The role of the school library media specialist in the integration of computer technology in the high school curriculum.

摘要

This qualitative inquiry determined how school library media specialists assist teachers in the integration of computer technology into the curriculum, how school library media specialists and classroom teachers collaborate to bring technology-based practices into the classroom, what challenges school library media specialists face in assisting teachers in the integration of computer resources, and if teachers considered media specialists to be leaders in the realm of computer technology.; The study revealed that school library media specialists were assisting teachers in the integration of computer technology in by telling them about the availability of resources to use in the curriculum. The media specialists reported they make teachers aware of resources available on the Internet and tell them about applications to publish and present student work. Some media specialists reported they teach teachers how to use software to create products. Media specialists reported they approach teachers with ideas to use computer technology in the classroom, media specialists were considered experts in the utilization of computer technology, and most teachers acknowledged that they look to the media specialist for ideas to use computer technology.; Evidence of collaborative planning was sporadic, and several teachers said planning involved scheduling time to use media center resources. The common theme that prevailed throughout the interviews was that the school library media specialist was one who made the first move in integrating computer technology into the classrooms. The school library media specialist was the professional who approached teachers with ideas and plans on how to integrate computer technology in the classroom. The majority of the teachers in the sample considered their library media specialist a leader in the realm of computer technology because they believed the school library media specialist was more knowledgeable about how to use equipment than they. Both groups cited lack of time as the greatest obstacle in keeping the school library media specialists from assisting teachers in the integration of computer resources.