Final Technology Assessment

     At the beginning of this course, I felt apprehensive about many Web 2.0 technologies. I did not know how to fully use them, and I did not know how to begin to understand them. For instance, I thought that if I wanted to learn how to update web pages, I had to take a course in html. Now I realize I don't neccesarily have to take a college course to learn how to use what is available. The technology projects have taught me that I can learn technology on my own. As a result, I no longer feel as intimidated because with enough time and effort I can learn how to use the full range of Web 2.o technology.

     I have discovered the tools available on the web and I feel I have only just begun to tap into the possibilities for incorporating them into the library. I have realized I don't neccessarily have to know how to create web pages right now. I know how to create a blog and I am confident I can figure out how to embed it into a web page. I know how to update a blog, so this will give me the opportunity to maintain an up-to-date library web presence without knowing the underlying code.

     I have been exposed to a wide range of Web 2.0 tools and I want to keep learning more. I feel like I am prepared to incorporate technology in the library. I am full of ideas and I can't wait to get started. There is still a lot for me to discover and now I have an inkling of what is freely available. The biggest change is that I am no longer intimidated. I recognize that I am part of Web 2.0 and can contribute now. I don't have to wait until I have more technical knowledge.

Library 2.0

     I think it is great that individuals can assign their own tags to items and essentially catalog a collection themselves. However, this method of cataloging a collection focuses on their specific interests and their own particular terminology. Some might find these terms helpful, but others might not. Lay users don't understand the concept of a controlled vocabulary to facilitate collocation. It is up to librarians to catalog using a controlled vocabulary. However, it is also important to take into account user needs. I think users should be allowed to tag library resources. Librarians can evaluate the user generated tags, and in some cases might even add them to the bibliographic record if the terminology seems relevant to users. I think it is important to remember that the library is for the users, and we are responsible for keeeping it relevant. Web 2.0 allows for participation in all new ways. Library 2.0 must as well.

     My Delicious tags are relevant to me. They reflect current terminology and my specific concerns. As a result, they are more helpful to me than traditional subject headings. My tags are terms that other librarians would identify as well. In that respect, they are reflective of subject based knowledge. Librarians don't have an extensive subject knowledge of all topics. This is where user generated tags can help fill in the blanks and make the catalog a more accurate retrieval tool.

Web 2.0

     Web 1.0 was not interactive. Only individuals who could write code could create and upload web content. However, content and form were later separated. This meant individuals did not have to know the correct form in order to contribute to the web. It was no longer necessary to either learn the code or hire someone who knew it. Anyone could create. Anyone could upload content. Anyone could sell on the web. This ushered in a whole new web experience. It was no longer one-sided. It was democratized. Anyone with access to  the net could contribute. Professor Wesch gave the video the title "Web 2.0...the machine is us/using us" because we are creating the content. We are also editing, cataloging, responding, and using the content in vastly new and different ways. In other words, we are a collective intelligence at work on the web- we are a living machine. We are web 2.o.

Money to $pend

     If I had $10,000 to spend on handheld devices, I would purchase the latest versions of the iPod touch and the iPad. I would purchase Macintosh products because they are leading innovation in the handheld device market. There are also a lot of free and reasonably priced apps available. Many of the apps are educational or can be used in an educational setting. In addition, the iTunes store has reasonably priced audio books and ebooks. The apps can be used on both devices and both devices have Internet access. As a result, they can be used similarly. However, the iPads have a larger screen and are more suitable for group use.

     The iPads cost approximately $500. These iPads would be used in the library. They would not be available for circulation. I would purchase six so that a class could come to the library and work in groups of three or four. The iPads would be used for project based learning. The portability of the device would give students a lot of flexibility and allow them to move around the library while working collaboratively. Reference apps would help facilitate research. Dragon Dictation, a free speech-to-text app, could be used to record rough drafts of reports and notes about collaborative projects. Students could create multimedia presentations on the iPad using a variety of presentation apps such as Adobe Photoshop Express. Finished presentations could be uploaded to a computer or emailed. Presentations could also be shared directly on the iPad. As a result, the device could be used to plan, research, create, and present a project.

     The iPod touch costs approximately $300. It is a smaller device with a smaller screen. As a result, it is more suited to individual use. The remainder of the budget would be used to purchase these devices. They would be available for circulation. Audio books are a good way to engage reluctant readers and they are also a good way to get specialized materials to meet the needs of a variety of students. Therefore, audio books would be downloaded to the devices for students. One audio book can be downloaded to several devices. The print edition of the books would also be available. Listening to books read aloud is a good model for fluency and phrasing. It also gives struggling readers access to books that interest them, but are beyond their reading level. After listening to books, students could take AR tests to assess their comprehension. Podcasts supporting a unit of instruction could be downloaded to the devices as well.
  
    Handheld devices such as the iPod touch and iPad have multiple uses in the library. These devices can be used to plan a project, research, create a video, create a presentation, access audio books, ebooks, learning materials, and apps. Handheld devices are interactive and appeal to a variety of learners. They are necessary technology for a connected generation. For some students, access to these devices may only come through school. As a librarian, I plan to promote the use of technology for educational purposes and encourage teachers and students to use technology to enhance learning.

Individual Technology Assessment

     As an educator, my strengths are that I use technology. I use digital cameras, take digital videos, and I know how to upload and edit them. I also use email and instant messageing. I use social networking sites like facebook. I am a distance education student comfortable with using a web-based course interface. I can submit assignments electronically. I am adept at using search engines and online catalogs to find the information I need. I know how to use flikr to find images and I know how to cite them. I am also familiar with the creative commons. I am somewhat familiar with cloud computing and have worked on a class project that I set up in Googledocs. I use an iphone to stay connected. I have a nook and an ipod. However, my biggest strength is that I realize I have a lot to learn.

     My weaknesses are many. I do not know how to edit or create web pages. I realize that as immersed as I feel in technology, I still don't know as much as my 14 year old nephew who can hack websites. I am not familiar with RSS feeds. I have never uploaded a video to youtube. I have listened to a podcast, but I have never downloaded one to my ipod. I know what a wiki is, but I have never used one. I am sure there is more that I don't even realize I don't know!

     I will use my strengths to promote technology in the library and in the classroom. I will give teachers the tools to use technology to create instruction. I will encourage them to let students create projects, book reports, and videos using technology. I will use my design background to provide interesting examples of technology products.

     After I graduate this summer, I plan to take a web design class. I want to know how to create a website from scratch. This has been on my agenda for a while. However, I have seen so many school library websites that are boring and dull that I have decided this is a priority. I want to learn how to create the website elements that appeal to youth. I also need to take the time to explore and create using web 2.0 tools that are freely available.