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.


 * ==**5 Ways to Address Change**== || ==**Submitted by:**== ||
 * # Build alliances with like minded teachers – If there are colleagues that feel the same way about implementing technology in the classroom, one would have (1) somebody with whom to share ideas, (2) somebody for encouragement, (3) somebody to help make the implementation of technology in the classroom contagious, and (4) somebody to troubleshoot with when concepts fail. This excitement could build in the lunchroom or in planning centers as teachers share ideas and talk about the day.
 * 1) Allocate time to play with technology – In order to best learn technology, one needs to “mess around” with the technology for starters. In order for me to learn animation software, I need to practice utilizing it before I can take it into the classroom. It takes time. It takes courage to experiment and try new things to adapt. And, many times, as my students are learning a skill, they often teach me. Use those students pre-existing knowledge! They often will experiment with buttons or tools that the teacher wouldn't consider.
 * 2) Kick the tires – Often teachers teach multiple sections of the same course. What a great way to test out technology in one class. Perhaps it will succeed; perhaps it will fail. But a teacher can determine if the technology that is being tested could be tweaked by the time the next class meets (or if older methods should return for the lesson).
 * 3) Implement slowly - Technology changes don’t have to be implemented all in one shot. Make the change slowly so that the students, parents, and the teacher have time to adjust to the changes being made. The teacher should recognize that there are emotions and challenges that come with making changes. Once changes are being made in a slow and sure way, future changes will come easier and faster.
 * 4) Don’t give up on failures – It’s true that it’s easy to fall back on former success. In the same breath, we need to move along from former practices. When implementing technology, it’s possible that something may fail in the process. The teacher needs to evaluate following the session and determine what was successful in the implementation and what wasn't successful. Then, the teacher should evaluate why it didn't succeed and determine a plan to make changes for the next time. || Dixie D ||
 * # Technology Integration Specialist: We have what we call grant foundation money within our school district. We should write a proposal to have a teacher be strictly an integration specialist in each building. This person would help if you needed assistance with incorporating new technologies into your classroom. Examples might be:
 * Learning new technology and programs (Macs, Web 2.0 tools, Smart Boards, Final Site, etc.)
 * Helping teachers find the right tech tool for a great lesson plan they have developed
 * Helping teachers create authentic, technology rich lessons
 * Co-teaching a technology rich lesson


 * 1) Use in-service days to fully learn a new program. Create a menu of items (technology tools) for teachers to sign up for. During the in-service teachers would be introduced to the new program and be given time to implement it into their classroom.
 * 2) The quote, “Computers should be a tool for teaching not a separate subject” stuck with me. Teachers need to be taught how to integrate the computers into their teaching rather than think of them as a separate tool. The Boomer generation teachers could pair up with Net Generation teachers and work together to create lesson plans.
 * 3) Colleauge share day: Teachers would be given time to go into other teacher’s classrooms to see the technology in action. The building administers would have to work with the teachers on coverage of classes. This would allow teachers to see samples first hand. Some classrooms could be set up as model classrooms for teachers to visit.
 * 4) Student share day: Students would be able to showcase their presentations and work to teachers and parents. This could be an evening event open up to a specific class of students and parents. || Fran M. ||
 * 1. Collaboration-Integrating technology is not a road that should be driven alone. Teachers should collaborate with one another. This is especially important if you are trying to get technology started within your school. Find a few colleagues who have the same ideas as you and work together to approach the "stakeholders" with your new ideas.

2. Enlist Student Help-This could be done at any level. We have seen that students many times know more than the teachers. Students can be used to help educate the staff on using different types of technology. Students can also help with the management aspect of technology. In the elementary classroom, it can be a students job to be a "technology specialist", just like we have a line leader.

3. Educate on Safety-Many Boomers are afraid of what might be out there in the "internet world" that their students may get into. Teachers should be educated on internet safety, just like parents should be.

4. Time Efficiency-Many times professional development days, may not be used to their fullest potential. Professional Development days could be used as days that teachers can "play around" with technology. Also, since many teachers feel as though technology is adding to the work they must do, they can use this time to help develop lesson plans and units that use technology. Teachers are more willing to try things if it is done during school hours and that they do not have to commit more of their precious time.

5. Have a Go To Person- Every district needs to have a go to person. This person should be different from the person who comes and fixes computer issues. This person should be someone who is familiar with the curriculum and with ways to integrate technology within the classroom. This person could be the lead contact on professional development and could be available for possible team teaching situations. || Kelly H. || 2. Get everyone of the same page. Before you can address changes in technology, you must give your fellow educators relevance. It is important that you clearly explain your vision of the future. If teachers understand that education is constantly evolving, and then explain how our students have changed, many reluctant teachers may be more inclined to embrace the change. 3. Student experts. Giving students responsibility is a great way to make them feel more valued and to get them more engaged and involved in the school community. Having them as “helpers” to assist teachers with technology is a great way to accomplish this. Also, it will make the teachers proud to see students succeeding. This is a definite win-win. 4. In-service days. I just had an in-service day on Monday, and I said to some of my friends that if tax-payers knew what we did on these days they would be appalled. More times than not, I sit at an in-service and listen to someone who knows nothing about educating my students talk on and on about school law or “best practices.” Why not use that time to educate teachers on using new technology? It would probably be one of the most useful professional development days they have all year. Also, allowing teachers to experiment all day with new technology can calm some of their fears. 5. Professional experts. Giving teachers access to professional experts on technology means that they always have a “safety net.” For those teachers that are afraid of “breaking something,” this could be the security they need to really latch on to new technology. || Justin M. || Allow the teachers to become comfortable with the technology using a gradual process spread out over a fairly large amount of time. This can eliminate the need to learn “short cuts” that ultimately hinder true understanding of the technology and what it has to offer. Teachers love to use ideas and techniques that are effective. If they can witness the technology in action and see first hand how time can be saved, efficiency can be increased, and student understanding can be raised they will be more likely to accept and adopt the technology. No one is going to be enthusiastic to use something that they perceive to be a waste of time or resources. Teachers need to see to believe. Cooperative learning doesn’t just work well for students. Teachers can benefit greatly by learning from their peers. Often, another teacher has already asked the same questions of the technology and can offer a better answer than a “tech specialist” who understands the capabilities of the technology but not necessarily its applicability. It is also comforting to learn in a setting where you know others are having the same successes and difficulties. A group of teachers can be available to offer support when the “I.T. Guys” aren’t in the building, answering their phone, or responding to emails promptly enough. Beyond the tech support, the group can post lesson plans or activities that detail how the technology can be effectively incorporated into the classroom. Few things are as frustrating as jumping through hoops to adopt new technology or programs and then never hearing another word about it. Incorporate surveys and assessments (keep them simple) to see if the technology is effectively used. Schedule regular “support visits” from the I.T. department or the “geek squad” to answer questions and offer suggestions of other ways to use the available technology. || MIke B. ||
 * 1. Build alliances with likeminded teachers. In my opinion, this is the most important thing to do when addressing any change in technology. There is definitely strength in numbers, and approaching changes in technology with multiple people adds validity to your argument. It is essential that you clearly explain to those teachers who have the same educational philosophy as you all of the merits of the new technology. Having several people excited about this topic may help quell some of the fears of hesitant teachers.
 * # <span style="font-family: Verdana,Geneva,sans-serif;">Let the students be the experts. We should use the skills they have. But we also must relinquish the feeling of power some teachers have. Students want to be on the same level as the teacher; this is a good way to incorporate a more level playing field in the classroom.
 * 1) <span style="font-family: Verdana,Geneva,sans-serif;">Gradually add technology. Don’t feel like you need to totally revamp your curriculum at once. Add something each marking period and in a few years you will have fully integrated technology into your classroom. Time seems to be one of the reasons why teachers in my school have not added technology in their classrooms. They feel so overworked now, they don’t have time to find new ways of doing things.
 * 2) <span style="font-family: Verdana,Geneva,sans-serif;">Trial and error – we need to learn this from the net generation. Try something, if it doesn’t work, then try something else. It’s ok to try several things before you find what is best.
 * 3) <span style="font-family: Verdana,Geneva,sans-serif;">Help teachers to move from the resistance phase into exploration by helping them to understand today’s students. They may be afraid of technology, but if they understand how students today think, they may see the value in trying something new. Teachers who are frustrated that their students seem disinterested need to be guided to the point where they understand that there are things they can do to grab students’ interest.
 * 4) <span style="font-family: Verdana,Geneva,sans-serif;">Partner with other teachers who are also trying to integrate technology. Sharing ideas with like-minded peers can help to develop those ideas. As others see and hear the success stories of more than one person, they will be more likely to try themselves. || LuAnn Berger ||
 * # Student Leaders: Show teachers that the students are a resource. Have the students learn or observe another classroom using the technology and have those students bring back their learning to their own classroom and teacher. Work with teachers to understand that it is all right for the teacher to not fully understand.
 * 1) Collaborate with other teachers: gain ideas and strategies from other teachers about how they are using technology in the classroom. Invite the technology specialist into the classroom to teach the students and teacher how to use a tool. Go and observe teachers who are using technology effectively.
 * 2) Professional Development: provides teachers with an outlet to learn the new tools and gain ideas on how to implement into their own classroom. This could be offered through other teachers or outside professionals.
 * 3) Play: teachers need time to play with the new tools just as the students do. This is time to explore or take chances to learn how to incorporate tools with the their students. This helps the teacher’s comfort level in the classroom.
 * 4) Research: encourage teachers to join personal learning networks that will provide another opportunity for the teacher to learn about new technology. Other educators have already used these tools, researching how to be successful is key. || Monica M. ||
 * **Five Ways to Think of Change**
 * 1.) Eliminate the pressure of a time schedule.**
 * 2.) Model and share possible uses of the technology or ways to incorporate the technology.**
 * 3.) Organize a “working social” or devote an entire in – service day to learning to really use the technology.**
 * 4.) Form a “geek squad” of tech – savvy teachers.**
 * 5.) Follow up with “tech – newbie” teachers in a detailed and timely manner.**


 * 1) Maintain Relevance- Students cannot be asked to simply take in and regurgitate information. I’d like to discuss this with my department in terms of coming up with assessments for our courses. Assessments should never be based solely around memorization. We have to make sure that assessments are conducive to a course that is built upon relevant skills so that we can create course frames that provide real world application of information for students.
 * 2) Do not be afraid to play- Teachers need to realize that typing on the computer will not cause them to destroy the Internet server or any like device. There are teachers in my department that are terrified of using computers. They believe that they will cause some irreparable damage to the entire school if they hit the wrong button. This prevents these teachers from using technology in their classrooms. I’d like to share this information with these teachers to help motivate them to use technology in their classroom.
 * 3) Use the students for help-I’d like to share this idea with my peers who are a part of the boomer generation. It is ok to ask students for help with the computer and computer applications. This is something that I have found extremely useful in my classroom. For some teachers however it is very hard to think about not being the “all knowing boss” in the classroom. This information might help them to change their role a little bit to help teach the Net Generation.
 * 4) Multitasking- Too many times our lessons and assignments are way too linear. Once again, I’d like to discuss this with my apartment. I’d like to develop, in grade level groups, coursework and assessments that demand multitasking by the students. Rather than just having students research and write, perhaps we can add additional tasks that are both relevant and engaging for the students.
 * 5) Creative Frameworks-We cannot ask students to simply sit and retain information as they sit in their desks. Learning needs to be “fun”, not in a sense that it should be frivolously entertaining, but in a sense that it should be interesting and engaging. Once again, my department could use this paradigm shift. I’d like to share with them that we can no longer approach teaching with the idea that students will sit while we rattle off information to them. We need to change our approach. -**Mark Rauch**