this presentation will help those who are taking the master of library and information science course.

1. Technology and the Teaching
Component
Reported by: JEHN MARIE A. SIMON

2. PROFESSIONAL DEVELOPMENT

3. Continuing Education in
multiple forms ensures that we
keep up with changes in
information literacy, with
technology in the school library
and with other aspects of
libraries and schools

4. The librarian might also be
involved with determining the
needs of school staff, arranging
development with other
teachers and providing
support.

5. The school librarian is a key
position to offer as well as lead
professional development
throughout the school

6. INFORMATION POWER
the major responsibilities of the
school librarian as filling the
role of “INSTRUCTIONAL
CONSULTANT”

7. The most basic level of
consultation is simply
introducing teachers to what the
library has to offer

8. Awareness of New Services,
Resources, and Tools is the first
step
Ongoing Staff Development is
considered as essential
compoment of the library media
program

9. PROBLEMS TO OVERCOME

10. All schools have some typeof professional
development plan in place and often a
committeeand/or person overseeing
professional development for the school.

11. PROBLEMS:
- time and energy
-cost
-reluctant teacher

12. EXAMPLES OF PROFESSIONALDEVELOPMENT
TECHNOLOGYTOPICS:
-digital cameras
-personaldigital assistant
-electronicwhite boards
-OPAC
-databases
-website videosubscription

13. -webquests or iadventures
-plagiarism or copyright information
sources
-ergonomics
-network basic firewalls
-software
-web 2.0 resources

14. DESIGNING A
SUCCESSFUL
IN-SERVICE

15. • The steps involved with
offering a successful
professional development
session might sound familiar
to you because they’re based
on common instructional
methods we’re all familiar
with

16. •When you have the opportunity
to provide an instructional
session, remember the following:
– Assess yourself and the
audience
– Analyze the learner
– Select your instructional
objectives

17. – Provide incentives for those
attending if you can
– Plan materials and activities that
relate to the audience and
objectives
–Utilize guided practice.
– Try to involve small groups rather
than large ones
– Evaluate the in-service
– Continue to be available to
teachers after the in-service

18. Instructional
Handouts
and Materials

19. • pathfinder (lists some of the
books owned by the library on
that topic, with call numbers, and
sometimes separates the titles into
fiction, nonfiction, reference, and
other categories
• use of MICROSOFT OFFICE
(Word and PowerPoint)

20. POSSIBLE
INSTRUCTIONAL
MATERIALS TOPICS

21. • Some examples include the following:
• • Using the digital camera
• • Using the online catalog
• • Evaluating Web sources
• • Using specific programs (PowerPoint,
etc.)
• • Citing references
• • Using databases
• • Searching the Internet (search engines,
etc.)

22. •• Using the Dewey Decimal System
•• Using Accelerated Reader
•• Using print resources (almanacs,
encyclopedias, etc.)
•• Honoring copyright
•• Identifying and avoiding
plagiarism
•• Following the conduct code and
acceptable technology use

23. DESIGN TIPS
Design techniques are important
to consider. Although the content
of what
you’re sharing with students and
others is important, if it isn’t
clearly explained
then that information is lost in the
translation.

24. • KISS (keep it simple, stupid)- 2-3 pages
• CLEAR DIRECTION- simple and clear
• SHORT SENTENCES- use bullet points
• SCREEN CAPTURE- a picture is worth a
thousand words.
• IMAGES AND CLIP ART- support the
direction with images

25. • FONT AND COLORS- make it more
attractive
• ONE PIECE OF PAPER- easily
visualize from start to finish
• BALANCE, PROPORTION, FOCUS,
AND UNITY
• ADVERTISE

26. LEGAL CONCERNS
•Librarians, of all people, know better
than to take someone else’s work and
redistribute it. However, it might be
tempting to copy and share the
handouts and other instructional
materials from a professional
conference with everyone at your
school.

27. WEB 2.0

28. • Web 2.0 implies that it is the second
version (or, more correctly speaking,
second generation) of the Web.
• Web pages were structured with
html, and it took very specific and
knowledgeable skills in order to
make this possible, hence, the
implication that one had to “master”
this complex structure.

29. • The second generation, however, can
be summarized as two-way
communication.
• Many of these Web 2.0 tools involve
the ability of or even expectation that
others will view the site and add their
own information, contributing to the
creation of more content.

30. •Most of these Web 2.0 tools have a
double-sided nature.
•The first is as a means for the teacher
to provide information or content to
students, parents, other teachers, or
anyone else they wish. In the earlier
days of the Web, it took a great deal
of special knowledge, skills, and
installed programs to create a
website.

31. •The other side of Web 2.0 tools is
as a form of communication and
collaboration. In this sense,
students and others have the
ability to share their ideas and
information with each other
and/or the teacher.

32. • The following sections look closer at some
of the major types of Web 2.0 tools.
Although not a comprehensive list, it does
provide an overview of the most common
general categories.
• BLOGS – is a narrative in which the
author can share information with others.
• WIKIS - are Web pages that can be
edited without having to download or
install web editing software

33. • ONLINE OFFICE APPLICATIONS - are
web versions of office suites, allowing
users to use word-processing,
spreadsheet, and presentation tools
without having to download or install
software.
• CONTENT SHARING – are websites
where you can store resources for future
use. Youtube & teachertube
• SOCIAL NETWORKING – facebook,
twitter, instagram