I use technology in all of the classes that I teach. My classes are usually held in an advanced technology classroom with at least an instructor station and projector, but I prefer teaching in a computer lab or classroom where there are enough computers for the majority of students in the class to do hands-on activities. 

Each of the classes I teach include discussion and demonstration of appropriate online resources and tools that students can use during their research. These resources include the online catalog, subject specific databases, selected Internet resources, services such as InterLibrary Loan, course reserves, the online renewal of books, and our chat and E-mail reference services.

To further enhance the discussion and demonstration of resources, I typically use technologies such as a classroom control software like NetSupport School, and a SMART Board.

Here are several examples of how I have integrated technology into my classes to provide additional opportunities for active learning and collaboration, in hopes of ultimately enhancing student learning.

Recently I taught students in a Documentary Anthropology course to use a variety of technologies to organize their research and showcase and combine a series of projects that they had completed throughout the semester. The technologies included OU Educate, a class blog to provide additional opportunities for discussion beyond the classroom, Flickr, to design slideshows and create a photo essay, and Del.ici.ous to organize, tag, and share resources. I also provided a lesson on coding HTML to give students a basic understanding of how to create a webpage and troubleshoot the WYSIWYG editor in OU Educate.

I have used course management systems such as CourseSpace, Blackboard, and ANGEL in many of the classes I have taught. As a librarian at SUNY Fredonia, I used Blackboard and ANGEL to enhance courses by providing links to appropriate resources and handouts. I used discussion boards to enhance communication beyond the classroom and lead semester-long activities in which students were responsible for journaling with me and their peers.

I often use games in my classes as a way to engage students and reinforce important skills or concepts. Some of the games that I have used are Jeopardy and Family Feud. When teaching classes at SUNY Fredonia I frequently used the Classroom Performance System, an inferred response system technology, to play a Jeopardy-like game.

Recently I created a scavenger hunt, Tour de Penfield, in collaboration with another librarian, for EDU 101 students. This hunt involved groups of students checking out laptops and following a series of clues directing them to complete activities using our online and print resources. The students carried the laptops throughout the library and connected to the wireless network. While completing the tasks students were able to communicate with reference librarians for help via our online chat service.

How have your students responded to your use of technology?

Students typically respond positively to my use of technology in the classroom, especially when I make it fun by incorporating group activities in some form of competition or game.

What does technology add that would not be possible without it?

Technology has revolutionized the library and the services we offer. Many of our resources can be accessed by students and faculty members from any computer that has an Internet connection. For library instruction we can offer online courses or tutorials as stand alone classes or as a supplement to course curricula.

What new goals do you have for using technology in teaching?

My goals for using technology in teaching are to continue to educate myself and stay abreast of new technologies in my field and in education, and infuse them throughout my classes when there is a need. 

How could the University better facilitate the use of technology in instruction?

There are several ways that the University could better facilitate the use of technology in instruction, including allocating additional funds, resources, and staff to the development of technology initiatives on campus. One possible allocation for such funding would be to expand the services offered by CELT to include classes or to develop a separate center focusing on educational technology initiatives and training. Services could include additional training for faculty on the effective use of existing technologies, and focus on the exploration and implementation of new technologies to assure that our campus remains competitive. These efforts could also help to ensure that our integration of technology remained learner-centered.

What is your biggest challenge in using technology in the classroom?

One of my biggest challenges when using technology is to remember to take into account the various skill levels of the students in my classes. I often have to remind myself to slow down when explaining a database or online resource. As a newer librarian I am also more familiar with many of our online resources than with some of the resources in print, so it’s important for me to remember to recommend the best possible resources regardless of whether they’re online or in print.

Is there anything that you love about technology?

Technology is exciting, and the possibilities for its use and expansion are endless.

How are you using technology in your daily life?

I constantly use technology in my daily life, for work and for play. At work, computers are a staple for almost any activity or type of communication. In my personal life I rely heavily on E-mail, chat, and my cell phone to communicate with family and friends. I also love my digital camera and have my own website.

If you had to pick one technology item that you couldn't live without what would it be?

Probably my cell phone, although it depends on what types of technologies you’re thinking ok, because something like a toilet or electricity would most likely beat out my phone.

Other Uses of Technology:

When I’m not teaching, I’m often working at the reference desk. Reference librarians use technology in many ways to meet the needs of our users. We answer questions using E-mail, phone, and instant messaging services. We have to be familiar with hundreds of online tools and resources to educate users on how to search and find the best possible information sources. Reference librarians are also responsible for knowing how to fix anything from a jammed printer or copier to troubleshooting problems that students have printing or signing onto the VPN with their laptops.

Some of my other activities involving technology include the development of interactive online resources using the software Flash, Photoshop, and Camtasia. Recently I lead a session that studied the usability of the library website as part of an 8 week focus group study with Hart Hall students. The session used the freeware WINK, to capture and record students’ movements on the website.