A Plan for Technology Integration - Tech Learning

A Plan for Technology Integration

Introducing new technologies into learning is not an easy process. Decision makers want to examine data, other districts' successes/struggles, and make sure money is being well spent. There are many approaches to adopting new technologies (or any educational tools for that matter). In this post, I thought I would offer up my own thoughts for a possible plan for investing in and integrating new technologies.
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I've been thinking a lot about Technology Integration into classrooms, schools, and districts. Of course, I'm always thinking about this, but I've been recently been working on our school's technology budget for next year, so I'm looking at our "needs" and "wants" closely, knowing items in both categories will be cut due to dwindling budgets that I'm sure most districts are well acquainted with.

Introducing new technologies into learning is not an easy process. Decision makers want to examine data, other districts' successes/struggles, and make sure money is being well spent. There are many approaches to adopting new technologies (or any educational tools for that matter). In this post, I thought I would offer up my own thoughts for a possible plan for investing in and integrating new technologies.

My plan laid out here is a "work in progress." Please use the comment section to revise or expand on my ideas and don't hesitate to trash the entire thing and offer up your own plan!

BOB SPRANKLE'S PLAN FOR TECHNOLOGY INTEGRATION:

Overview:

  • Purpose
  • Assessment
  • Professional Development
  • Beta Test Group (with Small amount of the Identified Technology acquired)
  • Beta Group Assesses and Reports Out and Initial Professional Development Plan Created
  • New People/Small Groups are Trained by Beta Group
  • Technology is purchased for the Larger Group and Professional Development is Further Delivered
  • Assess Outcomes (identified in Purpose stage)

Now for a bit of explanation:

Purpose:

I can't tell you how many times I've had educators (from teachers to administrators) approach me with something similar to the following quote:

"Okay, we just bought 500 iPod Touches (or other technology) for our teachers/school/district. Now what do we do?"

This has always concerned me as this is the "cart before the horse" scenario (I mentioned this in my last post). A lot of money is often spent as schools or districts try to climb aboard the Technology/21st Century Skill wagon without first identifying Purpose.

Without thinking about Technology at all, the process must start with identifying the need. It could be something such as: "I want my students to create work that is meaningful" or "We want our teachers to communicate more with parents and the community." It might be helpful to identify how these goals are going to be accomplished with or without new technology. This forces the question: are these goals really imperative? In other words, do the interested parties believe so strongly in these goals that they will make sure they happen with or without the purchase of new technologies?

Assessment:
Schools fortunate enough to have Technology Integrators or "tech-savvy" colleagues are then able to go and ask those folks what tools already exist to help achieve the goals identified. There is a very real possibility that in this part of the assessment phase, the conclusion may be that new technologies may not be necessary at all.

If new technologies are in fact identified, another assessment that must take place is to find out if the staff/teachers who will be using the technology have "buy in." It is important to take a pulse on reactions, perceptions, and feelings from those who will be using the new tools. Are they excited about the possibilities that the tools offer, or do they feel that the new tools are being forced upon them? This latter finding doesn't necessarily stop the process, but it will be important to identify resistance early on in the process in order to later address possible barriers of adoption during the Professional Development phase.

Beta Test Group (with Small amount of the Identified Technology acquired)

Find those teachers who are most enthusiastic (or at least willing) to try out the new technology. Also, start small with the purchase of the technology. There's no sense buying Interactive White Boards or iPads (for instance) for an entire school before testing it out with a small group of teachers first. Administrators/decision makers might be inclined to supply everyone with the technology in order for equitability. I believe that using a Beta Test group first is the best route because problems and struggles that may arise with the implementation of the tool(s) can be worked out more easily with a smaller group. Not everyone has to tackle these struggles together. Once all the "kinks" have been worked out, the Beta group can alleviate much of the anxiety and frustration for the larger group if the technology is adopted. This allows for a much more positive experience for the new users.

Alternatively, the findings from the Beta Test Group may be that the technology does not meet the desired needs, or is not worth the costs, or is too cumbersome or complicated to expect widespread adoption.

Beta Group Assesses and Reports Out

The Beta Group defines the pros and cons of adopting the technology and reports back to the decision makers/administrators. If the technology is adopted, the Beta Group identifies hurdles and struggles that may need to be overcome before adoption as well as begins putting together a clearly identified process for Professional Development for other staff.

It is possible that the group decides that this technology is not a tool that would benefit all teachers/students in the school. Technology Integration may actually come in many different forms. For instance, one set of students may benefit more from a tablet-like tool, and another set of students may do better with laptops. Or different technologies may be offered according to different activities/needs throughout the students' day.

New People/Small Groups are Trained by Beta Group

This part may seem redundant but I think it's beneficial. In essence, you are creating a second Beta Test Group of new teachers in order to beta test the Professional Development plan that will ultimately be deployed to the rest of the staff. This time, the group may include teachers who didn't show an interest in the adoption of the technology (bribe those teachers with lots of chocolate to join this new group). When the original Beta Test Group trains this new group of people, it is likely that additional technology may need to be purchased to support the training and additional needs/struggles/issues will be further identified, requiring revisions to the original Professional Development plan.

Technology is purchased for the Larger Group and Professional Development is Delivered

Finally, it's time to "take the plunge." The original Beta Test Group as well as members from the second group are the best choices for leading the Professional Development for the larger group and should serve as mentors/support for teachers as they begin using the tools. New technology is rarely mastered in one or two sessions of identified Professional Development time. Teachers will need to know who they are able to go to for support throughout the year in order to become proficient with the tools.

Assess Outcomes (identified in Purpose stage)

This really should be happening throughout the entire process, but I believe that there should be some type of formal assessment (examples: survey, data examination of student improvement, observation, and even anecdotal feedback) to see if the technology is actually meeting the needs identified. This could take place at an identified time, such as the end of the school year. It is likely that the assessment may reveal other uses for the technology that hadn't originally been anticipated. It is also likely that the assessment may reveal problems in the adoption of the technology: perhaps teachers aren't utilizing the tool (due to struggles with the tool, possibly requiring more professional development, or their own assessment that it is not a tool that "fits in" with the rest of their instruction). It is important to find out if the tools are actually being used, or if they are tucked away in a closet. Decisions may be made by administrators that the technology should be distributed elsewhere, that retraining is required, or that expectations are readdressed or reevaluated.

In Summary

Technology adoption does not happen overnight. There are many things to consider, test out, assess, and learn before large amounts of moneys are spent.

What struggles have you witnessed with new Technology Integration? What ideas would you offer to this post? I look forward to hearing your thoughts on my own ideas and your revisions to them.

Thank you in advance!

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