Wednesday, August 12, 2009

“Learn to do by doing”—4-H motto


[4-H Logo]. Retrieved August 10, 2009 from http://www.riceswcd.org/UsableImages/Images/4H_Logo.gif

As a young farm girl, I was a member of our community's local 4-H club. Each week we would meet as a group to learn a new skill. You could sign up to learn about raising cattle, sheep, or horses. You could learn how to cook, sew or navigate around the outdoors. No matter what you signed up for, you were expected to learn the new skill by actually practicing the skill each week. Yes, there was instruction and guidance from your leader, but you were expected to be a willing participant each week as you “got your feet wet”.

It is with this philosophy in mind that I began to formulate a plan to present and implement some of the new Web 2.0 tools that I have learned this summer. My goal is to create a technology implementation that is sustained. Lawless and Pellegrino (2007) state that technology implementation increases after professional development but is usually not sustained. They argue that effective professional development activities are longer in duration, give teachers access to new technologies, actively engage teachers in relevant activities, and promote collaboration. After much reflection and taking into account these principles, I have formulated what I call my Seven Steps for PD Success.

Step 1 Build Trust: I am moving to a new school this fall. Previously I have taught high school physics but will be becoming an elementary vice-principal and part-time Grade 2 teacher. As a result, all eyes at the school are now upon me. I am sure that many teachers are wondering what a senior science teacher wants in an elementary setting. They may also be wondering if I have anything to offer them given that all of my experience is at a higher level. I believe that I will need some time at my new school to establish relationships with the teachers and support staff. I will also need to “prove myself” in terms of showing that staff that I have something to offer them. This initial trust building will need to take place before I can begin any technology implementation.

Step 2 Assess Technology Needs: Limited access to computers and software can be a barrier to technology integration (Chen, 2008). The limits of technology are a reality in my school. Our Pre-K to Grade 5 school has only one lab of 25 refurbished computers for us to use. There is no computer tech on site. This summer the Internet was down in the building. After e-mailing the tech twice with no real help, my husband came and fixed it for me! Needless to say, as a result teachers are reluctant to use technology as they are worried about receiving little support. We will need to procure better equipment and establish a plan for support before a technology plan can be implemented.

Step 3 Balance Initiatives: Teachers in our division are currently balancing a number of initiatives. The Ministry of Education recently outlined its priorities for school divisions in a document entitled the Continuous Improvement Framework. These four priorities are to be a professional development focus for divisions. As well, the Ministry is currently renewing all elementary curriculum. Teachers are feeling very overwhelmed and are trying to balance all of these priorities at once. Bauer and Kenton (2005) discuss that a barrier to the integration of technology can be the amount of extra time that teachers initially need for planning technology-focused lessons. I have thought a lot about this issue as I know it is a reality for my teachers. I think that technology needs to be used to enhance current initiatives. For example, the division I work for is embarking on a literacy initiative. Technology such as blogs can be used to help students develop reading, writing, and critical thinking skills.

Step 4 Model Technology: Plair (2008) asserts that “Veteran teachers struggle with new innovative devices, and they are often resistant to technology because they do not see how it fits with their content area.” To help teachers see how they can use technology in their classes, I feel that I must model the incorporation of the Web 2.0 resources for teachers in my own room. I can then begin the process of discussing what I am doing in my room and hopefully inspire others to begin trying some of the applications on their own.

Step 5 Start Small: Baby steps, baby steps. This needs to be my mantra as I work with teachers. Our school is not very technologically literate, so the staff will need to be exposed to one idea at a time. There will need to be real world examples shown to teachers and repeated exposures to the technology for teachers to see. Curtin (2007) agrees with this philosophy and states that effective professional development is gradual and incremental “involving a lot of short but connected steps with moments of reflection and integration in between.”

[Baby Steps]. Retrieved August 10, 2009 from http://www.k-jostudio.com/images/Baby%20Steps.jpg

Step 6 Expect Apprehension, Maybe Even Resistance: Wang, Ertmer, and Newby (2004) argue that a lack of confidence by teachers may limit their amount of technology integration. This apprehension, or possibly fear, may prevent teachers from trying Web 2.0 applications in their classes. I will need to expect these feelings and be willing to work with teachers as they arise.

Step 7 Enlist the Help of E-Learning: We are fortunate to have a E-Learning teacher that is assigned to our school. Her job is to help teachers incorporate new technologies, including Web 2.0 applications, in their classrooms. She has the time to work side by side with teachers and even teach lessons for them to help model for teachers how to use new technology. She will be an invaluable partner in this endeavour.

The Million Dollar Question: What Web 2.0 Application Do I Begin With?

My staff’s comfort level with technology is very low. As stated previously, this is partly due to the limited exposure they have had due to the minimal resources available in the school. There is one teacher in the building who has had a Smart Board installed in her room. She is perhaps the most “tech-savvy” of the group and will be a good person to begin my discussions with. I would like to talk to her at the beginning of the year to see what her needs are. Does she need resources to help students with their writing? Does she need help organizing herself/her students on the web? After this initial conversation I can begin planning on how to integrate the Web 2.0 resources with some of the division’s current initiatives. My initial thought? I would like to start small, perhaps by showing teachers practical applications that will ease their lives such as Delicious or even using Voicethread/Animoto and then build from there.

As with any initiative, the material needs to be introduced in a manner that is comfortable for the participants. The incorporation of Web 2.0 resources is no exception. In order to help maximize my adult learner’s chance of professional development success, I need to be sensitive to their needs. Park et. al. provides some suggestions for PD implementation. These include having a clear vision/purpose for taking on the initiative. Teachers need to buy-in and this will likely occur if they see a need for the technology. They need to be trained so that they have the skills/knowledge required to be successful. Also, they need to have time to prep technology-based lessons. However, at the end of the day, it is up to each teacher to take the plunge and “learn to do by doing”. I can support them in their Web 2.0 journey and show them a need for the technology, but they will eventually need to begin experimenting with the Web 2.0 resources themselves if they wish to fully implement them into their classrooms.

4 comments:

  1. Tara, I definitely agree that to overcome apprehension and fear of technology, it is necessary to start small. I think you have a great game plan and a workable philosophy which requires us to start from where people are and then to inspire them to delve further into the integration of technology in their classes.
    Lori

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  2. Hi Tara,
    I have to agree with Lori - your plan certainly looks doable, and taking it slow is probably your best way to go. Your role as VP and your experience with Web 2.0 tools are definitely an asset you will use to your advantage. As a school leader, your staff will be looking to you for modelling & you have that in your plan. Once they see you succeeding they will want to follow - even if it's just a few to begin with.
    Good luck in your new venture - I know you will do very well.
    Carol =)

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  3. Tara,

    I love your step by step approach to technology innovation in your new school. I think you are very realistic about the obstacles that may appear in your way. You are willing to take it slow to reach your objective.

    What about your teaching partner in Grade 2? Do you have a computer in each classroom for teacher use?

    I know that last year, as a teacher, I would have welcomed the introduction to a tool like Delicious, Voicethread, or Animoto. I agree with you that those may be a good place to begin.
    Ruth

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  4. This looks like a good clear research-based plan Tara. I had to laugh about your husband being the tech troubleshooter! My husband actually provided my class MAC and set it all up for my pilot photography class.

    So your idea about bringing someone on board who is already motivated is really good.If she takes on another teacher as do you, well that's four by the end of the year!

    I have learned more about tech from my own marital "buddy system" than from all the other tech pd put together!

    Good Luck with all your busy roles!

    Shirley

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