4-A-2+Wiki+Posting+Five+Ways+to+Think+About+Change

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List five ways to think about and address changes in technology in your classroom and school. With each way briefly describe how you plan to apply your thinking with your colleagues.
 * INSTRUCTIONS:**

Before developing your five ways to address change suggestions consider the following:
 * Considering the list of fears you brainstormed in the previous assignment, what are the common objections and fears your peers or administration may have to changes in technology?
 * How can you assess if the the objections/fears are valid? How can you educate your peers in determining if these fears and objections are valid?
 * How can you inspire peers who share similar beliefs and interests to apply changes in technology to their classroom or students' learning ?
 * How can you get peers out of the "Resistance" phase into the "Exploration" phase?

Post your "five ways to address change" in the table below. Review your peers' postings and post at least two comments in the Discussion Tab above.

In order for a staff of teachers to start using technology in the classroom more often I think there are 5 things that need to be addressed. 1. **Time**- Teachers need to be given the time to try things out, to create new lessons or activities, to actually use the technology before peers before a class of students, and to collaborate with other teachers who may be more comfortable with using technology. 2. **Expense**- With budgets being tighter and tighter in the past few years, expense is also a concern of schools. Schools need to be careful with where they sped their money and they should look at each technology purchase with a filter of “how many students will this help?” “how many teachers will want to implement this technology?” “how soon will this technology be out of date and no longer supported?” and “how much do repairs cost for this technology?” With these filters, schools can make smarter choices. 3. **Education**- Teachers need to attend workshops, classes, and other professional development to learn how and why using technology is going to make their classes better. Schools should be willing to pay for this education. 4. **Authentic learning is better learning**- The real selling point of using technology is that it makes the learning in their classrooms a lot more authentic for the students. Any assignment that can be related to real life is going to be a greater interest to the student and will stick with them longer than any worksheet or lecture will. 5. **Safe place to “fail”**- Many teachers are afraid that their lesson will be a failure because the network goes down, the website is blocked, or some other unforeseen occurrence. It is important that teachers have a safety net to fall back on when things don’t go quite right. Whether that is a back-up lesson, a peer with more experience, or a tech person in the school, it is so important to have that fail safe in place for the confidence of the teacher. || Stacy C || 1. “We’ve been here before.” 2. “Experiment… you can’t break it.” 3. “Students as teachers” 4. “Playtime” and “Show and Tell” 5. “Take no prisoners”
 * ==5 Ways to Address Change== || ==Submitted by:== ||
 * Five Ways to Think about Change
 * **Five Ways to Think of Change**
 * This method addresses fear of the unknown technology directly. Boomer teachers have been gradually assimilating technology all their lives. Give some humorous examples of learning to use technology that boomer teachers have all mastered.
 * i.e. Remember the overhead projector? And not knowing where the focus ring was, so you and the students moved the projector front and back to get it in focus?
 * i.e. Remember the mimeograph? Where you made a master copy on double paper and had to put the carbon side on the cylinder just right or your copies wouldn’t come out? Remember when the only color of worksheets and tests was blue? And remember the blue fingers after copying?
 * i.e. Remember the first time you showed your cell phone to your grandparent? And they didn’t know how to hold it up next to their ear because it didn’t look like it had an ear piece and a talking piece? Or remember having to stand next to the telephone stand to talk on the phone because it was connected with a cord.
 * We likely made our first Xerox copy with trepidation, but aren’t we glad for copiers now? The Elmo is really an improved (and much smaller) opaque projector (let boomer teachers explain this to younger teachers) and in this way build confidence that boomer teachers have learned technology before and don’t have to be afraid to learn technology again. A little humor also goes a long way in reducing fear.
 * Teachers are a prepared bunch, who do their homework and get supplies ready for a lesson ahead of time (or at least we like to). To welcome technology as a teaching tool, we need to be assured that experimentation is natural. We teach our students to try, try again in decoding a word or working a math problem. Using technology we don’t quite understand is a good way for teachers to model that we are willing to experiment- to try and try again until we master this tool. We can verbalize our efforts for our students. “Well, that didn’t work like I had hoped. We’ll get some help and try that again tomorrow.” Trial and error is familiar ground to Gamers, who start over when the door won’t open or they can’t jump to the next level. We can capitalize on that by celebrating experimentation (instead of only right answers).
 * Technology really pushes us to examine our own needs for control and dominance in the classroom. Of course we need good classroom management, but I’m thinking of examining our own need to be the “expert” or the “answer-guru”. Does student dependence on us fulfill some of our own needs to be “at the center”? If we can acknowledge and give up some of the “centered” nature of teacher in the classroom, Net Gens will thrive with teachers as guides and advisors. This means we can be okay with our students knowing more about a gadget or the web than we do. As the students teach us (and other students) our role becomes one of teaching critical thinking skills by the questions we ask. Be vulnerable. Have the tech train the teacher and the students at the same time. Remind the kids that you are good at some things that they aren’t, but they are good at some things (like technology) that you aren’t…. set up a classroom where everyone helps each other.
 * The best way to new technology is to play with it. Hands-on learning is not a new concept to Boomer Teachers. Have foolproof gadgets and games preloaded and begin the teacher in-service with 15 minutes playtime to get hands on these tools. Put resistant teachers with explorer or champions teachers so resisters can see how something works. Get your champion teachers in the building to do a mini-lesson with a piece of technology that went well, so other teachers can catch the vision and want to use it as well.
 * In change theory, there will always be a few who will refuse to change, and there is nothing anyone can do about it. Something earlier in life crystallized for them as the “ideal way” to teach, and their capacity to continue to learn and grow has atrophied. They will spend energy they could be using to learn new technology on gaining allies for their stuck preferences. There is finally nothing to be done for these folks. They are almost never the majority, and so why waste precious time and energy on trying to entice change, when they are getting something positive from staying. Eventually, students won’t want to be in their classes, and they’ll render themselves useless. This is sad, but we can’t save those who don’t want to be saved. Allow “outs” for those teachers, and continue encouraging experimentation and play with those teachers who are caught by the possibilities of increased learning. || Diane Zaerr Brenneman ||
 * ** Five Ways to Think About Change **
 * 1) ** One More Thing- ** Some of the fears my peers have about integrating technology into the curriculum is just one more thing to do. This fear is valid because change does involve more work because they are learning a whole new way of teaching on top of learning the technology equipment. One way I can help their fear is share what happened during my integration lessons. They may be more apt to move to the exploration phase.
 * 2) ** Not Sure of the Advantages – ** My peers do express - how is this supposed to help my students? I think offering to come into their classroom during my planning to do a technology related lesson with their kids. This way I am modeling the technology for the teacher and the students. So, when they enter the exploration stage the students can also help their teacher. However, I will not offer this to a peer that is not in quite ready for the change yet, since it is a process.
 * 3) ** Supplies – ** Our administration expresses the need to incorporate technology but the equipment is not available. The laptop carts need to be shared between 18 classrooms. This could lead to frustration and some teachers will refuse to then use it. I think if they want use the technology then they need to provide it. I think as a staff we need to work together and develop a system for sharing.
 * 4) ** In-service – ** I think using our in-service days to offer various technology related courses for a variety of levels would benefit us and our students.This way we are teaming up with peers that share similar abilities and interest in using technology. Then we can go back to our peers in our buildings that may be reluctant and share.
 * 5) ** Exploration – ** I feel if given the time to explore different technology gadgets it would be ideal. I think this could move some of the “resistant” staff into more of the “exploration” phase. || Jen H. ||
 * 1 – The first change in technology would be to create a classroom blog or wiki. Net Generation students need to be connected and like to share information with each other. They feel that sharing information is power. A class blog or wiki would be a great way to keep them connected with each other and the teacher. They can share information and get feedback on ideas or assignments. I would encourage my peers who are apprehensive to take a look at my wiki and those of others and see the benefits of them. Also, a team of teachers using them can help to mentor those who are in favor of implementing them, but hesitant because of their own fears. I would also encourage them to take time to explore and experiment before putting it out to the class as a whole.

2 – A second change would be to have computers on and ready. There is a wealth of information available at our finger tips. Often times something comes up in a class discussion that needs clarification or that Net Gens want more information on. At home they would “Google it”, and they need to also have that opportunity at school. Many of my peers don’t have classroom computers on until “center” time. If questions arise, students are told that the teacher will “find out” and let them know. Having computers ready will enable teachers to get that information now. Net Generation students want the information now, not the next day after the teacher had a chance to “look it up”. If the teacher is unsure of how to execute this, one suggestion would be that each week they chose two or three go to students that would be utilized to find the info when the discussion is happening.

3 – A third change would be to train students on the different aspects of technology in the classroom. They can be the “experts”. When a situation or problem arises, other students would know who there “go-to” is in order to get the problem solved. Net Generation students use technology every day. Let them share what they know with their classmates. This would enable the hesitant teacher to use more technology because they have their “tech-savvy” students to help out if problems arise.

4 – A fourth change would be more access to computers. In my school, the labs are used for remediation programs. Teachers do not have the opportunity to take a whole group in at a time to do anything other than the prescribed remediation program. This is a great deficit to our Net Generation learners. Even the forward thinking teachers that want the opportunities to use technology with the whole class for a project do not have the resources to do so. I would share the research and findings with the administration in hopes that they would in turn make open lab time available to all teachers. Piggybacking off this same idea, teachers themselves need more time to explore and experiment with technology. I would suggest building time into our weekly meeting for teachers to explore and share ideas.

5 – The final change would have to be funding. If we are going to utilize more technology with our students, we need to have the technology available to us. An I-Pad or even a Touch would be a great resource to have in class. Some teachers are even savvy enough to write grants for the funding. But if our building is not allowing us to wirelessly access the internet, we are limited in our use of said technology. On the same note, laptop carts would also benefit students and teachers greatly. I do believe that many of my peers would utilize this technology if it was made available to us. This goes back to my point in number four of sharing the research with administrators and showing them the importance of technology to the learning styles of the Net Generation. || SharonD ||
 * 1. Partner Up- The first way I am implementing change in my classroom is by working with another resource teacher on a project that will be challenging to both of us. My fellow team member is a “boomer” and I am a “gamer.” On many occasions she makes comments that I am the one with the tech skills. Most of the time, I don’t even realize I am incorporating technology because they appear in the form of every day tools. For example, I use the Elmo daily to go over math problems. A lot of technology is intimidating to me. So teaming up to create a weekly news report with fifth graders is going to make us both challenge our video and editing skills. Currently, we are only in the planning stage, but by working as a team in this project, we will be able to support each other’s learning. *

2. Learn from students- I know we have a lot to learn from some of our students. I’ve had students show me new tools, such a Prezi. The student sat down with me and directed me around the site and some of the features. Sometimes, however, students want to over help. Students can over estimate their skills and I don’t want them to risk breaking anything, let alone an expensive and useful tool. I had a student run to my cart to try to help me fix a problem just the other day and I had to stop him. Depending on school policy, the damage could become your responsibility.

3. Give time- A lot of resistance to change comes from the time it can take to learn something new. One way we support resistance to change in my school is by providing time and coverage during the school day to attend short professional development meetings that way teachers have time to explore some of the online tools and resources in writing and math. Although teachers like that they are not spending planning time in meetings, it is difficult to leave meaningful work with a substitute.

4. When all else fails, make it mandatory but manageable - Another way my administration has addressed resistance to change in technology is by making a small step mandatory as apart of my Appendix D Goals. During each of our school wide meetings we were introduced to a new tool. Usually this part of the process is full of confusion because everyone is at different levels and no one pays attention. But, to follow up the activity, teachers in the building were expected to incorporate the tool in their classroom. For example, we learned how use Pixie. To top it off, we needed to bring proof to the next meeting to show during a sharing session. By holding teachers accountable, some people were forced to step outside of our comfort zones.

5. Involve stakeholder- We are addressing resistance to technology by holding a STEM Night. Links to the Common Core in Maryland have made us more aware of the need of enrichment in math, science, technology, and engineering. By inviting families and stakeholders into the school, we are making them more aware of programs and resources available to students and their families. Families can keep up to date with the new technologies we are using in the classroom and experiment too. || Joy M || As a student of media and technology, and hopefully a teacher of it in the very near future, I would take these steps:
 * Five Ways I Would Implement Change in My School:
 * 1) Know Your Audience--From the start, I can't possibly be able to help my teachers incorporate this technology into their classrooms unless I know them and know what they are teaching. I would attend team meetings and build a curriculum map so I know which grades are teaching what and at what time of the year. Building relationships takes background work
 * 2) Build collaboration--I would identify which teachers seem more tech savvy and open to new ideas. It's easy enough to spot. They are the ones who are signing out the computer carts, putting videos up on the closed circuit tv, and are appearing at the STEM meetings, as Joy mentioned above. Approach them (with curriculum map in hand or memorized) and suggest a collaborative effort. It may take some time but I believe eventually someone will take you up on it.
 * 3) Publicize success!--Make sure successful tech collaboration in the classroom is seen and heard, at staff meetings, on the school website, at PTA meetings. Success builds upon itself. If other more reluctant teachers see that it works, they may be able to make that jump across the "chasm" as mentioned in the powerpoint presentation, and become tech doers!
 * 4) Make teacher usage of technology mandatory in small ways at first--One way I did this in the media center, which handles checkout of computer carts, is to transition from a signup sheet in a binder to a signup page on a wiki. The teacher has to interact with the technology in this small way, and successfully being able to do so helps overcome fears.
 * 5) As a tech person, make YOURSELF accessible -- through in-services, staff meetings, staff functions, by e-mail. Technology is FAR less scary if it comes with a friendly face attached! Putting yourself in the place of your audience helps tremendously to overcome fears. Assuming this should be easy for everyone isn't the way to go. Fear is a legitimate obstacle and fighting it takes a human touch. Be available for consultations and expect panic calls. Every nervous person calmed is a school one step closer to being a full tech player. || Laurie R ||
 * **Five Ways to Implement Change*** This subject is very relevant to a current situation at my school. The Math and Science wings were renovated over the summer. Interactive Boards have been or are being installed in each of the renovated classrooms. Most of the teachers in those departments have been teaching in excess of 15 years and are over the age of 40. They are not embracing the technology and after viewing the links and doing the reading, the reason has become clearer. I think the following might help the situation.
 * 1) Start small: Tech savvy faculty members who are advocating the board are talking about all of its features as if they have to be implemented in a single bound. They demonstrate at lightning speed using unfamiliar terminology. This creates a fear in the older teachers of the amount of time and talent that will be required to learn and use the new technology. Those tech savvy faculty members could afford more success by helping each teacher relate the content of his/her subject to the capabilities of the interactive board and guide him/her to find a basic task from which to build knowledge.
 * 2) Educate: Writing technology standards for each subject would be a great precedent to introducing new technology. Since this isn't the case at my school, I believe that time should be allocated for education about the need for technology, its benefit to students, and how to use it. Offering this time as mandatory in-service would assure attendance of all faculty members.
 * 3) Recognize the Masters: Collaborative teams or pairs consisting of one or more boomers and a tech savvy teacher should be formed. The teacher(s) learning the new technology should be treated as the master of his/her content area and valued as a contributor of ideas on how to best modify lessons in order to implement the technology using a step at a time strategy. Demonstration and hands-on activities with the board should be used during these collaborative sessions.
 * 4) Praise: Administrators and faculty members who are conducting in-service and instruction should take the time to acknowledge the effort, time, and success of those teachers who are trying to incorporate new technology. Articles in school newsletters and on the school website as well as announcements at faculty and parent meetings should highlight the successes, regardless of how small. This will encourage teachers to attempt the next step and eventually embrace the technology.
 * 5) Use the students: Many boomer teachers are accustomed to being "in charge" in the classroom and may find asking for student assistance with technology a sign of weakness or loss of control. A Student Technology Committee or Club could be formed. If enough students were recruited it may be very possible to always have at least one member in every classroom during any given period. This might offset the perceived humiliation of accepting student assistance. || Pat M ||
 * 5 Ways to Address Change
 * 1) Technology Education
 * Teachers should take advantage of opportunities in which you can gain extra knowledge about different technology programs. Many schools, such as mine, host workshops during teacher in-service that allow teachers to become acquainted with various types of technology that can be implemented into their lesson plans. In addition this, there both conferences and webinars alike that can educate teachers on the same types of technology.
 * 1) Experiment
 * Teachers need to understand that the transition to using this technology may be difficult at first. They should be willing to step out of their comfort zone. They need to be willing to use the “trial and error” method of the Net Geners. It’s okay to not immediately grasp the concept of a wikipage or a videoblog the first time you encounter it. However, it is imperative that you keep trying to grasp the concepts. Finally, it is good for the kids to see that you are trying because it lets them know that you care about their education, and you are willing to accommodate their needs.
 * 1) Interdisciplinary Collaboration
 * The Assistant Head of School for Academic Affairs at my school stresses an interdisciplinary curriculum in which teachers collaborate with one another’s lesson plans. For example, my Ancient World History students are learning about Ancient Mesopotamia; in Language Arts, they are reading //Gilgamesh// and using //Voiceover// to narrate their epic stories. In many cases like this, you can learn something about a different technology from the teacher with whom you are working. Bouncing ideas and information around between educators is a great way to gain knowledge about technology through one another.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Role Reversal
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The Net Generation does not view the teacher as the sole source of information. They are more than willing to seek additional information on their own. On p. 231 of //Gadgets, Games, and Gizmos for Learning,// Kapp states that “instead of being a boss or a teacher to a gamer, it is better to be a coach, guide, or mentor…” Net Geners want you to be a guide. In addition to this, it is okay for you as their teacher to look to them for guidance on technology information. Your way is not always the best way. After all, you cannot teach a lesson using this technology if you do not fully understand its capabilities.
 * 1) <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Remember your purpose as an educator
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Next time you are hesitant to accept the use of technology in your classroom, remember why you began teaching in the first place. Teachers should remember that they are here for the students, not for themselves. It is the teachers’ duty to educate students and adapt to their learning styles, even if it requires them to them to step out of their comfort zone. Doing so allows you to “practice what you preach,” while at the same time helping you to serve as a positive example to your students who are hesitant at trying new things. || Victor E ||

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