation (setting structures, developing skills, piloting practice, scaffolding support)
NESA's Learning Continuum:
Participants will. . .
- examine the traditional and evolving roles of the school librarian and school technology specialist.
- study the new ISTE Standards for Students and ISTE Standards for Coaches.
- apply the framework of learning work, implementation work, and standard work as applied to technology use in schools.
- examine best practices in the identification, selection, and utilization of digital instructional resources.
- examine best practices in professional development related to technology use in the classroom.
- share best practices in collegial communications and collaboration.
- write a school-specific plan that includes a process for the identification of tasks related to professional development and student instruction in digital skills.