21st Century Classroom

Technology is a game changer for education. Technology makes it easier for teachers to create instructional materials, flip a classroom by pre-recording a lesson, and communicate with students, parents, and colleagues. It also creates opportunities for students to collaborate with others and share their knowledge with the rest of the world. Students are no longer sitting idle in their seats listening to lectures where information is stuffed down their throats. Instead, due in part to wireless internet and portable smart devices, information is literally at our fingertips ready to be discovered. As technology rapidly changes, schools must be responsive and integrate these technologies into the classrooms to prepare students for living in a technology-driven society.

CDW-G’s 21^st Century Classroom Report indicates “86% of students say that they use technology more outside of school than in class,” (2011, p. 11). Considering how many high school students have access to smart phones and laptop computers these days, this statistic is not surprising. While this statistic tells us that students are using technology outside of school, it fails to tell us what the technology is being used for. Are they using social media to connect with friends? Are they using search engines and databases to gather information for a research project? Are they watching YouTube videos to learn how to install a stereo into a car? What this statistic does tell us is that technology is prevalent in students’ everyday lives. Therefore, students need to be taught how to use it safely, ethically, and for its intended purpose.

In addition, CDW-G’s report states that 94% of high school students “say they use technology to study or work on class assignments at home,” (2011, p. 11). When I first read this statistic, I immediately thought about accessibility of information. With wireless Internet and smart devices, students are now able to gather information literally anywhere. Classrooms and instruction are responsive to rapidly changing technology. Because students can now access information on their own, classroom teachers are able to dedicate class time to direct, differentiated instruction of content, and conferences with students to provide immediate feedback or to set learning goals. Students no longer need time in a computer lab to do guided research. They can go to a coffee shop or home to complete this task. Although some may see using technology at home as a missed opportunity for collaboration with peers, others may view this as a resourceful extension of the classroom. Bottom line is that students will be using technology outside of school, and they will not have access to personnel in doing so. The teacher-librarian needs to provide opportunities within the school day to support students with these technologies so that they can use them successfully on their own.

As a teacher-librarian in the 21^st Century Classroom, there is a shift in roles. As students are taking more ownership and responsibility of their learning, the teacher-librarian becomes a guide. One responsibility of the teacher-librarian is to collaborate with classroom teachers. Teacher-librarians need to know curriculum so that they can help classroom teachers integrate technology within lessons to create meaningful experiences that help move students forward in their learning. In order to do this, the teacher-librarian needs continued professional development to learn about cutting-edge technologies and seek opportunities to share these educational tools with staff. The teacher-librarian needs to consider himself a coach, often times co-teaching with the classroom teachers to support technology use in the classroom. Technologies should go beyond wireless Internet, personal computers, interactive white boards, and digital content which the CDW-G 21^st Century Classroom Report revealed were the “must-haves” according to faculty, (2011, p. 5). According to the CDW-G 21^st Century Classroom Report, 14% of students felt that while teachers using technology for instruction, the students were not allowed to use it in class, (2011, p. 8). Teacher-librarians can help faculty look for ways to allow students opportunities to use these technologies whether it is through grant writing to obtain more devices, or co-teaching so teachers feel comfortable releasing the use to students.

When it comes to working with students, the teacher-librarian needs to guide students through the process of research using approaches such as The Big6™ or Super3. Process becomes key for the 21^st Century learner because the tools students use will continue to evolve, but the skills in which they need to be successful citizens will remain the same. Students will always need to be problem solvers, communicators, and collaborative workers. With statistics that show so many high school students using technology at home to complete school work, the teacher-librarian has an important job of making sure students are using the right tools, and that students know how to use them correctly.

Caraher, K. & Braselman, M. (2011). The 2011 CDW-G 21^st Century Classroom Report. Retrieved from:   http://webobjects.cdw.com/webobjects/media/pdf/newsroom/CDWG-21st-Century-Classroom-Report-0611.pdf