At the beginning of the semester, we were asked to asses our strengths and weaknesses in technology. Since that time we have learned much about technology that I had not even heard about until this semester, and my mind has been stretched and challenged as I think of ways to continually incorporate this technology in my music classroom.
In my first technology assessment, I acknowledged the technology I use in my classroom (SmartBoards, projector, the Internet, etc.) and how learning about these new technologies excited me and my students, and gave me new ways to teach concepts that can be difficult to understand. Using technologies such as these allow me to provide hands-on, interactive experiences for my students. I stated that my greatest technological strength is my willingness to learn and grow and incorporate these formerly unfamiliar technologies into my everyday classroom. I feel that this is still one of my strengths.
While I said at the beginning of the year that my greatest weakness was my insecurity in using new technology, for fear of not understanding or being familiar enough with the technology to use it effectively, I feel as though I have grown in this over the course of the semester. While I am still intimidated by some technology (or my lack of mastery of it), I am finding that, as I interact more frequently with it, I become more familiar and confident. When learning about Web 2.0, it was observed through articles and through the texts that the Internet is no longer a place for the technologically savvy, but for the end user. It is because of this that I, a normal, 20-something music teacher, am able to use the Internet to link to other people and places, take my children on virtual field trips, learn how to create and manage a podcast, and use tagging websites to organize the mass of information that I find to be useful on the web. Where in the past I have shied away from new concepts or ideas (I never would have visited a site like Delicious for fear of not knowing what to do), I now find myself excited about looking for new technologies and new ways to incorporate that technology in purposeful ways.
I am still afraid that I will always be a step behind today's technological advances, but I am getting there. With each technology that is introduced, I must step out in courage and give it a try- analyze it, play with it, and decide if it is something that is worth my time and energy in the classroom. If it is, I am excited to keep learning through technology with my kids.
Thursday, April 22, 2010
Tuesday, March 30, 2010
The Job of Organizing
Where librarians and information professionals were the ones the public turned to with their cataloging needs; books, print materials, even online library catalogs were organized and maintained by information professionals. Yet with the onset of Web 2.0, information access and classification is in the hands of everyday people like you and me.
According to Michael Casey's "Looking Toward Catalog 2.0," (Courtney, Chapter 2), librarians have different cataloging needs than the end user. What the end user wants is a database that is easily searchable, corrects mistakes, conducts advanced searches, and provides relevancy rankings, perhaps even with user feedback. Sound too demanding? It is only what a user gets from almost every search engine. The user is having a more fulfilling interaction with web searches than with the out-of-date and "irrelevant" catalogs of the past.
So what does this mean for librarians? It means first of all understanding and appreciating the needs of the user. It makes sense that the features one finds on a search engine appeal to the everyday user. Spell checking in search boxes helps to widen the search for what the user intended, as opposed to what the user actually typed. Amazon's use of aggregated rating systems and user feedback make it an appealing site for those searching for a certain type of book, or books about subjects or by authors in a less daunting way than in perusing the library catalog with its rigid structure (and sometimes outdated information). Casey's ideas for what might be included in Catalog 2.0 are dead on (p. 19-21). Social bookmarking sites seem to offer what the user is looking for in a catalog. Through my own experience with de.li.cious, the user provides tagging phrases that more closely resemble what another user is looking for. We speak similar language, have similar knowledge bases, and are familiar enough with searching on the internet to recognize good search terms. It is also helpful that in sites such as this, I can not only provide my own cataloging system through the language I use, but I am also able to search for other popular websites with the same tagging system, as well as see what other tags users have given a particular website. By looking at additional tags, I am made aware of additional search terms that may be beneficial to me.
An overhaul like this requires money and, more importantly time. Libraries can make technological adjustments to their cataloging systems if great enough effort is made. Through technologies like mashups, systems can be constructed at lesser cost that still meet the users' more sophisticated needs. Catalog 2.0 requires more than libraries simply making their catalogs available on the web, but rather requires are re-thinking of search strategies and indexing through the eyes of the user and their use of the internet as a social and dynamic entity.
According to Michael Casey's "Looking Toward Catalog 2.0," (Courtney, Chapter 2), librarians have different cataloging needs than the end user. What the end user wants is a database that is easily searchable, corrects mistakes, conducts advanced searches, and provides relevancy rankings, perhaps even with user feedback. Sound too demanding? It is only what a user gets from almost every search engine. The user is having a more fulfilling interaction with web searches than with the out-of-date and "irrelevant" catalogs of the past.
So what does this mean for librarians? It means first of all understanding and appreciating the needs of the user. It makes sense that the features one finds on a search engine appeal to the everyday user. Spell checking in search boxes helps to widen the search for what the user intended, as opposed to what the user actually typed. Amazon's use of aggregated rating systems and user feedback make it an appealing site for those searching for a certain type of book, or books about subjects or by authors in a less daunting way than in perusing the library catalog with its rigid structure (and sometimes outdated information). Casey's ideas for what might be included in Catalog 2.0 are dead on (p. 19-21). Social bookmarking sites seem to offer what the user is looking for in a catalog. Through my own experience with de.li.cious, the user provides tagging phrases that more closely resemble what another user is looking for. We speak similar language, have similar knowledge bases, and are familiar enough with searching on the internet to recognize good search terms. It is also helpful that in sites such as this, I can not only provide my own cataloging system through the language I use, but I am also able to search for other popular websites with the same tagging system, as well as see what other tags users have given a particular website. By looking at additional tags, I am made aware of additional search terms that may be beneficial to me.
An overhaul like this requires money and, more importantly time. Libraries can make technological adjustments to their cataloging systems if great enough effort is made. Through technologies like mashups, systems can be constructed at lesser cost that still meet the users' more sophisticated needs. Catalog 2.0 requires more than libraries simply making their catalogs available on the web, but rather requires are re-thinking of search strategies and indexing through the eyes of the user and their use of the internet as a social and dynamic entity.
Monday, March 22, 2010
The Web is Us/ing Us
In his video titled "The Web is Us/ing Us," Professor Wesch of Kansas State University acknowledges how the web has changed over the years to adapt to our technologically changing culture. While he effectively points out differences in the web of yesterday vs. the web of today, I find his most thought-provoking statement to be at the end of the short video clip, where he suggests that we are the web and that the web itself uses us as it grows and evolves.
Chapter One of Courtney's Library 2.0 and Beyond is devoted to this idea as it introduces the concept of Web 2.0 as the increasingly interactive and user-based Internet. Though there is debate regarding the actual significance of Web 2.0, we can see in the text how Wesch's concept of "The Web is Us/ing Us" is supported by how we as users interact with and ultimately change the web that we use so purposefully.
By stating that "the web is us," we understand that the web is not a static entity; rather, it is a growing organism spurred on by its own users. Because the content on the web comes from us and not out of thin air, it is fair to say that people, in essence, are what make up the web, regardless of the format (technology, digital text, hyperlinks, etc.). Though the web is not face-to-face interaction (though now we can achieve face-to-face interaction through the web), it is still built and maintained by the people that use it. Tim Burners-Lee says, "The idea of the Web as interaction between people is really what the Web is. That was what it was designed to be as a collaborative space where people can interact" (p. 3). The Web is not a network of computers, but rather a network of people behind those computers and websites. Ever-increasing collaborative sites and pages allow for more and more people to contribute to the content of the web and also help to refine the information that is presented.
The idea that "the web is using us" is also a valid concept, though not in a parasitic way as the title first implies. Wesch points out that the web uses us to increase its information stores and to make connections between content. Each time a website is searched and chosen, web browsers take note of that connection and it will come up again. The Web depends on us to provide more information, create new websites, make new links, and create new ways of meeting the needs of the users. As our needs change and increase, the web adapts to meet those needs. In Courtney's chapter one, we are challenged with the idea that the increasing theme of Web use is self-service. Users create sites and connections on the web that help to best meet our own needs. Without this human imput and interaction, the web would not be a dynamic force that changes with its users.
While first intimidated by the title of this video, I now see why Wesch gave the clip this title. It is evident that, as intricate and widespread as the Web is, it starts with people and grows and improves by people. The Web cannot stand on its own without the input and work of the people that it serves. The Web is, in fact, us, and it is using us every time we use it.
Chapter One of Courtney's Library 2.0 and Beyond is devoted to this idea as it introduces the concept of Web 2.0 as the increasingly interactive and user-based Internet. Though there is debate regarding the actual significance of Web 2.0, we can see in the text how Wesch's concept of "The Web is Us/ing Us" is supported by how we as users interact with and ultimately change the web that we use so purposefully.
By stating that "the web is us," we understand that the web is not a static entity; rather, it is a growing organism spurred on by its own users. Because the content on the web comes from us and not out of thin air, it is fair to say that people, in essence, are what make up the web, regardless of the format (technology, digital text, hyperlinks, etc.). Though the web is not face-to-face interaction (though now we can achieve face-to-face interaction through the web), it is still built and maintained by the people that use it. Tim Burners-Lee says, "The idea of the Web as interaction between people is really what the Web is. That was what it was designed to be as a collaborative space where people can interact" (p. 3). The Web is not a network of computers, but rather a network of people behind those computers and websites. Ever-increasing collaborative sites and pages allow for more and more people to contribute to the content of the web and also help to refine the information that is presented.
The idea that "the web is using us" is also a valid concept, though not in a parasitic way as the title first implies. Wesch points out that the web uses us to increase its information stores and to make connections between content. Each time a website is searched and chosen, web browsers take note of that connection and it will come up again. The Web depends on us to provide more information, create new websites, make new links, and create new ways of meeting the needs of the users. As our needs change and increase, the web adapts to meet those needs. In Courtney's chapter one, we are challenged with the idea that the increasing theme of Web use is self-service. Users create sites and connections on the web that help to best meet our own needs. Without this human imput and interaction, the web would not be a dynamic force that changes with its users.
While first intimidated by the title of this video, I now see why Wesch gave the clip this title. It is evident that, as intricate and widespread as the Web is, it starts with people and grows and improves by people. The Web cannot stand on its own without the input and work of the people that it serves. The Web is, in fact, us, and it is using us every time we use it.
Thursday, March 4, 2010
Handheld Devices in the Library
Your technology director has given you a budget of $10,000 for the purchase of handheld devices in the library. Using the prices in Chapter 5 of Courtney as a general guide, what would you purchase and why?
As one who is learning more and more about technology and its use in information science, it is tempting for me to want to spend the money I am given on the latest and greatest, top-of-the-line devices like Ultra Mobile and Tablet PCs. They have all the bells and whistles (desktop computers in handheld format), but their costs and use by the public do not justify such a purchase.
After reading of devices from Palm Pilots to MP3 players to eBook readers, it is difficult to decide where to spend my money. Therefore, the decision I made was based on the advice found at the end of chapter 5. The author reminds us that, in the big picture, we need to cater to what the public knows and uses, for these are the things that are in greater demand and desire. Chapter 5 maintains that over any other technology, our public knows and uses cell phones and MP3 players.
If given $10,000 for handheld technology in the library, I would use the money on 3 things: MP3 players, eBook readers, and cell phones/cell applications.
MP3 Players:
Because the sale of MP3 players has risen dramatically over the year and their functions include everything from music files to audio files to video and even use as portable storage devices, I can see the value in allowing patrons to check out MP3 players from the library as one would check out a book, perhaps with an additional cost or stipulation to ensure its return. In borrowing an MP3 player, one could only play what was downloaded from the library's computers- perhaps songs, audiobooks, and even videos that are available through the library. Listening to an audiobook that I loaned from the library for a road trip via MP3 player is much more appealing to me than checking out an audiobook on tape or CD, having to change it out or turn it over to keep listening, etc. Because the public is already familiar with the technology, it would be a smooth transition into public library use.
eBook Readers:
As a librarian, I am a proponent of physical books. I am an advocate for the physical act of touching a book, turning the pages, etc. However, I realize that there are people that love the convenience of eBook readers, as they allow for a great number of books to be stored at once and are therefore in need of one, they are portable and easy to operate and move. Therefore, it would appeal to many patrons for the library to not only offer eBooks for checkout, but also to provide eBook readers for checkout so that patrons can download multiple books at once and leave the library with only one thing in hand. This would be handy in travel and for those that consistently check out multiple books at once. The eBook readers ordered would have to be above base-line; in other words, the screen, downloading ability, and operational functions must be high enough quality for any reader to operate. Amazon's Kindle would be a good example of this, with its large screen, matte finish, and wealth of books available for download.
Cell phones/Cell phone applications:
It is shocking, the number of people that have cell phones today. We live in a society where being without a cell phone is quite a hindrance. Besides providing basic communication, cell phones now provide Internet service, store information, allow for email, play music, and can even send information to and from one another via Bluetooth. For those patrons that do not have a cell phone, temporary use of a phone may be a valuable tool. Prepaid phones could be available for checkout, and the patron would pay for the minutes at the library. This service would target lower income patrons of the library, as well as older library patrons who do not have a cell phone and most likely will not purchase one on their own.
An even more valuable investment regarding cell phones would be the library's purchase of applications that are cell-phone compatable, where patrons can search the library's catalog on their Smart Phones, download eBooks through the library's web page, and manage their accounts from their phones via the Internet. Another valuable tool is the use of text message between patron and librarian, in reference questions and questions regarding accounts. Text message enables the librarian to leave the desk and still remain in contact with the patron that is requesting help, rather than have the patron wait on hold via telephone for help. Response time is quick and convenient. This may not work for more elaborate research questions, but is geared toward the quick and easy response questions with which patrons often approach the desk. Especially for young adult and teenage patrons, the use of phone applications and text messaging would make their library experience more accessible.
For budget purposes, the bulk of my money would fall in the order presented above. 10 MP3 players would cost approximately $1500, 10 Kindle eBook readers approximately $3000, and 20 basic cell phones (not Smart Phones) approximately $4000. This leaves a cushion of $2500 for use in purchasing eBooks and audiobooks not already owned by the library (collection development) and cost of phone applications that can be accessed via patrons' Smart Phones.
The addition of this technology serves primarily patrons, but also staff. The goal is not to simply have "bigger and better," but to serve the patrons and their needs. We cannot ignore the rapid influx of technology, but we can adapt to use it in a practical way that best serves the community.
As one who is learning more and more about technology and its use in information science, it is tempting for me to want to spend the money I am given on the latest and greatest, top-of-the-line devices like Ultra Mobile and Tablet PCs. They have all the bells and whistles (desktop computers in handheld format), but their costs and use by the public do not justify such a purchase.
After reading of devices from Palm Pilots to MP3 players to eBook readers, it is difficult to decide where to spend my money. Therefore, the decision I made was based on the advice found at the end of chapter 5. The author reminds us that, in the big picture, we need to cater to what the public knows and uses, for these are the things that are in greater demand and desire. Chapter 5 maintains that over any other technology, our public knows and uses cell phones and MP3 players.
If given $10,000 for handheld technology in the library, I would use the money on 3 things: MP3 players, eBook readers, and cell phones/cell applications.
MP3 Players:
Because the sale of MP3 players has risen dramatically over the year and their functions include everything from music files to audio files to video and even use as portable storage devices, I can see the value in allowing patrons to check out MP3 players from the library as one would check out a book, perhaps with an additional cost or stipulation to ensure its return. In borrowing an MP3 player, one could only play what was downloaded from the library's computers- perhaps songs, audiobooks, and even videos that are available through the library. Listening to an audiobook that I loaned from the library for a road trip via MP3 player is much more appealing to me than checking out an audiobook on tape or CD, having to change it out or turn it over to keep listening, etc. Because the public is already familiar with the technology, it would be a smooth transition into public library use.
eBook Readers:
As a librarian, I am a proponent of physical books. I am an advocate for the physical act of touching a book, turning the pages, etc. However, I realize that there are people that love the convenience of eBook readers, as they allow for a great number of books to be stored at once and are therefore in need of one, they are portable and easy to operate and move. Therefore, it would appeal to many patrons for the library to not only offer eBooks for checkout, but also to provide eBook readers for checkout so that patrons can download multiple books at once and leave the library with only one thing in hand. This would be handy in travel and for those that consistently check out multiple books at once. The eBook readers ordered would have to be above base-line; in other words, the screen, downloading ability, and operational functions must be high enough quality for any reader to operate. Amazon's Kindle would be a good example of this, with its large screen, matte finish, and wealth of books available for download.
Cell phones/Cell phone applications:
It is shocking, the number of people that have cell phones today. We live in a society where being without a cell phone is quite a hindrance. Besides providing basic communication, cell phones now provide Internet service, store information, allow for email, play music, and can even send information to and from one another via Bluetooth. For those patrons that do not have a cell phone, temporary use of a phone may be a valuable tool. Prepaid phones could be available for checkout, and the patron would pay for the minutes at the library. This service would target lower income patrons of the library, as well as older library patrons who do not have a cell phone and most likely will not purchase one on their own.
An even more valuable investment regarding cell phones would be the library's purchase of applications that are cell-phone compatable, where patrons can search the library's catalog on their Smart Phones, download eBooks through the library's web page, and manage their accounts from their phones via the Internet. Another valuable tool is the use of text message between patron and librarian, in reference questions and questions regarding accounts. Text message enables the librarian to leave the desk and still remain in contact with the patron that is requesting help, rather than have the patron wait on hold via telephone for help. Response time is quick and convenient. This may not work for more elaborate research questions, but is geared toward the quick and easy response questions with which patrons often approach the desk. Especially for young adult and teenage patrons, the use of phone applications and text messaging would make their library experience more accessible.
For budget purposes, the bulk of my money would fall in the order presented above. 10 MP3 players would cost approximately $1500, 10 Kindle eBook readers approximately $3000, and 20 basic cell phones (not Smart Phones) approximately $4000. This leaves a cushion of $2500 for use in purchasing eBooks and audiobooks not already owned by the library (collection development) and cost of phone applications that can be accessed via patrons' Smart Phones.
The addition of this technology serves primarily patrons, but also staff. The goal is not to simply have "bigger and better," but to serve the patrons and their needs. We cannot ignore the rapid influx of technology, but we can adapt to use it in a practical way that best serves the community.
Wednesday, January 20, 2010
Individual Technology Assessment
Blog Post #1
When I recieved my teaching certificate in 2004, I was right on the brink of major push for technology in the classrooms. Computers in classrooms, learning how to do webquests and internet research projects were all the rage. Yet now, only a few years later, I see that my knowledge and use of technology in the classroom still falls painfully short of what it could be. Technology changes so rapidly that it is hard to keep up, and the kids that we teach are often more technologically savvy than their teachers. This constant need to keep up is what drives me to pursue knowledge on how to use technology in my classroom, and to use it on a regular basis.
I am a music teacher for children in Pre-K through 2nd grade, and the initial thought of implementing technology to teach this subject to these grades was daunting. The school where I teach was fortunate this year to recieve SMART Boards in every classroom, including mine. Thanks to seminars and worskhops, I have learned fun, innovative ways to use the board to teach basic music skills, practice composition, explore interactive websites to learn about instruments and composers, and even allow children to use the interactive features on their own as part of a learning center. The use of this technology has given me a tool that actively engages otherwise difficult-to-engage students, and has opened doors for me to find resources that can explain and demonstrate hard-to-understand concepts.
My strengths in using technology in the classroom are my desire and willingness to use it. Once I have adequately learned how to implement technology such as a SMART Board or video projector, I am excited to use it in as many ways as possible. This is why I have had such fun using the recent technology provided in my classroom, and I plan to continue to seek out ways to use the SMART Board to reach and engage students.
My weakness is my insecurity in using new technology. If I do not feel properly trained, or feel as though I do not fully understand the intent or use of the technology, I am reluctant to use it. Only when I feel comfortable with technology (by instruction, or time to play with it) am I able to use it to its full potential. I am working on asking questions, seeking out workshops and collaborating with peers when new technology is introduced, so that I can learn from others and use it on my own.
When I recieved my teaching certificate in 2004, I was right on the brink of major push for technology in the classrooms. Computers in classrooms, learning how to do webquests and internet research projects were all the rage. Yet now, only a few years later, I see that my knowledge and use of technology in the classroom still falls painfully short of what it could be. Technology changes so rapidly that it is hard to keep up, and the kids that we teach are often more technologically savvy than their teachers. This constant need to keep up is what drives me to pursue knowledge on how to use technology in my classroom, and to use it on a regular basis.
I am a music teacher for children in Pre-K through 2nd grade, and the initial thought of implementing technology to teach this subject to these grades was daunting. The school where I teach was fortunate this year to recieve SMART Boards in every classroom, including mine. Thanks to seminars and worskhops, I have learned fun, innovative ways to use the board to teach basic music skills, practice composition, explore interactive websites to learn about instruments and composers, and even allow children to use the interactive features on their own as part of a learning center. The use of this technology has given me a tool that actively engages otherwise difficult-to-engage students, and has opened doors for me to find resources that can explain and demonstrate hard-to-understand concepts.
My strengths in using technology in the classroom are my desire and willingness to use it. Once I have adequately learned how to implement technology such as a SMART Board or video projector, I am excited to use it in as many ways as possible. This is why I have had such fun using the recent technology provided in my classroom, and I plan to continue to seek out ways to use the SMART Board to reach and engage students.
My weakness is my insecurity in using new technology. If I do not feel properly trained, or feel as though I do not fully understand the intent or use of the technology, I am reluctant to use it. Only when I feel comfortable with technology (by instruction, or time to play with it) am I able to use it to its full potential. I am working on asking questions, seeking out workshops and collaborating with peers when new technology is introduced, so that I can learn from others and use it on my own.
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