Reflecting on 8 Weeks of LIS724

And what an 8 weeks it has been! Looking back on LIS724, and where I am now with my knowledge on technology in education, a lot has changed. I initially felt very daunted by integrating technology into the programs I put on at my library. As I had said in my intro post, when I discuss integrating technology into programs with my coworkers, they often think it's a really great idea, but don't know how or when they'll find the time to sit down and find these resources or figure out how to implement them. Throughout this course, I've found a plethora of resources that are easy to access and don't anticipate them taking any longer to implement than doing programs without them. Despite the difficulties one might face with technology, it's always important to remember that, at the end of the day, it's worth implementing if it benefits our patrons.

However, it is important to learn that with any technology, there comes a learning curve. I'm not going to lie: sometimes it's easier to take the path you know. When there's a program idea that I already know how to do without technology, it takes some serious consideration to ask myself: will integrating this technology be worth it? Sometimes, when using a technology in a program, I spend so much time making sure it's working right that it detracts from the program itself; other times I pour a lot of effort into making sure the technology works only for no one to show up to the program. With public libraries, it's such a dice roll with program attendance and success, since you never know who's going to show up and who's going to enjoy it. Programs often take on a life of their own and it's not up to us as librarians to try and force a technology in if it's not benefitting the children participating. Blogger Lindsey from Jbrary wrote a great post on how librarians work as facilitators, not leaders, when conducting a good storytime. (To her, being "in balance" means bringing in an iPad and showcasing other storytimes--technology!) Sometimes, that definition can change from week to week. Some kids love watching music videos during storytime; others prefer to just listen to the song and follow along with puppets or felt boards. 

Still, overall, the tools I gathered through experience in this class are not unimportant or to be discarded at all. Even if I'm not implementing a new technology with every new program (which I don't expect of myself), I at least have the tools and resources to revisit the idea at a later time. (It could be that feeling overwhelmed with both school and work full-time is adding to this stress; once school is over, I could be raring to go as far as integrating technology into programs!) I was probably a little ambitious at the start of the semester to include technology in as much of my work as I could, but now I think I have a more realistic outlook on it. I'm ready to use technology where it is appropriate, but am not going 

So, in answer to my GIF posted at the beginning of the semester, I have a cooler, more toned-down outlook on technology in education. I've got the tools, and I'm ready to use them as the situation calls for it. So...

Image source: GIPHY

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