Seems there has been more attention on teaching with technology just recently. If you consider the article and colloquy from the recent Chronicle of Higher Education that discussed the Millennial Generation and a new article in this week’s U.S. News & World Report, that’s two high profile pieces on how the needs of learners are changing, and how higher education is experimenting with technology as a means of revolutionizing how students learn. If your campus is like mine, then faculty are likely divided on both issues related to learners and the impact technology has on their learning process. Many are firm advocates and do all they can to push technology to its limits. Others are more suspect and would like to see concrete evidence that technology improves learning. And of course the majority are somewhere in the middle, dabbling with technology and implementing changes to their teaching methods a small step at a time. I’m a firm believer that technology has a place in the classroom, and students are increasingly expecting to find it being used. The divide tends to occur when we debate the extent to which technology should be used, and whether or not it truly helps to enhance student learning. While it’s important to pay attention to changing demographics (e.g., Millennials) and the ways in which technology might better fit changing student expectations, one needs to be cautious about buying the argument that learning needs to change right now and dramatically so. Based on what I’ve learned in the instructional technology courses I’ve taken at my institution, there is an entire spectrum of learning methods and media that we have at our disposal in creating a memorable learning experience for students. Some involve technology and others do not (i.e., lecture and discussion still have their place). Sometimes group learning is best, and at other times individual effort is more effective. The U.S. News article reflects that segment among both faculty and students who believe that technology, when used inappropriately or simply because it is there, can hurt learning more than it may help. We’ve all heard stories on our own campuses about students who will explode if they have to sit through one more set of PowerPoint slides (and you’ve surely seem them printing out endless pages of those slides that are now embedded in course texts and courseware sites). Our role as teaching librarians (or “blended librarians” as I like to say) is to become familiar with all the teaching tools and techniques at our disposal – just as we want our user communities to be aware of all the information databases and retrieval systems at their disposal – and to work at using them wisely to help students achieve learning outcomes. We also need to help our faculty do the same when it comes to library technology. Let’s remember that in addition to podcasts, tablet PCs, discussion boards, smartboards, clickers, and all the rest, that library databases have a place in the universe of classroom learning technologies. You won’t seem them mentioned in most mainstream articles about teaching and learning technologies. It’s our job to make sure students and faculty and integrating them into what happens in the classroom.