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September 1, 2002
Change.com: A Technology Training Success Story
By James D. Sheffield, Ed.S.
As I listened to the conversation around the room, I began to wonder what I had gotten myself into. The small group of teachers seated at the different computer workstations were asking questions and making comments to one another that left me with an uneasy feeling.
"How do you turn it on?" one asked.
"I don't know. I have one in my room, but I have never used it." stated another.
"What exactly is a spreadsheet?" demanded yet another.
The main reason for my growing concern was that I was to teach this group of teachers how to use computers and technology in the classroom, and their comments were quickly draining my confidence.
My school, Dodge County Middle School, had recruited me to become a technology coach with an exciting new program. The program, called "change.com," was the product of a $150,000 BellSouth "Power to Teach" grant and new certification requirements from the state. The name of the program is multi-significant. The "change" part reflects the constantly changing and growing influence of technology in education while the last three initials - the "dot-com" - is more than just a domain name. Instead it is an acronym for curriculum, online, and motivation. The plan was to develop a re-delivery infrastructure for training our school staffs by utilizing a peer-coaching model in order to bring relevant technologies into the classroom. I, and the other coaches at the schools throughout the system, would be in charge of training the teachers at our respective schools in the use of technology in the classroom.
Sweeping education reform in our state had set new certification requirements for teachers, among which was for educators to demonstrate satisfactory proficiency of computer skills. The stated goals of "change.com" reveal the intent of the program. They are, as follows:
- to develop a teaching staff proficient in technology skills;
- to infuse existing technology into the school district's curriculum;
- to impact the learning environment of our students through the use of technology in our classrooms;
- to contribute to the global learning network through the electronic dissemination of teaching modules produced in this project;
- to fully utilize all available technologies; and
- to develop a model for training teachers which can be replicated in other systems.
Adding to my initial feeling of apprehension was the fact that we were entering uncharted waters. The state of Georgia had provided two options for meeting the new certification requirements: we could send our entire faculty through the state-prescribed InTech curriculum or we could develop our own curriculum and submit it for approval. With the leadership of our curriculum director, Dr. Lynn Rogers, we chose the latter option. We began to develop a curriculum that we felt met the practical needs of our teachers as well as the state's requirements.
We sought to develop a curriculum that addressed our local needs as well as the individual needs of each participant. Very few of the staff members at my school were using computers in their classroom when the program began. Many were still hand writing their tests and worksheets. Few, if any, had conceived of using an electronic grade book. Fewer still had actually used technology to present content to students or for research projects. Therefore, we focused on the basics of word processing, spreadsheets, presentation software, the Internet and Email.
My doubts about the program soon dissipated as we began to work with teachers in our schools. In the beginning, many of our teachers lacked the skills to effectively utilize computers and technology in their classroom, but they were all willing and eager to learn. Our faculty ranged in experience from first-year teachers who brought enthusiasm and a fresh perspective to the program to veterans of 10, even 20 or more, years in education. These latter had endured changes before and, despite their misgivings and reluctance to embrace computers, were all committed to not just teaching but to learning. Like The Clerk of Chaucer's The Canterbury Tales, these folk were not only glad to teche (teach) but now they were glad to lerne (learn).
And they certainly did learn. At the end of our first year, many of those who had before been reluctant to use a computer were now regularly using technology for productivity and student learning. Teachers, who had never typed a test before, were now typing not only tests, but also newsletters, study guides, and even class letters to politicians. Teachers who had never used the computer before now were keeping their grades on grade book programs, sending and receiving Email, and surfing the Internet for resources to use in class. The program was a success!
Like any endeavor in its infancy, our program wasn't perfect. We made our mistakes. Perhaps we reached too far with the scope of our curriculum at first. As the name "change.com" implies, we needed to change, evolve, and adapt. And we did.
Now ending its second year, "change.com" has been streamlined but continues to provide results. Heart of Georgia RESA recently approved our program as an acceptable alternative to meeting certification requirements. Those teachers who were the first to go through the program have continued learning and are now helping other staff members learning to use technology.
The most striking thing about the whole experience to me has been the adaptability of the teachers involved and the willingness they have expressed to learn something new. They continue to impress and inspire me and I hope that our students are wise enough to recognize the great example they provide of what learning is all about and that you're never too old to learn.
Email: James D. (Davey) Sheffield
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