“In the early twenty-first century,
education stakeholders noticed the digital divide persisted among learners in U.S.
schools” (Smith, D. et al., 2022, p. 2).
“One-to-one laptop programs [were] discussed because concerns about the
digital divide [were] often the catalyst for creating one-to-one device programs
in K-12 schools in the United States” (Smith, D. et al., 2022, p. 3). “At a high-level, one-to-one technology
involves students accessing the Internet, digital course materials, and digital
textbook via computers in educational settings” (Smith, D. et al., 2022, p.
3). “A one-to-one technology program’s
main objective is to ensure students are provided with a computing device that
facilitates the delivery of learning experiences aligned with learners’ needs”
(Smith, D. et al., 2022, p. 3). “By
using one-to-one technology, learners may improve their digital literacy—namely,
their technology skills—and potentially be encouraged to produce complicated
and creative work” (Smith, D. et al., 2022, p. 3).
While providing one-on-one access to
devices seems like a no-brainer in our ever-evolving technology driven society,
most educators need to buy-in for implementation to be successful. This is where Rogers’ Diffusion of Innovation
Theory is important to understand. “Many
people struggle with change, while others embrace it. Rogers described individuals’ willingness to
adapt to change by categorizing them into five adopter categories” (Smith, D.
et al., 2022, p. 6).
“In schools, innovators and early adopters
must explore, innovate, and apply technology to many situations. Wilson and Conyers (2015) have advised that
two of the primary considerations for a new approach should be the “advantages
of a new idea or approach in comparison to the status quo” and whether the
innovation is “compatible with existing professional values and past experiences”
(Wilson and Conyers via Smith, D. et al., 2022, p. 7). This is where school librarians can fill this
void and step in to help facilitate this process. “School librarians can find connections
between technology and the curriculum while providing or facilitating demonstrations
of new tools” (Smith, D. et al., 2022, p. 8).
While this one-to-one implementation of
devices isn’t new to the school I currently serve in, I can see the benefit of helping
to facilitate the teachers in new technologies that become available as well as
staying current with how to improve the adoption of innovations into the
curriculum. “As Innovators, school
librarians can establish themselves as invaluable resources who can bridge the
gap between school administrators’ expectations and how teachers utilize
technology in their classrooms. In this
way, librarians can be leaders who positively impact the technology behaviors
of teachers, students’ understanding of technology, and the adoption of
innovations” (Smith, D. et al., 2022, p. 23).
This is definitely an area where I will strive to meet the many needs of
the teachers, students, and staff that I serve on a daily basis.
REFERENCES:
Smith, D., Milburn, S., Esener, Y. & Colby, D. (2022). Teacher perceptions
of one-to-one laptop implementation: Suggestions for the role of
school librarians. School Library Research, 25.
www.ala.org/aasl/slr/volume25/smith-milburn-esener-colby
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