Technology integration and me

Integrated Technology into the service

 ‘—and her recent IMLS-funded “Digital Libraries to School Libraries (DL2SL)” project will explore how media centers can take advantage of free Web resources and how librarians can successfully integrate them into collections and services.’

(By Debra Lau Whelan — School Library JouRNAL, 05/01/2010)

This article makes me think that how I could integrate technology into the service we offer in our library. To put it in other words, how can librarians successfully integrate free Web resources into collections and services?

This process refers back to how technologically integrated services we could offer to users too. SAMR and TPACK model makes sense to teachers, and theoretically I could imagine, yet if you do not teach, you would not really understand how those two models can be embedded into your teaching curriculum.

First of all, I thought I should understand how the technology integration could work for me working in the library. If you could tell what it means to yourself, it would be easily applied to any other cases, which could refer to helping users including teachers, parents, and students.

MARC records

Everhart and Mardis as two members of Florida State’s Partnerships Advancing Library Media (PALM) ‘s research team created an application called Zotero, which makes the 21st century librarians much more happier when they have to do cataloging. It looks like enabling a variety of resources viewable on the web to be cataloged since nowadays non-print resources are part of user’s lives and being very much used. Although I have never cataloged non-print materials(, which are outsourced by our vendor, who hosts our OPAC system), this invention by Everhart and Mardis will help librarians to explore any sorts of non-print media resources or materials, which could be added to our collection according to our selection in a minute. Non-print materials as electrical resources could be more specific to our needs and demands in our school, which could reflect on our school curriculum or philosophy.


If I could successfully utilize this tool and make any kinds of outer-resources(free web-resources) available online imported into our OPAC(, which means that we could control which materials we want for our system more specifically depending on your TPO), which phase could I belong to in the case of SAMR model?

Title: SAMR koping. Attribution: by eggib Birger Eriksson. Date: November 1, 2011.

Free-web resources are for everyone, yet if they are selective enough to meet the need of our curriculum, they could be easily accessible as users look for correspondent physical books.  I see this process in the phase 2 as augmentation since Zoetro seems to be just a tool for me to catalog, and it expands external possibilities for us to have outer free source materials in our OPAC although the evaluation process for external resources(, which are our non-contract online items) involves Bloom’s taxonomy.

Then what would be possible for us to do if this task could go up to one more level as the phase 3: modification. Once I get used to using Zotero or as I use it more, I could research how other librarians use it for, and any other additional benefits for us to use it. When we come to the point to customize it for our systems, we might need to develop an application integrated with Zotero as we consult with our technology specialists or external developers.

However the important thing in here is that we are going to use Zoetro not for the technology integration purpose itself but for providing more flexible non-print resources or opportunities as our part of service integrated with teaching curriculum. As Mr Garry Baker points out  in his recent post, the technology integration has to be transparent.

‘Technology in the classroom should be like windows: we see past the media to the information and gain better understanding of the concepts. Just as children ask for books but what they want is a story.’

The purpose to use the tool is to enhance our database and collections according to our needs.


In the case of Technological Pedagogical Content Knowledge(TPACK), the method to use Zotero for our enhanced collection could refer to Technological Knowledge(TK) itself, and Content knowledge(CK) in addition to Pedagogical knowledge(PK) needs to be input if the task can be regarded as the authentic technology integration.

Title: TPACK framework. Attribution: By David T Jones David Jones. Date: April 13, 2011.

As Jeff Utecht ,who had cited Marc Prensky’s article applied his idea to Marc’s theory, the task of MARC records in an augmented way could relate to the question: ’Is the technology allowing the teacher/students to do Old things in New ways?’ However I would like to use that tool for this inquiry: ‘Is the technology creating new and different learning experiences for the students?’.

Methodological  research

In order to strive for this point, the steady observation of the fact that how free Web non-print resources are utilized is necessary just like what Debra says in her article that researchers are trying to find out how inventors or creators collect information for their entirely new things  and so is our constant communication with staff/teachers, other users and technology specialists.


  • Up, Up, and Away: How a group of researchers is reinventing school libraries” by  Debra Lau Whelan. School Library Journal. 05/01/2010. Online. Media Source, Inc. 2011.
  • “It Takes a Village: Full Tech Integration Plan” by Garry Leroy Baker. Garry Leroy Baker El Zocalo. Posted on . Online. WordPress. 2012.
  • “Shaping tech for the classroom” by Marc Prensky. Edutopia.12/2/2005. Online. The George Lucas Educational Foundation. 2012.
  • “Evaluating technology use in the classroom” by Jeff Utecht. The thinking stick. January 23, 2008. Online. The Thinking Stick. 2010.
  • “Beyond Substitution: The SAMR Model” by 2011 Summer Tech Institute. 2012. Online. WordPress. 2012.

  • “Description of the TPACK Image” by OER in Mathematics Professional Development Project partners from Maine RSU#54 & RSU#11 and staff from Education Development Center, Inc. 2012. OER in Mathmatics. 2012. Online.

  • “SAMR_koping Ruben Puenteduras SAMR-modell som pusselbitar, på Köpings vis…” by eggib Birger Eriksson. Flicker. November 1, 2011 in Koping, Vastmanland, SE. 2012. Online. Yahoo Inc. 2012.
  • “TPACK framework” by David T Jones David Jones. Flicker. April 13, 2011. Online. Yahoo Inc. 2012.