Diagnosis And Change Strategy For Increasing Use Of Educational Technology In A School

Diagnosis and Change Strategy for Increasing Use of Educational Technology in a School

Adam Bellow - Carol Carota - Kristina Desiante - Melissa Errante EDT 716 - Fall 2008

        Organizational Structure School systems are currently arranged using an archaic business-model that does correlate with the reality of the modern-day educational system.   The "power" in a school system is traditionally held by a Superintendent who has the least involvement with the "product" - The Students.     The main providers of instruction - The Teachers - have the least amount of control over how the system operates and are seen as "parts of the machinery" or "as the technology of the factory".

Traditional Hierarchy of School Power

  Webspiration.com

Reality of School Structure 

                                                                                                                                                          Wordle.net

School Structure and Technology The current structure is simply not conducive for teachers to select those tools which are best-suited for maximum educational potential. If teachers were not only more in control over curriculum and instruction but also more in control of ways in which to introduce and present technology in the classroom, there would be more freedom to implement technology in more relevant ways and opportunities to foster more meaningful learning.

Organizational Culture Shared values and basic underlying assumptions that further shape thinking, learning and behavior in schools.   • Culture cannot be seen or described directly • We can see organizational cultures through their effects o Artifacts o Values and Goals o Processes, Products, and Behavior • A school's "culture is a set of learned assumptions based on a group's shared history that come to be shared and unconscious" (Organizational Culture and Leadership, 1992)

Understanding Organizational Culture is the first step needed in order to make a change. Culture exists at 3 levels   1. Artifacts and Behaviors

How to make a change  

• In order to change the culture in a school system we must focus o These are your visible objects and structures on level 3 which essentially effects all other levels 2. Espoused Values o stated preferences for behavior • This will be the most challenging (mission statements, philosophies, area to change, but the most goals, objectives) effective where you will see   long- term change 3. Basic Underlying Assumptions • These are the practices that are o unconscious beliefs, perceptions, thoughts and feelings engrained into our thoughts and behaviors; unconscious  

Organization Behavior   MENTAL MODELS / METAPHORS

 

    Mental Models are deeply ingrained assumptions and generalizations, which influence how individuals conceptualize the world around them, which in turn, determines how they act.      If a teacher has an innate sense that technology is not a strength of his/hers, then this will obviously effect the way he/she chooses to incorporate  technology within the classroom.  If an administrator's initiative  encourages more frequent use, then this teacher may choose to incorporate PowerPoint.  However, has this teacher's apprehension and weakness cured? What makes people behave in the way they do and how do we lead people to change

 MOTIVATION:   

Organization Behavior

Behavior is goal-oriented.  Behavior is often times subconsciously driven by motives such as needs, wants, drives, and impulses.  • Therefore, to truly motivate students, we as educators must appeal to their goals rather than our own.  •    ACHIEVING GOALS: • As goals are met, new goals take their place.  • When satisfaction of a goal is blocked, coping behaviors are established to maintain equilibrium and assist in achieving the goal.  • Failure to satisfy goal can result in cognitive dissonance whereby irrational coping behaviors are implemented to help resolve conflict.  (e.g., students convincing themselves that concepts are unimportant when they struggle to grasp a concept; teachers may convince themselves that technology does not have a place in the classroom, not based on valid proof but rather from an inherent fear of incorporating it) • •

Organization Behavior

 

LEADERSHIP:    increase rather than decrease motivation

Effective leaders motivate by: • • • • • • •

     providing an atmosphere conducive to achieving one’s goals      addressing individual goals that are important and relevant to the learner      supplying multiple opportunities to achieve one’s goals      ensuring relatively high expectancy of success      offering praise for a job well done      supplying support and encouragement rather than threats or punishment      recognizing that motivators may continually change

Maslow’s Theory of Self-Actualization  

           

Systems Thinking Look at the problem from a systemic  rather than a linear model.

Systems Thinking involves shifting attention from: • • • • •

hierarchies         networks linear          non-linear thinking cause-effect            interrelationships & patterns of change rational           intuitive parts             whole

   Systems Thinking is looking beyond the parts and helps us to see deeper patterns lying behind the parts and events.

Systems Thinking  Concept Maps

   

  Graphically illustrate relationships between ideas  • brainstorm ideas • organize information • identify connections and relationships

Social and Learning Theory The Bottom Line Is That Technology Matters

  Why do we need technology?         Piaget would say that Learning is Constructed        Technology Affords Students the tools to do just that!   How do we change attitudes toward Technology?           The key to changing one's attitudes toward technology is to tap into one's inherent motivations.  Once individuals see how technology can benefit their practices, it becomes the driving force to implementing various facets of technology.

Systems Thinking in Action Teachers are often perplexed by the vocabulary and usage skills, or lack thereof, of their students; therefore, it becomes a component of assessment; however, is this the way in which we are going to increase their skills?      When students "cram," or try to rely on rote learning, they may notice an initial increase in their scores; however,  has true learning and retention occurred? On the other hand, if skills, such as:  utilizing a dictionary, vocabulary enrichment activities, etc... are modeled and practiced, long-term retention is most probably the end result.

Social Networks When teachers collaborate, ideas are spread and the best of what occurs in each of their individual classrooms can be shared and grow outwards into the school and eventually the global community.   Sharing educational resources and ideas via the Internet is a great way for teachers to connect with one another and further their craft.     Lessons grow stronger and student's educational lives are enriched from the social networks of educators.   

   

Social Networks Information is grown and shared through a network.  Our students share and in fact create their popular culture by using these networks.   Educators can do the same and join forces to create the best teaching techniques and lesson content by communicating with other people who share the same goals.   We can connect with educators in the same school, but also the town, state, country, and yes... the world. Join a network and bridge the gap!

Social Networks  

It is a reality that the students of today utilize technology as a means of establishing social connections.

Those who teach these students should learn from them and begin to create social networks of their own by forming a bridge to colleagues, near and far, with shared goals and ideals. Share amongst each other for the benefit of all!

Taking Steps Toward Change - Educational Technology Specialist          Meaningful and Ongoing Training Available   - Safe Shared Space for Teacher Resources/Dialogue         Collaborative Environment (Ning/Wiki/Blog)   - Financial Support from the School and General Community - Less Restrictive Environment for Technology Road Blocks

     Change is not a one person job! "It's easy to get good players.   Getting them to play together, that's the hard part."                                                                                                                     ~ Casey Stengel