Environmental Scan of Educational Technology

 

Schools are shaped by the community they serve. Therefore, examining the makeup of the community, school district, and school can be very informative for school librarians. Miller and Bass (2019) found that, “Recognizing how a community is unique and having a keen sense of a school’s atmosphere is crucial for librarians who seek to become the heart of the school” (p. 38). This understanding is important for school librarians, who interact with all students and teachers, as well as administrators, parents, and community members. This is where an environmental scan is beneficial. Environmental scanning is assessing both the internal and external factors that affect a school. This allows you to see the “big picture” and plan accordingly for current and potential needs. School librarians should note not only aspects of the community, but also how the school community views, works with, and uses educational technology.

The District Community

Let’s take a look at my local school district, Conroe ISD, which is the 9th largest district in Texas, and the 60th largest in the United States. Located in a hot and humid area just north of Houston, Texas, it covers 348 geographically diverse square miles, including The Woodlands, Shenandoah, Oak Ridge, Conroe, Grangerland, and more. CISD has 70 campuses, serving approximately 71,000 students, and is one of the fastest growing districts in the state. See Figure 1 for a breakdown of the school levels. Conroe ISD does offer 3 magnet high school options at STEM based academies located within the other high schools.

Figure 1

Conroe ISD Demographics

https://www.conroeisd.net/about/demographics/ 

Over 90% of residents in the CISD Zone attend Conroe ISD Schools. Charter schools and private schools have a minimal impact on CISD enrollment. Table 1 below, obtained from the Conroe ISD Demographic Study (2022), indicates the number and percentage of resident students who attend CISD schools, charter schools, private schools, and nearby districts. These numbers have a relatively minimal impact on CISD enrollment.

Table 1

School Attendance of Conroe ISD Resident Students

The Town Community

When doing an environmental scan to learn about your school community, it is also important to look at other aspects of your community, such as the diversity of the population, most prevalent occupations, economic conditions, and languages spoken. For librarians working in such an expansive district as Conroe ISD, the patrons of their schools will come from a wide range of situations. To truly understand your school community, it will be helpful to look more closely at the city or town your school is located in, so I looked at data for The Woodlands, Texas. 

A great way to analyze the makeup of the community is the look at the demographics of the local high school. Table 2 shows the Texas Education Agency (TEA) 2022 School Report Card comparison of The Woodlands High School students to those in Conroe ISD and the state of Texas. The demographics of this campus are 56.5% White, 27.7% Hispanic, 7.5% Asian, 4.0% two or more races, 3.9% African American, 0.3% American Indian, and 0.1% Pacific Islander. Additionally, 9.5% are economically disadvantaged, 5.5% special education, and 4.4% emergent bilingual/EL. It is interesting to note that these demographics differ quite a bit from not only Conroe ISD, but Texas as a whole, which is 52.8% Hispanic and 60.7% economically disadvantaged. The Woodlands High School is a high achieving school, with performance rates consistently much higher than both the district and state performance rates.

Table 2

The Woodlands High School Student Demographics

Looking at the demographics for the township of The Woodlands offers insight as well. Data USA compiles public US Government data and offers an in-depth look at many aspects of a city. In 2020, the population of The Woodlands, Texas was about 115,000 people. The 5 largest ethnic groups in The Woodlands, TX are White (Non-Hispanic) (69.6%), White (Hispanic) (11.8%), Asian (Non-Hispanic) (6.1%), Black or African American (Non-Hispanic) (3.88%), and Two+ (Hispanic) (3.43%), with an overall Hispanic population of 17.1% (see Figure 2). The primary self-reported language spoken by all members of a household is English and 88.9% of residents are U.S. Citizens. 

Figure 2

Race & Ethnicity in The Woodlands, TX

The Woodlands is a suburban area, with many residents working in business related industries. The most common occupation groups, and visualized in Figure 3, are management occupations, sales & related occupations, and business & financial operations occupations. In 2020, the median property value in The Woodlands was 1.63 times larger than the national average, with a homeownership rate of 72%.

Figure 3

Employment in The Woodlands, TX

Click here to visit the interactive version of this image!

The Educational Technology

All this information gives you a good idea about the needs of students at one’s school, but as a 21st century librarian it is perhaps equally important to learn about the technology usage in your area. The school librarian must know what access students and teachers have to technological devices and internet, as well as their usage of educational technology. To gain a better insight on this matter I interviewed a Conroe ISD technology teacher and coach, Mrs. Tiffani Fortune. 

Mrs. Moore: Can you tell me about your position as a technology teacher and coach and how that differs from a librarian position?

Mrs. Fortune: There are very few elementary campuses in Conroe ISD that have a librarian and a separate, dedicated tech para or teacher. In fact, I only know of one. (Except for the K-6 flex campuses.) At the Intermediate level, each campus has a Tech Teacher/Coach and we are supported by a district-level Instructional Technology Coach. Most elementary librarians are expected to run a library, plus do everything I do. On top of that, most of them are in the Specials rotation. It is a HUGE job!

What kind of internet access to teachers and students have access to?

All schools in CISD have Gigabit speed internet. However, the actual speed each user experiences can vary depending on campus equipment. While all of our desktop computers have a 1000mb network card, if there is a network switch box used (those blue boxes), and the switch box is less than Gigabit speed, then the user might experience slightly lower speed. Most teachers won’t notice a difference.

Wifi is a completely different animal, but is a necessary part of this conversation. Every classroom is fitted with a wifi access point. All student devices connect automatically to the wifi network to which the most bandwidth is allocated. Students should be able to move around the building with their Chromebooks and have seamless wifi access, although we don’t encourage them to do that! 

What kind of technology devices do schools own to access the internet?

Some campuses are 1 to 1 with devices, but ours is not (we are close). Each Learning Community has a cart or carts to share and 7 Chromebooks checked out to the classroom. They are able to schedule their Chromebook use within the LC.

Does the district have information regarding student ownership of devices that allow internet access at home?

We don’t have a way to track student ownership of tech or access to the internet, but I think there are organizations who attempt to track this, as I occasionally see articles about the “digital divide.”

During Covid lockdowns the district checked out technology devices for students to borrow if needed. Did that help CISD gather any data on technology at home?

We can make some generalizations based on how many devices were checked out during Covid, however, just because a student checked out a device, does not mean the student did not already have access to some sort of device at home.  

At my level (intermediate) and below, we really shouldn’t be too concerned about a student’s access to devices and internet at home as any homework we might assign shouldn’t rely upon those things. Unless it’s a Covid year. Let’s pray that never happens again.

How is technology used in schools and classrooms?

With the addition of the new STAAR question types last year, and a fully-online STAAR, our use of technology has become more directed at creating authentic experiences with technology that prepares students for the online STAAR and the new question types.

We also use technology to differentiate, provide scaffolding, and encourage students to think at the higher levels of Bloom’s.  

Of course, there are also the mundane uses for technology in the school and classroom. For example, as an instructional tool (presentations for students, showing videos, engaging in virtual read-alouds, etc.), communicating with parents/other teachers, lesson planning, tracking instructional data, and so much more.

What kinds of educational technology-related professional development does the district provide for teachers and librarians?

The District provides professional development for librarians and technology teachers/coaches, however, the number of PD opportunities has not been consistent over the years. We can usually count on getting PD during DWSD, then once in the fall and once in the spring.

Do teachers and librarians lead any educational technology-related professional development?

I conduct more PD than our librarian, although she is very capable. I spend a lot of time at the beginning of the year demonstrating how all of our required systems work (gradebook, ViewIT, Canvas, etc.). Last year, I did several PDs on how to convert what teachers are already doing in the classroom to mimic the new question types, and other online experiences where students can become more confident in using the computer for testing.

Thank you so much for your insight and service to the teachers and students of our district!

Conclusion

In conclusion, by conducting thorough environmental scans that consider the unique characteristics of the community, school district, and school, school librarians can truly become the heart of the school. Understanding both internal and external factors, and how they intersect with educational technology, empowers librarians to proactively address the evolving needs of students, teachers, administrators, parents, and community members. As the educational landscape continues to evolve, the role of the school librarian remains pivotal in fostering an inclusive and dynamic learning environment that serves as a beacon of knowledge and connectivity for all stakeholders.

Resources

2022 School Report Card. TEA School Report Card. (2022). https://rptsvr1.tea.texas.gov/perfreport/src/src_srch.html   

Demographics. Conroe ISD. (2023). https://www.conroeisd.net/about/demographics/  

Fortune, T. (2023, September 8). Personal communication [Personal interview].

Miller, S., & Bass, W. (2019) Leading from the library: Help your school community thrive in the digital age. International Society for Technology in Education.

Population and Survey Analysts. (2022, November). Conroe ISD Demographic Study. Conroe ISD. https://www.conroeisd.net/wp-content/uploads/2016/01/Demographic-Study-Conroe-ISD-November-2022.pdf   

The Woodlands, TX. Data USA. (2020). https://datausa.io/profile/geo/the-woodlands-tx#:~:text=The%20most%20common%20job%20groups,Operations%20Occupations%20(6%2C237%20people)  

Pedagogy Before Technology

Before we can begin teaching students, we must have an understanding of their background knowledge. This has always been a universal first step in teaching curriculum. However, as the emphasis on technology use increases in the 21st century, a new problem arises. Suddenly teachers are finding themselves no longer the experts on the subject, very often teaching students who have a better grasp on new technologies themselves. That is why it is now so important to not only gauge student understanding of technologies, but for teachers to also evaluate their own views. 

My first experiences with technology were mostly for the purpose of communication, rather than education. My friends and I would listen to the screeches and squawks of dial-up internet, eager to sign into AOL Instant Messenger (AIM) and chat online. I felt like I kept up with the changes in technology as I grew up, but by the time I was a teacher the changes seemed to keep happening faster than I could keep up with them. Sometimes I think back to my grandmother constantly calling my dad for help signing into email and worrying that I may start seeming just as clueless to my students! The Mariat Mindset List, giving us perspective into the minds of today’s college students, points out that to them, “Apple iPods have always been nostalgic” (2019). It’s hard to imagine, as I still remember how futuristic they seemed when they first came out and we all transitioned away from our old Discman portable CD players. Yet then I look down at my iPhone, long since replacing not only my iPod but also my camera, calculator, address book, and sometimes even computer, and realize that the times have in fact changed. Recognizing that the perspectives of students, who have grown up with all the information in the world at their fingertips in a device weighing less than 10 ounces, will differ from our own is an important first step. We need to learn how to meet students where they are. A shift has occurred from teaching students how to use technology to now teaching other concepts through the use of technology. Students now come to us already having the technology skills we used to teach them as background knowledge, ready and able to use technology to do more.

 

Attempting to make students learn in the same ways we did, when they know the possibilities technology offers, will make learning feel irrelevant to their lives. Why should they lug out a huge dictionary or encyclopedia to flip around looking for information when so much more information can be accessed in seconds online? Why simply type up a report when there are so many more creative and engaging ways to both present and share what they learned with more people? To see the real-world application of what they are learning, students need to learn with the use of technology tools. Technology in the classroom is no longer about the teacher’s use of technology to create activities, but the students use of technology to engage critical thinking skills in meaningful ways. The focus shouldn’t be on teaching the tools themselves, but on how the tools can transform student learning. 

This gap of technology knowledge between teachers and students presents another problem. New technology offers so many opportunities for the use of digital tools to meet all of the Bloom’s Taxonomies. Adding the digital verbs to the taxonomy, “also promotes 21st century skills like communication, collaboration, creativity, and critical thinking” (“Bloom’s Digital Taxonomy,” n.d.). Yet the problem lies in the fact that for the focus to be on the curriculum being taught and not on the tool itself, teachers will need assistance in finding and selecting the best technology tool for their purpose. There simply are too many options out there and not enough time for teachers to explore them all or keep up with all the technological advances. 

This is where the school librarian comes in. The definition of a librarian as simply an expert on books is long gone. Librarians must be leaders in technology instruction at their schools, not only for students, but for teachers and the school community as a whole. Miller and Bass (2019) explain how this, “continuous shift in knowledge creates an opportunity for librarians to be digital age mentors, cultivating digital skills, online learning, and understanding of the information age” (p. 15). Many people in education are unaware that librarians can do all this and still view librarians only in their past role. Librarians are an access point for information. It’s important for programs preparing future librarians to teach them not only how to evaluate and utilize educational technology, but also to advocate for the changing role of librarians. Teachers and administrators may need to be taught about the capabilities of the librarian. Librarians can assist teachers by providing digital resources and information to fit their needs. Having apps for different devises organized not only by blooms level but by the verbs within each level, such as those created by Kathy Schrock, help take the guesswork away from teachers and create additional opportunities for teacher-librarian collaboration. The school librarian’s leadership and digital mentorship allows all members of the school community to benefit. 

Librarians are the paramount link to implementing educational technology in schools. Technological advances do not diminish the librarian’s importance, but rather make them that much more crucial. After all, as writer Neil Gaiman so eloquently stated, “Google can bring you back 100,000 answers. A librarian can bring you back the right one.”

Resources

Bloom’s digital taxonomy. Common Sense Education. (n.d.). https://www.commonsense.org/education/videos/blooms-digital-taxonomy 

Churches, A. (2008, May 26). Bloom’s digital taxonomy. CCCOnline. http://www.ccconline.org/wp-content/uploads/2013/11/Churches_2008_DigitalBloomsTaxonomyGuide.pdf 

Clarity Innovations. (n.d.). Tools and resources to drive your technology initiatives. K-12 Blueprint. https://www.k12blueprint.com/toolkits 

Marist News: The First Marist Mindset List is released. Marist College. (2019, August 21). https://www.marist.edu/w/marist-news-the-first-marist-mindset-list-is-released 

Miller, S., & Bass, W. (2019) Leading from the library: Help your school community thrive in the digital age. International Society for Technology in Education.

Schrock, K. (2011). Bloomin’ Apps. Kathy Schrock’s Guide to Everything. https://www.schrockguide.net/bloomin-apps.html 

Sneed, O. (2016, May 9). Integrating technology with Bloom’s taxonomy. Teach Online. https://teachonline.asu.edu/2016/05/integrating-technology-blooms-taxonomy/