Strategic Leadership
Lynne Schrum and Barbara B. Levin
In Chapter 3 Schrum and Levin discuss ways to promote technology integration with in a school district as well as discussing models for which the process can be promoted. One of the current models for adoption of technology with in schools groups teachers into 5 major categories of tech adopters. The innovators are the first group, which make up 2.5% of the whole. These people are the ones forcing the change in the schools to use technology. Next are the early adopters, 13.5%, who are early leaders that adopt new technology easily. This group influences the next group, the early majority (34%), who accept the change, but carefully consider it first. The last two groups are the late majority (34%) and the "Laggards" (16%). These two groups are slow to enact a change or may not even change anything at all. The other model that Schrum and Levin discuss is the Concerns Based Adoption Model (CBAM). This model is an approach that anchors on individual reactions to change in a situation, by implementing a step-wise process that allows teachers to master smaller tasks that build on each other. The rest of chapter 3 discusses steps toward a successful technology integration. The success of any change depends on the support of the teachers that are using it. Support described in the chapter comes in the form of PLCs, technology leadership/planning committees and teachers leaders. The more support teachers have about using technology in the classroom the more apt they are to use it.
I have to admit I have found myself in similar situations. I would consider myself an "innovator" at my school based on the fact that last year I probably bugged my principal nearly every month about getting classroom sets of iPads to use in the high school. This paid off because right before school started this year he called me in and said here you go. We have two carts that are for the entire high school (~400 enrollment) and the carts are mostly used for myself and one other science teacher. Some of the other teachers have checked them out for a few days here and there (the early adopters), but for the most part I have them everyday. Going off of what Schrum and Levin have outline, I would say that this is not a very successful technology integration. There was not any support in place (professional development, technology coordinator, planning committee, system of teacher leaders), to ensure the success of the roll out. We are in our 1st year of PLCs, but in order to really harness the power of the new technology steps must be taken toward the implementation of some sort of goal. Sadly, this happens at many schools.
I have to admit I have found myself in similar situations. I would consider myself an "innovator" at my school based on the fact that last year I probably bugged my principal nearly every month about getting classroom sets of iPads to use in the high school. This paid off because right before school started this year he called me in and said here you go. We have two carts that are for the entire high school (~400 enrollment) and the carts are mostly used for myself and one other science teacher. Some of the other teachers have checked them out for a few days here and there (the early adopters), but for the most part I have them everyday. Going off of what Schrum and Levin have outline, I would say that this is not a very successful technology integration. There was not any support in place (professional development, technology coordinator, planning committee, system of teacher leaders), to ensure the success of the roll out. We are in our 1st year of PLCs, but in order to really harness the power of the new technology steps must be taken toward the implementation of some sort of goal. Sadly, this happens at many schools.
Adam,
ReplyDeleteI agree with your observation that the way your principal just handed you the computers and left you to it is how technology is often brought into schools. It is a shame because without the tech support and help, many teachers are going to use that as a reason to never use them, or very rarely at best. I think one of the keys to what the authors presented in Ch. 3 was that having a support system will make those who are not the innovators more able to step out of their comfort zones and try something new, because they know that they will have help and if done properly, they will have been trained and given examples of how to incorporate a technology into their classroom.
You bring up a great point about modeling that can be applied to leadership roles (if you don't provide us support with technology, then why should the teachers provide support to the students to use technology). I know there are a few teachers at my school that would use the technology if they had someone available to teach it to them.
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