WebLog - Week 2: A Lot to Think About

A Lot to Think About…

Being a Technology Leader and implementing a technology plan in your school takes much more thought than buying the latest software program and telling your teachers to use it in their classrooms.  In Conditions for Classroom Technology Innovations, I appreciate the fact that the analysis begins with the teacher, or innovator.  The authors state how important the teacher is with regards to the implementation of technology. They understand the effect teachers have on the extent to which technology is used in the classrooms and schools.  Three factors were said to be associated with how successful a teacher can be in incorporating technology into the classroom.  These factors are “technology proficiency, pedagogical compatibility, and social awareness.”  (Zhao, 2002)

            It does seem to me that all too often administrators or district officials instruct teachers to implement certain technologies into their classrooms without taking these three factors into account.  The truth is that there are many teachers (good teachers… great teachers… or even expert teachers) who are not technologically savvy and who have been able to be successful without the extensive use of technology.  In the educational landscape of today, technology can possibly make them even better teachers, but administrators need to take into account the fact that many teachers aren’t sure how to operate many of the new pieces of equipment and software programs, let alone incorporate them into their classroom instruction.  Oftentimes the implementation of a new technology requires teachers to have prior knowledge of the program or device and how it connects to other technological devices already being used. 

            As stated previously, there are teachers who have been successful without the extensive use of technology.  While teachers should understand the importance of technology in today’s society, there are teachers in our schools today who still remember life without cell phones and some of which who remember pushing a typewrite from side to side.  A little far? Maybe… but you get what I’m saying. What of the teachers who have a hard time incorporating technology into their pedagogical style?  This is where it is important for administrators to know the culture of their school.  How many teachers are there like this in the school?  Administrators must be able to demonstrate to these veteran teachers how important technology is in today’s society and the impact it will have on students’ lives in the future.  Principals and school leaders must put a plan in place that allows for extensive professional development for those teachers with little technological proficiency as well as those who are reluctant due to their attachment to a predetermined teaching style. The professional development should include instruction on how to use the technology being employed, and also ways in which the teacher can realistically use it to aid student learning.  In this way, teachers who lack the technological know-how will feel more comfortable, and confident, as they begin to implement the required technology into their classrooms and pedagogical style.           

            Another factor in the successful implementation of technology is the teacher’s ability to interact with his peers and co-workers, especially with technicians and administrators. Teachers must be socially aware that with regards to technology and its use, there will be instances where they will need to seek assistance and guidance from those outside the walls of their classrooms.  Teachers must now where to go to get this help.  Today’s technology will require teachers to interact with staff members, either to help set-up the program or software, or to complete an assignment when using the device or software.

            To conclude, these are just the factors associated with the teacher when considering a technology plan.  Administrators also have to determine what technological devices and software they want to use in their building.   Certainly they will be addressing the potential effectiveness of each device and whether or not it will enhance student learning.  But before deciding what devices and software to buy, and how to prepare the staff to use it effectively, the principal must have the support from the district superintendent and school board.  Becoming a technology leader and preparing and instituting a technology plan within a school building is a lot of work.  There really is a lot to think about.

Reference:

Zhao, Y., Pugh, K., Sheldon, S. (2002). Conditions for classroom technology innovations. Teachers College Record, 104(3), 482-515.