I have learned all technologies do not work for all teachers. For example: out of seven hundred teachers in our district all but a handful have a promethium board in their classroom. I have witnessed teachers still using dry erase boards and overhead projectors while a promethium boards collect dust on the wall. We as technology integrators need to ask ourselves, do we want to be right about what technologies are good for teachers or be affective on placing the appropriate technology into to the correct hands?
As people of action, technology integrators should recognize that words alone would not motivate staff members. An effective technology integrators empowers each educator individually by instilling technology to discover the best use. technology integrators witness more success with helping colleagues to become technology literate if they plan to sidestep the human factors-fear and frustration. All too often a technology integrators will practice an extrinsic approach by bringing the challenge for new technology use by introducing it as some professional homework. Just as technology integrators adept to change and reconfigure mindsets accordingly, teachers must also be shown that they are adversely affected by it. By exemplifying “a high touch caring approach to introduce change”, a leader will see more enduring success and is steps closer to accomplishing the vision (Polka, 2000). The combination of data and information may not necessarily advance our knowledge; however, using information and technology can collectively develop knowledge to gain insights into the realm of wisdom (Mendis, 2005).
Reference:
Larry Ferlazzo, L.,(2009) “A few ways to motivate teachers to use tech” Tech
Learning Blog Staff http://www.techlearning.com/default.aspx?tabid=67&entryid=48
Mendis, Patrick. (2005) “Leadership Aspects of Integrated Learning with Technology in Democratic Environments.” Academic Leadership: (vol.1(2): http://www.academicleadership.org/volume1/issue2/articles/mendis.html.
Polka, Walter S. (April 2000): “High Tech, High Touch.” School Administrator1-7.
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Do you think that the reluctance of some teachers to use the Promethium Boards is accredited to lack of quality training? I know that much of the technology in my school comes to us with very little training. Our PD sessions are filled up with district mandates, CCSS training, and building issues, leaving very little time fro technology PD. Therefore, the only teachers who really use it are the ones who feel comfortable and confident with using new technological tools.
ReplyDeleteWe have all had training, they are just stuck on the way they of taught for years. I believe just the lack of motivation.
ReplyDeleteJason, your post made me think about utilizing the technology integrator as part of yearly goals that each of the teachers make. What a great way to add individualized professional development for teachers.
ReplyDeleteOne of the major complaints from teachers about using technology is that they need time to learn it and tweak their curriculum. But, as you mention, if we can get the appropriate tools to the teachers, they will find the time to learn how to use them. If a teachers doesn't' use a Promethium board, it might just not be the right tool for their style.
ReplyDeleteWe as technology integrators need to ask ourselves, do we want to be right about what technologies are good for teachers or be affective on placing the appropriate technology into to the correct hands?
ReplyDeleteThis is a great question to consider. As a technology integrator, I do not believe in providing teachers with technology or resources that are not going to be used. By spending districts funds on technology that is not being used or implemented in the classroom, these resources and funds are going to waste. In most districts, funds and resources are limited, and budgets are constantly being tightened and cut. Providing technology that is going to be used is the only technology worth having.
Another valid point that you mentioned is carefully choosing the hands that technology is placed into. Providing teachers with technology for the sake of providing technology is not useful. Researching which subject areas can flourish due to certain technology tools is more beneficial for the teacher and the student. Additionally, providing teachers who are initially more interested in technology with these resources is a better use of the district funds. Those teachers who may not be ready for the advanced technology should master basic concepts, resources, and integration to ensure that the transition to more advanced or better resources is not overwhelming and stressful.
Everyone raises such great points, but if the Integrators only put technology into the hands of those who will use it, doesn't the gap between the two groups continue to grow? I appreciate both sides, and know first hand how difficult it is to see a piece of equipment sitting in a teacher's room going unused. Isn't it the technology integrator's role to model possible uses? Every teacher has a full plate, so why not offer to teach a class using the equipment. Once a teacher sees how the tool engages kids won't his/her curiosity eventually take over? Unfortunately, some teachers won't budge, but will they refuse if someone offers to teach a few classes for them? I'm in the classroom myself, but try to send links to other science teachers whenever I can. I don't know if they're used, but the teachers always seem appreciative.
ReplyDeleteGreat post and comments!
~Megan