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April 1, 2001
The Successful Technology Coordinator
By Jeanette Parham
Technology Coordinators wear many hats. In order to do the job well, technology coordinators should be aware of certain techniques and strategies that will make them successful.
A successful Technology Coordinator cares.
You will be working more with adult personnel than you have in the past. You will be developing, supporting, and encouraging these personnel. You will need to show your learners that you care about their success. The teachers and students are the oil that keeps the process working smoothly. You can't do what you need to do without their support and they can't do what they need to do without yours. Without true caring your effectiveness drops significantly. Learners highly value mutual respect, objectivity, empathy, and understanding; particularly learners who need a safe place to test their ideas.
A successful Technology Coordinator is sensitive and naturally perceptive.
You need to be able to feel the energy mood of the group you are working with and plan accordingly. You need to be a listener as well as an interpreter. You must be able to interact with adult learners. You must be able to give and take, back and forth, the flow of ideas, concepts, and information effortlessly. You may learn a lot about what you need to do through informal conversation with your staff. Listen also for nonverbal information. Watch facial expressions, body language, and movements. Listen to the tone of voice and any expressions of emotion. People have different reactions to feedback, and even the most carefully chosen words can create an unexpected negative reaction. Thus, the Technology Coordinator must be intuitive enough to practice a blend of diplomacy. Another problem is that adults may react negatively to being students; usually knowledgeable and informed about their own jobs, adults may find themselves uncomfortable in the role of student.
A successful Technology Coordinator knows they are not fully in control.
You are a resource for teachers who seek out your services. Ultimately you do not control the actions and decisions of the teacher. You want that person to accept ownership. You form a partnership with the teacher. You are trying to help that teacher develop her own solutions. People generally know what is the appropriate step to take. Often your job is to draw the answer out of the teacher. If you always give the teacher the answer, the classroom teacher is less likely to "own" and fully enroll in the solution. There are times when you'll need to say, "I can't do that for you, but I can show you how". Many times you'll want to say to the classroom teacher, "Let's explore the possibilities together." You can provide options and recommend resources. You can give your opinion. You can answer questions, but ultimately, the answer must be the classroom teacher's. Your knowledge, your effectiveness as a communicator, your developed relationship with the teacher, and your perceived competence will impact a teacher's willingness to use your input.
A successful Technology Coordinator provides sacred time for teachers.
Teachers can learn in the computer lab right along with their students, but teachers also need time to learn in a no-risk environment away from their students. There should be a time when they can be comfortable with the idea of learning from you as the teacher. Your first step is to let them know that no questions are stupid. You are their supportive partner and they yours, at times. Your goal is to make them self-sufficient. After meeting with you, a classroom teacher should feel stronger, more knowledgeable, more capable, and eager for more training. During training, provide teachers with all the safety net they need. During that time they should be made to feel its okay to explore and make mistakes.
A successful Technology Coordinator is flexible.
Being a Technology Coordinator is like being a tightrope walker. You don't know the outcome but you always hope for the best. You will be moving forward, testing, and changing every step of the way. You will be modifying and adjusting continuously. It's going to take time to reach your goals. When things don't go as planned you have to analyze what went wrong and consider what you can improve. After that you can plan to make the necessary adjustments. If your new strategy works, you keep it. If not, you go back and brainstorm for a new approach. Sometimes it is just trial and error. When planning your presentations to fit the group, you have to often vary the pace and rhythm of the session in order to facilitate learning. There are times when you have planned a workshop session and then find that it would be beneficial to change direction half-way through. You have to be prepared for those times. Remember also that adult learners vary in the degree of experience they have in different areas. Training must be sensitive and flexible to these differences and ranges of experience. At times the use of humor is appropriate.
A successful Technology Coordinator is energetic, positive, and upbeat.
Show your staff that you enjoy working with them. You must be able to motivate and excite others. You must take time to celebrate success and build on the strengths you identify. You will often find yourself in the role of being a problem solver. You must brainstorm and think about how to get the job done with whatever it is that you have available. You will often have to think creatively while at all times moving forward positively. At times, you may be frustrated with technology, but you must judge when it is wise to show that frustration. You will find that teachers working together continually learn from one another's fresh ideas. There must be time to share, to celebrate, to congratulate, and to reward. In cohesive supporting groups risk-taking and true learning is more likely to occur. Once a successful event has occurred continue to offer support to keep the momentum going.
A successful Technology Coordinator respects others' opinions.
A successful Technology Coordinator continuously makes it a practice to learn from teachers. The Technology Coordinator is open to input and willing to change to meet the needs of the students. You should provide opportunities for participants to exchange ideas and learn from each other in pairs and group work. You should respond to learner feedback by answering questions, clarifying expectations, and implementing suggestions whenever possible. It is often helpful to ask the teachers what it is that they need in order to move forward successfully. What is it that they want you to cover in a workshop?
A successful Technology Coordinator admits not knowing when he/she doesn't know an answer to a question.
Once the teachers are somewhat self-sufficient they will most often seek help from you when there is a problem, which usually means difficult questions for you. Don't feel that you have to always answer all the questions right away. Sometimes the classroom teacher is seeking reassurance and confirmation, and may already know the answer to the question. You will enhance the teacher's capabilities and self-esteem if you ask what she thinks and confirm that the answer is the correct path. When you don't know the correct answer or are speculating about the right course of action, tell the truth. It is far better to say you don't know, that you will check and find out, than to appear to have all the answers and give bad advice. The wrong move might undermine your credibility.
A successful Technology Coordinator demonstrates credibility.
Teachers and students need to see you using the technology. Any notes and reports you submit should be computer generated. You must apply to your work what it is you are asking your adult learners and students to do. A successful coordinator demonstrates respect by being punctual, being prepared, and beginning and ending class on time. Your time together with your teachers is very valuable so do everything you can to stay on task. If necessary have someone in the group be your friendly timekeeper. Create a culture in which teachers talk about teaching and learning; observe each other teach; plan, design, research, and evaluate the curriculum; and teach each other what they have learned about their craft. You must also not be afraid to acknowledge the limitations of your own knowledge, skills, and experience. You must feel comfortable enough to draw upon the expertise of other teachers, and even students, if necessary. After all that is what you're suggesting your staff does. In the technology field there is no ONE expert. The smart person knows what is needed and knows where to get the necessary information. It might also be beneficial to share your war stories. After all, through your involvement with technology there were times when it was not always easy for you to fix a particular technical problem or understand how a particular program worked. Part of your background includes sharing the mistakes that got you where you are. Let your learners know that you've been where they are and that you have survived.
A successful Technology Coordinator stays on track.
You should visually assess the progress of the teachers regularly. Schedule a weekly walkthrough of the building. You need to know if the equipment is on and being used. Your walkthrough will let you know how much work you still have left to do. Then, it's time to develop an action plan. Teachers that you model for, or teachers that are just beginning, need an assignment when they leave the lab so they can continue to improve when they go back to the classroom. Perhaps the lab lesson purposely takes more than one session to complete so that the completion has to occur in the classroom. Often when teachers are introduced to something new they respond with an attitude that suggests, "this too shall pass." They may complain that you're taking their valuable time but if the lessons are planned thoughtfully, you're not. You are actually enhancing what it is they are already doing. You are recommending or teaching appropriate technology connections for the particular concept being covered. You are reaching learners in the class that are not responding to the material the way it has been traditionally presented. As a technology coordinator you must continue to push forward for the sake of the students.
A successful Technology Coordinator provides classroom teachers with useful, workable information.
Classroom teachers need to know that your job is to assist them in becoming self-sufficient technology users. Let them know that you will work with them to lay a strong foundation; together you'll decide what needs to be done and together you'll work on a plan of action. Let them know that you will provide sample lessons, Web sites, activities, and exercises, and that you will suggest new information and new ways for them to do things. But be sure to most of all let them know that they will be making the final choices and decisions as to what fits and what they want to try, as well as that you will support their choices.
A successful Technology Coordinator is an effective classroom facilitator.
Because it is your goal to have the technology in the classrooms used effectively, classroom facilitation will be the vehicle you use to make that happen. When you visit the classrooms you will be gathering data. What is the current curriculum focus? What are the themes? What are the learning and teaching styles? Who are the key students? What is needed in the classroom computer center to bring it up to par? Help bridge the technology gap by suggesting ways the teacher can use available software in lessons. Provide assistance in creating a functioning in-class computer learning center with maintenance guidelines, short-term and long-term activities and rubrics, "how-to" directions, and schedules. Identify in-class student experts and provide training for the key students.
A successful Technology Coordinator uses a variety of strategies.
The successful coordinator must employ a variety of teaching strategies to appeal to a range of learning styles. At times the Technology Coordinator must function differently because he or she will be working with teachers of varying levels of experience. Let's say a teacher wants her class to do a multimedia presentation but is afraid to give it a try. You could take several approaches. If you were acting as a consultant you would tell her how to create the multimedia presentation. If you were acting as a mentor you would show her how. If you were acting as a facilitator you would work along beside her to provide support.
The way you decide to work together should be clearly understood and decided up front. The teacher needs to know when you will be there and when you will be weaning yourself away. It is important to provide frequent feedback to learners, including positive reinforcement and concrete suggestions for improvement. It is also important to invite frequent feedback from learners regarding staff development and support.
You might want to not only provide demonstrations but also provide participants with handouts, how-to directions, peer support, online tutorials, relevant Web sites, reference charts, or hands-on experiences. When you provide an assortment the adult learner will gain the material through whichever method is most comfortable for them. You also want to provide enough information so that the learners are able to continue to grow when you are not available.
A successful Technology Coordinator does not give up on the reluctant teacher.
All teachers will not learn at the same pace, and sometimes it will feel like you're knocking your head up against a brick wall. But you must not give up on them. Continue to invite them to the sessions. Continue to distribute the literature to them. When working with the reluctant classroom teacher you may need to search for a "hook," something that the individual would be personally interested in (stock market, health issues, bargain shopping, etc.). Let the reluctant teacher know that he or she is missing a self-enhancing opportunity if he or she declines to follow your lead. You never know when that gotcha moment will occur. As you work, plan a recursive strategy. Everyone will not be ready to go when you are but move forward at a reasonable pace anyway. It may seem that you're leaving some teachers behind. As you're moving forward keep your eye on them. When the majority of the teachers are steps ahead let them fly on their own. Provide them with suggestions for intriguing, fun, creative, colorful activities and give them the structure to move on without you. Then use that time to provide intense support for your strugglers. Their level of concern might be a bit different now and their need to know might be somewhat heightened. They might be more willing to accept the information you're trying to provide when they see what the other teachers are gaining.
A successful Technology Coordinator knows something about the adult learner.
Remember that adult learners do not begin any course as "empty vessels." Respect and draw upon their prior skills, knowledge, and experience. Be flexible when giving assignments. Provide general guidelines, but allow learners to customize projects according to their own learning needs and desired applications.
Understand that adult learners juggle multiple responsibilities, and may lean on you a little bit more than you think necessary. Constantly assess what you think are reasonable and unreasonable requests.
Suggest strategies for continued learning. Your staff development sessions are only an introduction and your adult learners must continue to practice on their own. You might want to offer them suggestions on how to proceed beyond the class. For example, they may want to know, How can real life constraints on practice time or computer access be handled? What materials are available for later study? Who is available for questions after the training? Although there may be no easy answers to these questions, a discussion can bring out alternative solutions to these problems, which fit within the real world of the adult learner.
A successful Technology Coordinator regularly interacts with the building administrator.
A coordinator converses with the administrator, not to "squeal" on the teachers but to gain support in what it is the coordinator has to do to get the job done. The meetings should center on facts and information.
Fundamental to the Technology Coordinator position is the element of trust. Teachers need to know its okay to take a risk, its okay to make a mistake. They need to be able to explore the technology without fear of administrative reprisal.
Invite principals to your staff development sessions. Principals need to encourage teachers to acquire new skills, support them during the inevitable frustrations, and recognize their efforts. Principals should be a part of publicly celebrating improvement in technology usage in the building. Principals also need to be seen using the technology. It would be a valuable experience if the administrators could find time to learn right along with the teachers.
You may have to ask for administrative help by having administrators request that teachers decorate the hall bulletin boards with computer-generated displays, that teachers mention technology usage in their plan books, that teachers construct computer learning centers in their classrooms. Principals can ask to see student work samples and classroom learning center sign-up sheets or schedules during routine observations.
A successful Technology Coordinator maintains confidentiality.
Yes, it may seem that one room always needs all the repairs. Yes, you'll become irate. Some teachers might ruin things before they admit they need the help. They may worry that the Technology Coordinator will tell others what he or she doesn't know. This is not something to share at a faculty meeting if the teacher doesn't want it shared. Perhaps two years from now the teacher may want to laugh about it. The teacher partnering with you has to feel you are looking out for his or her best interests and maintaining confidentiality at all times. One of the most important factors that you bring to making the vision happen is the knowledge of your building and how it functions. If you've been at the location for some time, you are aware of the impact of the individual classroom teacher within that environment. If you ignore this knowledge and don't use it to your advantage, then you will fail to attract internal support for any new future relationships, plans, or activities you plan to do down the line. You are not a tattletale for the administrator. The administrator evaluates. You support. Your role is to be nonjudgmental. Assess the situation and provide the person with what they need to move on to the next level. At all times THINK SUPPORT.
A successful Technology Coordinator evaluates his/her own skills.
As a Technology Coordinator you are quite often functioning in the role of being a teacher. But, for continued success you must repeatedly be a student. You must forever situate yourself in positions where you are always learning. Occasionally do a self-assessment and take the necessary classes and courses, or attend the necessary conferences to keep your skills up to par. It would be helpful to have a "How Am I Doing?" checklist (see the following example) that helps you to stay focused and on track, as well as identify areas you need to improve. You must never lose sight of your goal. Your professional growth focus is not only on technology skills but also on management skills, people skills, and team-building skills.
How Am I Doing as a Technology Coordinator?
I understand my role and use strategies to stay focused.
Yes No
I continuously follow the problem-solving strategy of articulating the vision, setting goals, monitoring the progress, and modifying and adjusting when necessary.
Yes No
I practice what I preach, walk the talk, and use technology whenever I can.
Yes No
I interact with the building administrator regularly and request support when I need it.
Yes No
I routinely conduct a building walkthrough to get an idea of how successful my approach has been.
Yes No
I plan informative bulletin boards, distribute informative flyers or newsletters to help keep everyone on track.
Yes No
I look for success, build upon strengths, and congratulate or reward positive moves in the right direction.
Yes No
I diplomatically handle potential problem situations.
Yes No
I listen and observe more than I speak and react.
Yes No
I show my colleagues that I respect their time and opinions.
Yes No
I support the give and take, back and forth, flow of ideas and information.
Yes No
I provide classroom facilitation just as much as I provide lab facilitation.
Yes No
I provide assistance in creating a functioning in-class computer learning center.
Yes No
I provide a safe, secure, no-risk environment for adult novice learners.
Yes No
I facilitate by asking probing questions.
Yes No
I provide options and recommendations rather than definite solutions.
Yes No
I suggest strategies and provide information for continued learning outside of training sessions.
Yes No
I demonstrate the skills of brainstorming, problem-solving, and perseverance.
Yes No
I make it a rule not to give up on reluctant teachers.
Yes No
I make time to constantly interact with the teachers about making the technology connections.
Yes No
I provide a variety of strategies for obtaining the same results.
Yes No
I have in place a well-trained student technology support team.
Yes No
I maintain a collection of ideas, activities, lessons, Web sites, etc., that are applicable in most situations.
Yes No
I network with other Technology Coordinators both near and far.
Yes No
I read, take classes, and attend conferences to improve my skills.
Yes No
I don't have a problem with saying. "I don't know but I'll find out."
Yes No
I have a support system for myself and use it when I need to.
Yes No
A successful Technology Coordinator has a masterful backup system.
You must know where to go to get the technical help you need. You must identify all your support systems and keep them close at hand. Your support systems may be online Help Desks, User Groups, online courses, listservs, or message boards. It is also important to network and connect with other Technology Coordinators who are dealing with the same issues as you are. You might want to connect with fellow district Technology Coordinators that specialize in areas that you don't.
A successful Technology Coordinator finds ways to combat frustration.
Build upon your program strengths. Identify your human resources (adult and student) and call upon them to assist you. Developing a Student Technology Crew will be invaluable for both you and the students. Relying on the students in the building says that you believe in them and you trust them. Whenever it feels necessary wear a "Time Out" sign. After all, you're human too. It might help to strategically place in your schedule some groups or classes that you truly enjoy working with. You might even want to ask a self-sufficient teacher working in the lab if you can teach her class once in awhile. Above all, have fun. Bringing the benefits of technology to a school site is a most worthy occupation.
Email: Jeanette Parham
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