Annotated Bibliography

Objective 3

Ren, X. (2013). New york state public library systems and their services. Public Library
Quarterly, 32(1), 46-67. doi:10.1080/01616846.2013.760397

In this article, Ren states that, in order to receive any type of aid, the library must
improve and expand their services. Furthermore, public libraries must meet four
functions as well, in order to receive aid; they must make sure that everyone has access to
all their services, provide direct access to all resources, meet a certain standard of
services as appointed by the commissioner, and use public funds efficiently.
This article would be helpful to me when writing a professional development grant
proposal because it lays out guidelines for receiving assistance. In my professional
development grant proposal, I would include a statement about teachers having to
communicate with me after receiving the professional development so I can make sure
they are using information learned and taking advantage of the professional development.

Objective 4

Holland, J. j., & Holland, J. (2014). Implications of shifting technology in

education. Techtrends: Linking Research & Practice To Improve Learning, 58(3), 16-25.

In this article, Holland and Holland refer to productivity as a transformation of

conventional processes. This simply means that if teachers are going to be a productive
part of a childs learning experience, they have to trash conventional teaching practices
and shift their educational mindset to that of a technology savvy teacher or a 21 st century
learner. This article also encourages us to consider instructional needs of our students.
We shouldnt purchase the latest and greatest technology that is available for educational
purposes, we need to integrate research based instructional practices to determine what
and how much technology is necessary for our students.
The benefits of this article are certainly evident. Many people write professional
development grants just so they can say they did it or others write the grants so they can
have access to the latest and greatest technology. This article does a great job of clearing
up the grey area of careful consideration as to what technology best suits your population.
Objective 5

Salem, L., Cronin, B., & Bliss, L. (2012). Smarter together. Library Technology Reports, 48(8),
17-21.

In this article, Salem identified the librarys plan for use of the tablets, the impact tablet
use could have on the community, as well as the librarys challenges and limitations.
Salem then went on to discuss some possible solutions to the challenges faced and
limitations experienced. Understanding limitations allow us to focus on implementations
for future customizations of technology use by students.
This article is an eye opener to the vast amount of opportunities available through the use
of tablets, no matter the student population. When writing a professional development
grant proposal, one must consider the pros and cons of the technology used or presented.

Objective 6

Berryhill, A., & Durrington, V. A. (2009). Instructional technology investments in higher

education: Are faculty using the technology?. College & University Media
Review, 15(1), 25-45.

This article discusses how to develop a budget proposal that contains data which will
reflect the need and willingness of teachers to use the technology that is to be purchased
with local, state, and federal money. The members of the community in which your
school district resides do not want to see their local tax money wasted on technology just
because its the next big thing in the world of education. This article was written to
assist instructional technologist recognize red flags that could surface based on the
amount and precision of technology use by teachers within their school district.
This article was very helpful to me and can be very helpful to anyone writing a
professional development proposal strictly because of the data collection methods used to
identify multiple needs of both teacher and students.