Author: Warren Goetzel
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848438952
Category : Educational technology
Languages : en
Pages : 196
Book Description
In the absence of a Georgia Educator Certificate in instructional technology, and of state-wide staffing requirements for instructional technology specialists, media specialists may be playing an increasingly larger role in instructional technology support and focusing less on other vital media specialist responsibilities. A deeper understanding of the role of media specialists with respect to instructional technology may provide insight into determining a need for instructional technology certification and support in Georgia schools. The purpose of this quantitative survey study was to examine the role of media specialists with respect to instructional technology in an urban school district in Georgia. The data revealed an overall difference among the four dependent variables (a) perceived current use of media specialist competencies, (b) perceived ideal use of media specialist competencies, (c) perceived current use of instructional technology specialist competencies, and (d) perceived ideal use of instructional technology specialist competencies. Within-subjects contrasts revealed significant pairwise differences among all the variables except the comparison of the use of media specialist competencies and the use of instructional technology specialist competencies. These findings suggest that in the absence of consistently staffed, certified instructional technology specialists, media specialists are playing an increasingly larger role in instructional technology support and focusing less on other essential media specialist roles and responsibilities.
The Role of Media Specialists with Respect to Technology
Author: Warren Goetzel
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848438952
Category : Educational technology
Languages : en
Pages : 196
Book Description
In the absence of a Georgia Educator Certificate in instructional technology, and of state-wide staffing requirements for instructional technology specialists, media specialists may be playing an increasingly larger role in instructional technology support and focusing less on other vital media specialist responsibilities. A deeper understanding of the role of media specialists with respect to instructional technology may provide insight into determining a need for instructional technology certification and support in Georgia schools. The purpose of this quantitative survey study was to examine the role of media specialists with respect to instructional technology in an urban school district in Georgia. The data revealed an overall difference among the four dependent variables (a) perceived current use of media specialist competencies, (b) perceived ideal use of media specialist competencies, (c) perceived current use of instructional technology specialist competencies, and (d) perceived ideal use of instructional technology specialist competencies. Within-subjects contrasts revealed significant pairwise differences among all the variables except the comparison of the use of media specialist competencies and the use of instructional technology specialist competencies. These findings suggest that in the absence of consistently staffed, certified instructional technology specialists, media specialists are playing an increasingly larger role in instructional technology support and focusing less on other essential media specialist roles and responsibilities.
Publisher: LAP Lambert Academic Publishing
ISBN: 9783848438952
Category : Educational technology
Languages : en
Pages : 196
Book Description
In the absence of a Georgia Educator Certificate in instructional technology, and of state-wide staffing requirements for instructional technology specialists, media specialists may be playing an increasingly larger role in instructional technology support and focusing less on other vital media specialist responsibilities. A deeper understanding of the role of media specialists with respect to instructional technology may provide insight into determining a need for instructional technology certification and support in Georgia schools. The purpose of this quantitative survey study was to examine the role of media specialists with respect to instructional technology in an urban school district in Georgia. The data revealed an overall difference among the four dependent variables (a) perceived current use of media specialist competencies, (b) perceived ideal use of media specialist competencies, (c) perceived current use of instructional technology specialist competencies, and (d) perceived ideal use of instructional technology specialist competencies. Within-subjects contrasts revealed significant pairwise differences among all the variables except the comparison of the use of media specialist competencies and the use of instructional technology specialist competencies. These findings suggest that in the absence of consistently staffed, certified instructional technology specialists, media specialists are playing an increasingly larger role in instructional technology support and focusing less on other essential media specialist roles and responsibilities.
The Technology Planning Process and the School Library Media Specialist
Author: Steven M. Baule
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 184
Book Description
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 184
Book Description
The Role of the Library Media Specialist in Technology Staff Development
Author: Marsha Trentham Hunter
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 94
Book Description
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 94
Book Description
A Comparison of the Roles of the School Library Media Specialist and the Computer/technology Teacher Within the Same School Environment in the Charlotte-Mecklenburg School System
Author: Sandra D. Andrews
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 146
Book Description
Publisher:
ISBN:
Category : Computers
Languages : en
Pages : 146
Book Description
The Role of Technology in the Interactions Between Secondary School Library Media Specialists and Teachers
Author: Shirley Benson McDonald
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Publisher:
ISBN:
Category :
Languages : en
Pages :
Book Description
Handbook of Research on Educational Communications and Technology
Author: David H. Jonassen
Publisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
Publisher: Taylor & Francis
ISBN: 0805841458
Category : Education
Languages : en
Pages : 1195
Book Description
This edition of this handbook updates and expands its review of the research, theory, issues and methodology that constitute the field of educational communications and technology. Organized into seven sectors, it profiles and integrates the following elements of this rapidly changing field.
The Technology Roles of the Media Specialist and Factors which Influence Those Roles
Author: Tim L. Carlson
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 88
Book Description
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 88
Book Description
The Impact of Technology on the Routine Duties Performed by Library Media Specialists
Author: Carol Sheridan Dial
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 108
Book Description
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 108
Book Description
The Curriculum Roles and Responsibilities of Library Media Specialists
Author: Robert E. Berkowitz
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 9
Book Description
This digest brings together the various views on curriculum-related roles for library media specialists. The first section considers reasons why a disparity between theory and practice exists in regard to the involvement of library media specialists as curriculum consultants. Several sources addressing this issue are reviewed in the second section. In the third section, responsibilities of the library media specialist as information consultant and actions necessary for library media specialists to fulfill their curriculum-related roles are listed. These responsibilities and actions are drawn from "Information Power," the new national library media program guidelines from the American Association of School Librarians and the Association for Educational Communications and Technology. The fourth section summarizes the relevant ideas in three recent works offering new insights into curriculum responsibilities: (1) "Taxonomies of the School Library Media Program" (David V. Loertscher); (2) "Helping Teachers Teach" (Philip Turner); and (3) "Curriculum Initiative: An Agenda and Strategy for Library Media Programs" (Michael B. Eisenberg and Robert E. Berkowitz). (19 references) (MES).
Publisher:
ISBN:
Category : Curriculum planning
Languages : en
Pages : 9
Book Description
This digest brings together the various views on curriculum-related roles for library media specialists. The first section considers reasons why a disparity between theory and practice exists in regard to the involvement of library media specialists as curriculum consultants. Several sources addressing this issue are reviewed in the second section. In the third section, responsibilities of the library media specialist as information consultant and actions necessary for library media specialists to fulfill their curriculum-related roles are listed. These responsibilities and actions are drawn from "Information Power," the new national library media program guidelines from the American Association of School Librarians and the Association for Educational Communications and Technology. The fourth section summarizes the relevant ideas in three recent works offering new insights into curriculum responsibilities: (1) "Taxonomies of the School Library Media Program" (David V. Loertscher); (2) "Helping Teachers Teach" (Philip Turner); and (3) "Curriculum Initiative: An Agenda and Strategy for Library Media Programs" (Michael B. Eisenberg and Robert E. Berkowitz). (19 references) (MES).
Role Expectations for School Library Media Specialists
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
Book Description
During this period of radical change in the field of information technology there is evidence of confusion about the role of school library media specialists in the implementation, and the administration of emerging information technologies in Wisconsin public schools. This study sought to answer the question what is the role of the school library media specialist (SLMS) in Wisconsin public schools? In-depth interview methodology was used to discover role expectations for workers in the area of information and instructional technologies. Among the sub-questions to be answered through the use of interview methodology were (a) what roles/services are expected exclusively of media specialists, (b) what role/services were expected to be shared with other personnel? There was reason to believe that role expectations for SLMS may vary by the instructional level at which they serve. Therefore, school library media specialists, at the (a) elementary, (b) middle school, and (c) high school levels were interviewed. Eight school library media specialists in two medium-sized school districts in south eastern and south central Wisconsin participated in the interviews. Among other things, the interviews revealed that school library media specialists at the elementary level preferred the role of Teacher as defined by Information Power (1998). At the secondary level, school library media specialists were found to prefer the role of Information Specialist as defined by Information Power (1998).
Publisher:
ISBN:
Category :
Languages : en
Pages : 197
Book Description
During this period of radical change in the field of information technology there is evidence of confusion about the role of school library media specialists in the implementation, and the administration of emerging information technologies in Wisconsin public schools. This study sought to answer the question what is the role of the school library media specialist (SLMS) in Wisconsin public schools? In-depth interview methodology was used to discover role expectations for workers in the area of information and instructional technologies. Among the sub-questions to be answered through the use of interview methodology were (a) what roles/services are expected exclusively of media specialists, (b) what role/services were expected to be shared with other personnel? There was reason to believe that role expectations for SLMS may vary by the instructional level at which they serve. Therefore, school library media specialists, at the (a) elementary, (b) middle school, and (c) high school levels were interviewed. Eight school library media specialists in two medium-sized school districts in south eastern and south central Wisconsin participated in the interviews. Among other things, the interviews revealed that school library media specialists at the elementary level preferred the role of Teacher as defined by Information Power (1998). At the secondary level, school library media specialists were found to prefer the role of Information Specialist as defined by Information Power (1998).