Over the past week or so, these issues have struck a chord with me:
- Miss Profe is experiencing frustration trying to figure out how web 2.0 tools can improve her students’ learning.
- Here at M’KIS, we are developing a clear framework for the process of IT integration to help teachers deal with the overwhelming options available.
- We’re basing our procedures on the necessity of conversations – between teacher and tech integrator; tech integrator with teacher and grade-level team; teacher and Curriculum Coordinator; tech integrator and tech coordinator – but we realize that, at this point, they don’t all speak the same language.
- When presenting our ideas to a group of faculty, the librarian stated that the process for integrating technology is exactly the same as the process for integrating information literacy skills, so we should include a required conversation with the librarian as well.
Hey, here’s an idea:
If we are trying encourage all teachers to be multi-literate, through constructive conversations, wouldn’t it be easier if the information literacy specialist and the technology integration specialist were one and the same person?
I love the idea of involving the literacy specialist in technology integration projects, but I wonder about the burden on the classroom teacher. Is there a way that we can streamline this process? Can one person fulfill both the technology role and the literacy role? Is this desirable? This is all rolling around in my mind because the fusion of technology and literacy will be the focus of my new position for the upcoming school year…