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Having taught upper elementary students for many years, I was used to taking my time to prepare lessons from curricular objectives, available textbooks, library resources, and whatever audio-visual materials I could rustle up. When I became a media specialist, I had organized myself to be ready for the cataloging, checkout, book mending, and minor technical repairs that most media specialists encounter. As Lanham and Truelove (2009) write, "In addition to all the 'old' duties of librarianship, today's media specialist now has to be concerned with much, much more! Information Literacy Standards, new and emerging instructional technologies, collaboration, curriculum teaming, administration of the media center, coordination of technology, writing grants, on and on" (Lanham & Truelove, 2009 PowerPoint presentation).
During that first fall of my tenure as media specialist, however, I was quickly brought into the world of inservice training through the "baptism by fire" method that many new media specialists find themselves. Yes, I was equipped with my trusty Sears and Dewey books, Demco book tape, and label protectors. Collaboration? I had begun some informal discussions and planned a media survey for later in the month. I felt I was ready to go. What I, as a new media specialist, was clearly NOT prepared for was the August 2:00 afternoon call from my principal asking me to be ready to show everyone how to run our new LCD projector for the 3:00 faculty meeting that same afternoon. I mention here, also, that I had JUST learned to run it myself about 1:30 that day! Quickly perusing the projector manual, jotting down a few notes, and frantically unwinding the seemingly endless cord, I put together a 10 minute "gun and go" short course on the "Dukane Model 8755E." Knees together, head up, I was immediately thrust into the inservice limelight, introducing a projector with which I had barely nodding acquaintance! Inservice "technical expert"? That would be a resounding "No!" Laughable now, but as I view my "tech time to go" from a three year perspective, that afternoon a novice media specialist met a receptive, welcoming faculty with a desire to learn about the new projector, capable of forgiving my inadequacies, and a willingness to try it out themselves in the days following. I know now how lucky I was to have such a congenial audience!
That afternoon cemented my intentions as a media specialist and technological coordinator--stay flexible, be open to learning about new things and technologies, and be prepared for just about anything! I have found that the ready reply, "Yes, I will try," or its alternate, "Yes, I think we can do that!" are good responses to administrators who want information on the latest technologies or your help in setting up yet another presentation to parents, teachers, or other administrators.
While it is certainly possible to do a short inservice "on the fly," as described above, it is definitely better for a media specialist's blood pressure to have some prior notice and time to prepare. Since most schools are tightening the strings on the budget purse and can't afford to hire consultants or outside speakers, many have gone to the "train the trainer" style of inservice delivery. In this model, media specialists are sent to training sessions or hooked into phone/computer webinars to learn about new procedures or technologies they will later present to the faculty. Jurkowski (2006) says, "We can either find outside professional development opportunities for teachers and staff, or we can coordinate the sharing of skills and information among everyone already in the school" (p. 184).
How do we begin to address the skill levels and needs for information among our teachers? How do media specialists start the technology/information ball rolling in their schools?
As media specialists, we can plan successful, useful technology training for our faculties by including teachers in the decision-making process in choosing topics, making sure our inservice time stays on message but maintains interest, and keeping our teachers' differentiated learning styles in mind. Jurkowski (2006) has some ideas on planning inservice sessions. "Ask teachers what they want to learn . . . a detailed survey with possible suggestions is an ideal option . . . linked to new software or hardware that the school has obtained or ideas, trends, and techniques that are uncovered at conferences, during reading the literature, or visiting other schools and participating in professional organizations. This may also include observing teachers and seeing how they interact or don't interact with technology in their lessons" (p. 185).
Reluctant teachers may feel that inservices are time-wasters, or that what they've always used is all they'll ever need. A new media specialist, fresh from the informational explosion of college courses, listervs, technology conferences, and e-subscriptions to all the latest techie magazines, will be eager to show others how to turn their classrooms into educational entertainment extravaganzas. We are just so raring to go!
Sometimes, though, we as media specialists, need to take time to focus our attention on what teachers really want to know. We must assess needs, either by printed or electronic survey to find out WHAT teachers WANT to know and WHAT they ALREADY know. Teachers may not be ready to learn about a mimio(tm) if they have not learned how to set up a computer projector. While not wanting to dampen my own enthusiasm and eagerness in sharing all this exciting technology, I have found that it is helpful to remember that not all teachers are as willing to accept all this "newness" in a rapid-fire light and sound show. After a LONG day in the classroom trying to get students to the next level with performance standards mandated by the state, many teachers want this technological information but need it in smaller doses.
It is the thoughtful, perceptive media specialist who will want to make the idea of "another inservice" something inviting and useful to teachers who may never have darkened the door of a technological demonstration or felt they needed to change anything. Mindful of teachers' many other teaching and nonteaching duties, it is important to keep inservices to shorter, meaningful packets of time, on point, and interactive. Planning for that 10-15 minutes of inservice time your principal may give you during a faculty meeting is easier if you bullet main points on a short agenda or presentation and give the teachers time to stretch and touch the equipment you are exhibiting. We media specialists are glad for the exposure and really don't want to wear out our welcome by coming on too strongly.
How can media specialists bring new technologies or strategies to reluctant or energetic teachers? Based on a few of my own experiences, I have a few suggestions for the longer inservices we may be asked to plan for professional learning days or half-day planning sessions.
1. Remember to bring teachers into the planning of inservices with informal discussion and survey. That brief talk in the hall about netTrekker(tm) or Discovery Streaming might be a great place to start. A more formal written or electronic Google survey can list media center technologies available (but unused) or Web 2.0 technologies may pique interest among the faculty. Work with team leaders, department chairs, and the principal to find good times to meet with small groups or whole groups for inservices. We need to keep our professional colleagues in the loop.
2. Prior to the actual inservice day, give brief written and/or online handouts that highlight the topic and its usefulness to teaching with GPS. I like to include handouts as attachments to initial emails announcing an upcoming inservice. Mention of door prizes or give-aways heightens interest, too. Earlier notice of your inservice may help to eliminate that dreaded response (Fill in the blank--"___Again!") and begin to set a more positive mood about your inservice, get the teachers thinking about the technology or topic ahead of time, and give them time to put this event on their calendars.
3. Keep the inservice atmosphere light--have a short fun activity related to the technology and/or GPS to engage the group in beginning or ending the session. Small door prizes or give-aways are mood brighteners.
4. Tie newer technologies to practical inclusion with teaching the standards mandated by the state. As teachers see real world application of newer tools to help them teach, they may be more inclined to try these new strategies.
5. Offer time to practice with the technology during the inservice presentation so teachers can have hands-on interaction before trying the technology later by themselves. Potential "bugs" can be identified or eliminated right away during this practice time.
6. Have a post-inservice assessment discussion and/or sheet ready for the participants before they leave. Teachers will be more inclined to give accurate feedback when the session is fresh in their minds. If this is not possible, have a Google Doc survey available online through email very soon after the inservice. Turner and Riedling (2003) add, "[that] at the close of the inservice, the presenter will often be exhausted and faces the many tasks that were put aside in order for the workshop to be possible . . . [but] an effort should be made to evaluate the effectiveness. A simple feedback form can provide the basis for this evaluation. Notes jotted down while giving the workshop can be organized. Making a brief list of things to add or delete the next time can significantly add to the effectiveness of future workshops" (p. 67).
7. Offer to help with implementation of the technologies during the school day, at planning periods, before or after school. Make yourself and your email available for questions or comments as teachers actually use the materials, equipment, or online technologies.
8. If technical installation is needed, especially for the Web 2.0 plug-ins, be ready to help teachers get through the process by submitting help tickets to the tech department in your district for them. Teachers need to know you as the go-to person for help with all media center needs and technology.
Will I have more "tech times to go"? Inevitably, there will more times when I will need to have a 10 minute seminar ready to go at breakneck speed. During those short and sweet hands-on sessions I want to be confident enough to suggest that with sufficient teachers' interest, I could do an expanded version on our next work day. I can also hope that I will be able to plan and construct longer technological inservices that teachers will need, enjoy, learn from, and eventually ask for more. As I continue to think about possible topics for tech staff development, I will try to be mindful of teachers' time, needs, and levels of progress with technology. I will also remember that "involvement as an instructional consultant, if approached in a sane, deliberate, and nonjudgmental manner, can be a real force for excellence in the education of our children and young adults" (Turner & Riedling, 2003, p. 68). We CAN make our technological resource training relevant, fun, and informative--real tech times that not only go, but succeed!
Resources
Jurkowski, O. (2006). Technology and the school library. Lanham, MD: The Scarecrow Press, Inc.
Lanham, R. & Truelove, C. (2009). The school library media specialist today: Changing old perceptions [PowerPoint(tm) presentation]. Retrieved November 13,2009, from http://www.loogootee.k12.in.us/high/mediacenter/conferenceresources.htm
Turner, P. & Riedling, A. (2003). Helping teachers teach. Westport, CT: Libraries Unlimited.
During that first fall of my tenure as media specialist, however, I was quickly brought into the world of inservice training through the "baptism by fire" method that many new media specialists find themselves. Yes, I was equipped with my trusty Sears and Dewey books, Demco book tape, and label protectors. Collaboration? I had begun some informal discussions and planned a media survey for later in the month. I felt I was ready to go. What I, as a new media specialist, was clearly NOT prepared for was the August 2:00 afternoon call from my principal asking me to be ready to show everyone how to run our new LCD projector for the 3:00 faculty meeting that same afternoon. I mention here, also, that I had JUST learned to run it myself about 1:30 that day! Quickly perusing the projector manual, jotting down a few notes, and frantically unwinding the seemingly endless cord, I put together a 10 minute "gun and go" short course on the "Dukane Model 8755E." Knees together, head up, I was immediately thrust into the inservice limelight, introducing a projector with which I had barely nodding acquaintance! Inservice "technical expert"? That would be a resounding "No!" Laughable now, but as I view my "tech time to go" from a three year perspective, that afternoon a novice media specialist met a receptive, welcoming faculty with a desire to learn about the new projector, capable of forgiving my inadequacies, and a willingness to try it out themselves in the days following. I know now how lucky I was to have such a congenial audience!
That afternoon cemented my intentions as a media specialist and technological coordinator--stay flexible, be open to learning about new things and technologies, and be prepared for just about anything! I have found that the ready reply, "Yes, I will try," or its alternate, "Yes, I think we can do that!" are good responses to administrators who want information on the latest technologies or your help in setting up yet another presentation to parents, teachers, or other administrators.
While it is certainly possible to do a short inservice "on the fly," as described above, it is definitely better for a media specialist's blood pressure to have some prior notice and time to prepare. Since most schools are tightening the strings on the budget purse and can't afford to hire consultants or outside speakers, many have gone to the "train the trainer" style of inservice delivery. In this model, media specialists are sent to training sessions or hooked into phone/computer webinars to learn about new procedures or technologies they will later present to the faculty. Jurkowski (2006) says, "We can either find outside professional development opportunities for teachers and staff, or we can coordinate the sharing of skills and information among everyone already in the school" (p. 184).
How do we begin to address the skill levels and needs for information among our teachers? How do media specialists start the technology/information ball rolling in their schools?
As media specialists, we can plan successful, useful technology training for our faculties by including teachers in the decision-making process in choosing topics, making sure our inservice time stays on message but maintains interest, and keeping our teachers' differentiated learning styles in mind. Jurkowski (2006) has some ideas on planning inservice sessions. "Ask teachers what they want to learn . . . a detailed survey with possible suggestions is an ideal option . . . linked to new software or hardware that the school has obtained or ideas, trends, and techniques that are uncovered at conferences, during reading the literature, or visiting other schools and participating in professional organizations. This may also include observing teachers and seeing how they interact or don't interact with technology in their lessons" (p. 185).
Reluctant teachers may feel that inservices are time-wasters, or that what they've always used is all they'll ever need. A new media specialist, fresh from the informational explosion of college courses, listervs, technology conferences, and e-subscriptions to all the latest techie magazines, will be eager to show others how to turn their classrooms into educational entertainment extravaganzas. We are just so raring to go!
Sometimes, though, we as media specialists, need to take time to focus our attention on what teachers really want to know. We must assess needs, either by printed or electronic survey to find out WHAT teachers WANT to know and WHAT they ALREADY know. Teachers may not be ready to learn about a mimio(tm) if they have not learned how to set up a computer projector. While not wanting to dampen my own enthusiasm and eagerness in sharing all this exciting technology, I have found that it is helpful to remember that not all teachers are as willing to accept all this "newness" in a rapid-fire light and sound show. After a LONG day in the classroom trying to get students to the next level with performance standards mandated by the state, many teachers want this technological information but need it in smaller doses.
It is the thoughtful, perceptive media specialist who will want to make the idea of "another inservice" something inviting and useful to teachers who may never have darkened the door of a technological demonstration or felt they needed to change anything. Mindful of teachers' many other teaching and nonteaching duties, it is important to keep inservices to shorter, meaningful packets of time, on point, and interactive. Planning for that 10-15 minutes of inservice time your principal may give you during a faculty meeting is easier if you bullet main points on a short agenda or presentation and give the teachers time to stretch and touch the equipment you are exhibiting. We media specialists are glad for the exposure and really don't want to wear out our welcome by coming on too strongly.
How can media specialists bring new technologies or strategies to reluctant or energetic teachers? Based on a few of my own experiences, I have a few suggestions for the longer inservices we may be asked to plan for professional learning days or half-day planning sessions.
1. Remember to bring teachers into the planning of inservices with informal discussion and survey. That brief talk in the hall about netTrekker(tm) or Discovery Streaming might be a great place to start. A more formal written or electronic Google survey can list media center technologies available (but unused) or Web 2.0 technologies may pique interest among the faculty. Work with team leaders, department chairs, and the principal to find good times to meet with small groups or whole groups for inservices. We need to keep our professional colleagues in the loop.
2. Prior to the actual inservice day, give brief written and/or online handouts that highlight the topic and its usefulness to teaching with GPS. I like to include handouts as attachments to initial emails announcing an upcoming inservice. Mention of door prizes or give-aways heightens interest, too. Earlier notice of your inservice may help to eliminate that dreaded response (Fill in the blank--"___Again!") and begin to set a more positive mood about your inservice, get the teachers thinking about the technology or topic ahead of time, and give them time to put this event on their calendars.
3. Keep the inservice atmosphere light--have a short fun activity related to the technology and/or GPS to engage the group in beginning or ending the session. Small door prizes or give-aways are mood brighteners.
4. Tie newer technologies to practical inclusion with teaching the standards mandated by the state. As teachers see real world application of newer tools to help them teach, they may be more inclined to try these new strategies.
5. Offer time to practice with the technology during the inservice presentation so teachers can have hands-on interaction before trying the technology later by themselves. Potential "bugs" can be identified or eliminated right away during this practice time.
6. Have a post-inservice assessment discussion and/or sheet ready for the participants before they leave. Teachers will be more inclined to give accurate feedback when the session is fresh in their minds. If this is not possible, have a Google Doc survey available online through email very soon after the inservice. Turner and Riedling (2003) add, "[that] at the close of the inservice, the presenter will often be exhausted and faces the many tasks that were put aside in order for the workshop to be possible . . . [but] an effort should be made to evaluate the effectiveness. A simple feedback form can provide the basis for this evaluation. Notes jotted down while giving the workshop can be organized. Making a brief list of things to add or delete the next time can significantly add to the effectiveness of future workshops" (p. 67).
7. Offer to help with implementation of the technologies during the school day, at planning periods, before or after school. Make yourself and your email available for questions or comments as teachers actually use the materials, equipment, or online technologies.
8. If technical installation is needed, especially for the Web 2.0 plug-ins, be ready to help teachers get through the process by submitting help tickets to the tech department in your district for them. Teachers need to know you as the go-to person for help with all media center needs and technology.
Will I have more "tech times to go"? Inevitably, there will more times when I will need to have a 10 minute seminar ready to go at breakneck speed. During those short and sweet hands-on sessions I want to be confident enough to suggest that with sufficient teachers' interest, I could do an expanded version on our next work day. I can also hope that I will be able to plan and construct longer technological inservices that teachers will need, enjoy, learn from, and eventually ask for more. As I continue to think about possible topics for tech staff development, I will try to be mindful of teachers' time, needs, and levels of progress with technology. I will also remember that "involvement as an instructional consultant, if approached in a sane, deliberate, and nonjudgmental manner, can be a real force for excellence in the education of our children and young adults" (Turner & Riedling, 2003, p. 68). We CAN make our technological resource training relevant, fun, and informative--real tech times that not only go, but succeed!
Resources
Jurkowski, O. (2006). Technology and the school library. Lanham, MD: The Scarecrow Press, Inc.
Lanham, R. & Truelove, C. (2009). The school library media specialist today: Changing old perceptions [PowerPoint(tm) presentation]. Retrieved November 13,2009, from http://www.loogootee.k12.in.us/high/mediacenter/conferenceresources.htm
Turner, P. & Riedling, A. (2003). Helping teachers teach. Westport, CT: Libraries Unlimited.
