Thanks to all of you who offered your kind words and advice for solving the
LMC/TECH problem. I learned that there are many others out there struggling
with this same problem. Most of you agree that we are going to have to
recognize that there is an overlap in our job descriptions and work out a
compromise. I have divided this hit into Resources and Comments. If any of
you have any suggestions, please share them with the list. There are a lot
of us who could benefit from them! Thanks again. I will let you know how
things work it out.
Marilyn Harfst, LMS
Hannah Beardsley Middle School
Crystal Lake, IL
harfst@sbcglobal.net
Resources:
Information Technology for Learning: No School Left Behind by Ferdi C. Serim
http://www.bookmasters.com/marktplc/00988.htm
It describes a "team" of folks implementing technology in a school ... and
the LMS plays a vital role. Graphic from the book: http://www.oii.org/IT4L/
Ferdi extracted some information from that for an article in the January
issue of MultiMedia Schools.
http://www.infotoday.com/MMSchools/jan03/serim.shtml
Look at my article describing the role of the LMS.
http://www.infotoday.com/MMSchools/mar00/murray.htm
This article describes the "DoDDS" approach and deals directly with
overlapping roles:
http://www.infotoday.com/MMSchools/mar99/vanepps.htm
Mike Eisenberg addressed the issue of teamwork (and the LMS role) in that
same issue:
http://www.infotoday.com/MMSchools/mar99/eisenberg.htm
Comments:
I am fortunate to work in a county where each school has a media specialist,
local school technology coordinator, and a technology service technician. I
am the media specialist and handle everything to do with the research
process...locating databases, web sites, print resources, etc. The LSTC
handles the computer labs and directs any production projects. The TST
handles hardware issues. It's a good division of responsibilities.
**********
Fortunately, I have had a great partnership with both of the tech teachers I
have worked with. Both of us (as well as the principal) agree that we each
have our own areas of expertise, although we allow for plenty of overlap!
Basically, the students know I am their primary source when they are looking
for information in whatever format and that is what I teach. I also address
the issues of plagiarism and website evaluation. Since I am responsible for
the easy access to information, I also design and maintain for our school
web page. My partner takes over when the kids are working on information
presentation:
keyboarding, word, powerpoint, excel, video, etc. She also is the primary
network troubleshooter.
************
A tech coordinator would be invaluable in assisting a teacher to take his
basic lessons and integrate 1 or more technolgy components. For instance,
the tech could locate pertinent web sites and then help the teacher to
create a powerpoint which embeds web sites, video clips, still pictures etc.
into the presentation. The tech could help the teacher put the classroom
notes onto a powerpoint that can be viewed later by students who missed the
lesson the first time, or who want to review concepts. The tech could even
put those presentations onto the web for students to access at home.
Meanwhile - the LMS encourages teachers to bring students into
the library to do more "in depth" research. The LMS can then prepare a web
page of pertinent research links. Meanwhile - you are the person to
determine the concepts you wish to teach - such as using the OPAC to locate
print materials, using the web to locate needed print materials from other
libraries, effective web
search strategies, effective use of research subscription databases etc. Ask
for her assistance in "team teaching" the search engine concepts. She could
perhaps teach the different merits of various search engines and you could
teach the students how to evaluate what they find. There
really IS room for both of you - if you can just both get together and work
on common goals. The students and the teachers will both benefit!
*************
I am a high school librarian and there is a full time tech person in the
Library. How it works for us is that we combine our presentations to staff
and students I work on the Library part and she works on the technology
part. However, a lot of technology is in the library. I still tell students
and staff what it is, how to use it, etc. She maintains the technology. Like
creating drives, giving access, maintaining computer repair in the library
and computer Labs. She does handle the web page but I give her info on what
the Library page should look like and what I want in it. We both work
together and work off of each other.
**************
I absolutely agree that there is no way to separate technology from the
modern LMC. I would suggest that the technologist concentrate on
integrating technology into classroom teaching. She could be working with
teachers to help them use technology and websites to enhance
teaching concepts in the classroom. The technologist could take charge of
the school web site and you could be in charge of the library part of that
website. Both of you can provide prominant links to each other's
portion of the website. The tech could then develop classroom pages for the
teachers to use in their day to day teaching. You would concentrate on
developing online research pathfinders for the research projects.
These lists would include web sites and also list books and other related
recources that you have in your LMC. Research classes would come to the
library to use the books and the internet connected computers. YOU might
even decide that you need to schedule the class into the instructional
computer lab - just like any of the other
teachers in the school do. You could work with the tech to come up with a
list of skills also reach an agreement on how to teach those skills so that
you are not giving the students conflicting information. The tech would
teach/reinforce those skills in the context of what is
going on in the classroom. You will teach/reinforce those skills in
relation to the research projects.
*********
In our system the tech folks are responsible for the hardware (keeping it
all functioning) and installing software etc. and the media specialist works
with the instructional applications of the technology (working with
teachers to design assignments integrating use of tech., teaching student
how to use resources,providing staff dev. for teachers etc.. Obviously there
is overlap (network decisions reflect use) but basically one has
responsibility to keeping it working and the other to encourage its use
instructionally.
***********
My school is a K-5 school and I know how you feel.
This year we received a grant and a classroom teacher
was made the technology coach. I have done the
technology for about 12 years. I was so happy to know
that I would have help, but she has taken over
completely.
*************
Golly, isn't it wonderful that your school is so technologically adept that
one person can neatly handle all the issues that come up? (irony intended).
That is the key. There aren't enough hours in the day for the IT person to
handle all the technical problems AND train students and teachers on tech
integration. The facilitator needs some instruction, from the principal if
necessary, since you have similar training and qualifications.
**********
My situation is K-8, 2000 kids and I wouldn't want to start a day without
our techie. She and I complement each other; today we worked together to get
second graders SRI tested in the computer lab, she handled log in issues, I
did Reading Counts issues; we both helped kids get logged on and started.
Problems in the labs and Maria not around - I fix what I can - simple stuff
"reboot" "add a printer", software issues, etc. If I'm teaching she can
handle circulation issues and media center computer problems. She is not a
certified teacher; I don't have or want admin passwords. I do some teacher
training, she does others but we're always both present to assist the other.
I'm her best canary - I tell her when the network is slow, not working or
internet is down cause I know it first. We are both paddling as hard and
fast as we can to help as many kids as possible to 1. have access to
information and 2. be taught information skills. If you both have the same
vision I'm sure the workload can be divided in some places and shared in
others. Good luck - I'm keeping my fingers crossed for you to work it out
cause it's a beautiful thing when it does.
************
I was new to my school this year but stayed in the same district. I met
with my tech person right away and we decided what duties I was to take on
(Circ system, AR, some Internet) and what she would do(maintain classroom
computers, servers, create the web page). We also overlapped in many areas
such as web site management, server trouble, and general computer
matainence. We both agreed that we would share many of these duties (takes
a lot of burden off of one person). Plus we made our staff aware that they
could come to both of us with concerns, so if one is busy the other might
be available. We usually keep each other posted through verbal
communication. One of the things you might suggest to this person is the
need for a back up. Heaven forbid that something happens to one of you, at
least the other is there to keep things running smoothly. I may have an
easier time of it being in a small elemenatry library but the back up idea
is very important.
***********
Our tech people (three of them) and the librarians (two of us) work together
rather well, primarily because there are some things that we each do better
than the other (and admit it).
The one thing that I noticed that has integrated our departments was when we
(the librarians) wrote our Information Literacy curriculum this summer. We
reviewed several different curriculums that we received from a variety of
schools, integrated what we felt would work best for us, and divided the
curriculum into areas that included the library and the technology areas.
We talked about the curriculum for three months and explained how we felt
that technology and research worked well together (especially since we had
several online databases that were in the library that could be used by our
students--and the tech people didn't know how to search them...but were
interested.)
We (librarians) spent the summer writing the curriculum and put a lot of
emphasis on what we wanted to do regarding the library areas and research
(using Information Power Standards, Big 6, etc.). After we finished
writing the curriculum (and it was approved by the administration), we then
asked if the tech people would help us to "tweak" the technology areas by
giving us ideas of how we could integrate a variety of technology areas that
they taught into the Information Literacy program. We told them that since
they were the "experts" in the field of technology, that we would depend
upon their knowledge of how difficult tasks might be for students in order
to determine at what level specific goals and objectives might be approached
(for example: Kindergarten students will be able to identify the following
items on a computer: mouse, keyboard, CPU, monitor, etc.)
Our tech people met with us, added their ideas and more goals to our
curriculum. They became excited because we asked that when we begin to
integrate the Big 6 skills into the curriculum that they be involved in
helping the students integrate the technology into their projects. (As a
team approach--- teacher, library media specialist, and technology
instructor--- we are supporting the curriculum and moving the students
forward to more understanding.)
Overall, we were a bit sly in our approach...but in the end we have been
objective and involved them in our new endeavor...Information Literacy.
Perhaps if you develop an idea where the two of you can integrate the best
of both areas, then you can share the work load without stepping on toes.
(I'm also teaching my tech people how to use the online databases and which
ones do what things...while they teach me how to fine-tune my webpage
design, Power Point creations, and other techie endeavors...)
Although I can teach Power Point, web design, etc., I'd rather teach the
research part to the students and brainstorm with the students and teachers
on ways to develop their projects...then I step aside and allow my tech
people to teach the students how to work on the tech-end.
************
I'm having similar problems. I'm replacing the Library Media Teacher and the
School Tech position is classified part time position. The school tech is
used to having full control over the computer lab as last year's teacher
wasn't into technology. But I am into technology and the tech is having
difficulty sharing "his" lab.
The principal met individually with us and then the three of us met
together. The principal told me that I was a threat to the school tech and
his ego was involved plus the school tech felt he wasn't appreciated for all
he has done. Plus, he sees it as "his" lab. He is very territorial. The P
felt I was being fair and reasonable. He suggested that I be careful how I
talk to him, in order words, placate him to death.
There are all kinds of studies that describe Library/Research skill
integrated with technology plus there are Media Literacy Standards. You
might want to share that information with the tech and maybe she'll become
more aware of how much Library Skills overlap with technology. One great
study is Dick and Jane Go To The Head Of The Class.
http://slj.reviewsnews.com/index.asp?layout=articlePrint&articleID=CA153041&publication=slj
Plus, there's the question about how is technology a tool for learning and
not an ends or means in itself?... or something like that. I just read an
article that kids using technology aren't learning more than those who
don't. They only learn more when higher order learning skills are applied
to the assignment/project. The computers are just their paper/pencil for
presenting and the internet is a research resource when they can't find
something in a book.
**********
Was the position created by the principal? Was it his idea? If so, he
should be the one trying to sort out the duties. I've been retired for three
years, but I worked half time in a h.s. and the other half in an elem. There
was an aid who was head of the tech dept. at the h.s., believe it or not,
and she was excellent. She had all she could do to keep the system running
with over 300 computers in both buildings. She was the trouble-shooter for
both buildings but spent almost all of her time at the h.s. where there were
one or more computers in every room, a small number in the shop, a lab for
word processing (once was a typing room.....), two iMac labs, and a small
lab off the study hall. The library had about ten computers in it. The
aid's office was in the TV lab across from the two Mac labs and just down
the hall from the lib. At the elem., each room had two or more computers
for students to use plus one for the teacher. Also, there was one computer
lat at the elem. At the h.s., there were SEVERAL other teachers (two math
teachers, the "typing" teacher, another business teacher who was in charge
of the web page classes, the lady who was in charge of the program designed
to help the kids who were one step out of the resource room, and me. We
never thought of being in competition with each other. Each person had
certain specialties and interests, some of which, of course, overlapped, but
every one was too busy to worry about their own tech territories and always
glad to get help from someone else who knew more about some specific problem
and could help solve it. I live in rural Iowa and there were only 250 kids
in our high school, so it is a little hard for me to imagine how the
situation you've described could have developed. I guess I'd go to the
principal (or whoever brought the new techie in) and ask what the perceived
need was for a second person. My own personal view would be that I can't
see how you can possibly get into each other's way, but since you are, sit
down and try to work it out together, possibly with the principal, and see
if you can't iron out the conflicts before this year gets off to another bad
start.
***********
Our tech person is the "wire guy". He's been in the system for centuries
(I've only been here 3 years) He came on board in my second year and has
been treating this school like his private computer lab. My suggestions
(sometimes my mere presence) are treated with total disregard and the higher
ups say "Don't make him mad. His wife is one of the superintendent's closest
advisors." Like you, I wanted and needed a teammate. I was so disappointed!
*************
I feel your pain. My tech person is a paraprofessional who needs power to
feel important. We sat down with the principal and created a list of each
person's job. We split some things and let her have total control of
others. Having it down on paper made a big difference. We even sent the
list out to staff in a note called "Whooo should I call?" We put a cute
graphic of an owl on it and teachers keep it posted in their classrooms. I
hope you can work something out because so much can be accomplished when the
tech people and media people work hand in hand.
************
We have had a similar situation in my school for the past couple of years,
though it worked out much more comfortably for us. For three years, before I
took on the library job, I was the school technology coordinator, which
meant that I taught students and teachers to use
computers, emphasized the curriculum integration aspect, and did all of the
support, purchasing, wiring, etc. Several years ago a new teacher joined our
staff who was very tech-savvy; two years ago she became the "computer lab
teacher". We had some interesting times at first as we did
not always agree as to how things should be done - it was usually a friendly
disagreement but got touchy at times. Eventually we sat down with the
principal and created job descriptions so we wouldn't step on each other's
toes. I did have to give up a bit of the instructional part but since I
opened a new library two years ago I don't mind too much.I have continued to
do all of the tech support and much of the staff development. We did a
little bit of collaboration but to be honest the teacher isn't too creative
and I didn't think much of what she was doing
so I didn't pursue collaboration too much! The computer teacher has only
overstepped her job a couple of times and the principal has been forthright
about pulling out the job description when problems arise.
I would really suggest that you sit down as a team (remember you are in this
together) and write up some guidelines.
************
I have been working with an ITC for a few years now. There is some
compromising that needs to be done, as you have found out. In fact our
county did a job division study to help out. Ena and I have a good working
relationship. She is officially in charge of all
computers, networks and etc. I'm in charge of all traditional equipment.
There is some overlap with TVs and VCRs, but they are officially mine. We
share responsibility of teaching research skills. Generally, if I'm
teaching the class, I do the skills. If the classroom teacher is teaching
the class, Ena does the skills. We also have some excellent tech classroom
teachers and they will teach their own class. Ena is always ready and
willing to assistant and advise all teachers, including me. There are some
other things, just as the TV show where Ena is the lead and I'm the
assistant, backup, or alternate. We have found that the job can be to big
for one person and it helps if some things are shared. When working with
your ITC and principal be sure that they know you are
qualified to assist or share some of the responsibilities, but be cautious
of not making the ITC feel as if you are trying to take over or superior. I
think negotiating with the three of you is an excellent idea.
****************
I have had the exact same problem but fortunately, it has been resolved for
the most part. My boss kept telling me there is enough work for everyone.
Of course there is! The problem was not being territorial on my part and I
still feel twinges when one of the tech people helps a
classroom teacher set up a lesson however, I have extended myself enough and
know that the teachers do come to me for 'library' stuff. I'm still
involved in making all the decisions re computing for the library...and I
buy the databases after I've reviewed them and discussed
with the teachers....I'm HAPPY to leave the hassle of the network and the
repairs to my colleague (whom I trained and recommended for her job!!!!)
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