1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: Individual Teacher Technology Assessment
Reflection:
The “Individual Teacher Technology Assessment” is a narrative describing my evaluation of a colleague’s technology implementation level, which was assessed through multiple data sources, and proposing a model for technology-related professional learning based on identified needs. I completed this assignment as part of the requirements for ITEC 7460 Professional Learning and Technology Innovation; this project then lead to completing 5 coaching sessions with the teacher, which are outlined in Field Experience Log #1 for ITEC 7460. Despite the coaching being an assigned class task, the experience was rewarding and allowed me to practice several coaching techniques and my colleague to gain familiarity with and confidence in implementing new technology tools in her classroom.
Initiating technology change in schools seldom comes from large-scale professional learning sessions that present a concept a single time and leave teachers to implement individually and without any follow-up support. Instead, Knight (2007) suggests that such a model for professional learning will result in minimal knowledge about technology and very little implementation of any real technology initiatives. What is needed instead is a smaller-scale coaching model in which technology professionals develop partnership relationships with educators, assessing needs, listening to preferences, and engaging in professional learning that is meaningful (Knight 2007). Furthermore, research about diffusions of innovations groups teachers into different adopter categories, and understanding the make-up of these categories and the types of professional learning needed by members of each category gives professional learning developers a more realistic understanding of the needs of teachers within a school building. I researched coaching models described by Knight (2007) and in ISTE’s (2011) white paper on coaching, as well as Rodgers’ (1955) descriptions of diffusion of innovations before assessing the technology needs of the teacher with whom I worked. I was then able to create a survey/questionnaire and observe her classroom and teacher practices to evaluate her LoTi (LoTi ® Framework, 2011) level and then recommend specific methods of coaching that would address her unique learner needs. I proposed the peer coaching model (ISTE, 2011) because it allowed me to model several technology strategies before my colleague then tried to implement them in a practice situation and then on her own. Furthermore, peer coaching emphasizes collaboration and practice, which will help to sustain the technology implementation, rather than merely stopping short at technology knowledge.
After administering LoTi assessment and adopter level surveys, the coaching that ensued after the technology assessment allowed me to implement peer coaching based on the teacher’s specific needs. Coaching began with the teacher completing a cluster diagram in which she further delineated the types of technology strategies she wanted to develop. By combining those identified by both her and me, I was able to manage the change process in a way that was steady, consistent, and focused on developing real changes. Further coaching strategies implemented included teacher modeling, observation, an after action report and regular reflection on the technology implementation process.
In completing the Individual Teacher Technology Assessment, I learned the importance of focused and individualized professional learning. My teacher colleague was interested in learning about technology and had much technology available to her; each of the topics she wanted to discuss came directly from a professional learning session in which she had participated earlier in the semester. However, in the large group setting with numerous ability levels and no true follow-up, she was not able to truly see how the new technologies work or understand ways they may be used in her class. She was labeled a late adopter and not a resister in terms of diffusions of innovation simply because of her lack of familiarity with technology in her personal life. It would have been easy to dismiss her as an “older” teacher who probably would never embrace technology but by taking the time necessary to develop a partnership relationship in which she knew I respected her for the expertise she brought to the classroom, she was much more receptive to learning about types technology in which she was already interested. In order to improve this artifact, I would suggest including some of the teacher’s actual words from the interview I conducted with her. I think that sharing her actual words would allow others to more easily see why I assigned the specific LoTi level and adopter type.
The Individual Teacher Technology Assessment contributes directly to faculty development since it ensures professional learning is meaningful and engaging, rather than useless. By assessing a teacher’s individual technology needs and identifying a coaching model that emphasizes collaboration, mutual respect, and a partnership, the teacher finds professional learning more effective and therefore more likely to change her teaching strategies. Changes in a teacher’s technology implementation should be assessed through regular observations and lesson plans indicating technology implementation. Furthermore, student perception surveys may also suggest that the use of technology makes learning more engaging, relevant, or interactive.
References
ISTE. (2011) Technology, Coaching and Community, Power Partners for Improved Professional Development in Primary and Secondary Education. Retrieved from http://www.instructionalcoach.org/images/downloads/ISTE_Whitepaper_June_Final_Edi ts.pdf
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
LoTi ® Framework (2013). LoTi ® Framework. Retrieved from http://loticonnection.cachefly.net/global_documents/LoTi_Framework_Sniff_Test.pdf
Orr, G. (2003). Diffusion of innovations, by Everett Rodgers, (1995). Retrieved from http://www.stanford.edu/class/symbsys205/Diffusion%20of%20Innovations.htm
The “Individual Teacher Technology Assessment” is a narrative describing my evaluation of a colleague’s technology implementation level, which was assessed through multiple data sources, and proposing a model for technology-related professional learning based on identified needs. I completed this assignment as part of the requirements for ITEC 7460 Professional Learning and Technology Innovation; this project then lead to completing 5 coaching sessions with the teacher, which are outlined in Field Experience Log #1 for ITEC 7460. Despite the coaching being an assigned class task, the experience was rewarding and allowed me to practice several coaching techniques and my colleague to gain familiarity with and confidence in implementing new technology tools in her classroom.
Initiating technology change in schools seldom comes from large-scale professional learning sessions that present a concept a single time and leave teachers to implement individually and without any follow-up support. Instead, Knight (2007) suggests that such a model for professional learning will result in minimal knowledge about technology and very little implementation of any real technology initiatives. What is needed instead is a smaller-scale coaching model in which technology professionals develop partnership relationships with educators, assessing needs, listening to preferences, and engaging in professional learning that is meaningful (Knight 2007). Furthermore, research about diffusions of innovations groups teachers into different adopter categories, and understanding the make-up of these categories and the types of professional learning needed by members of each category gives professional learning developers a more realistic understanding of the needs of teachers within a school building. I researched coaching models described by Knight (2007) and in ISTE’s (2011) white paper on coaching, as well as Rodgers’ (1955) descriptions of diffusion of innovations before assessing the technology needs of the teacher with whom I worked. I was then able to create a survey/questionnaire and observe her classroom and teacher practices to evaluate her LoTi (LoTi ® Framework, 2011) level and then recommend specific methods of coaching that would address her unique learner needs. I proposed the peer coaching model (ISTE, 2011) because it allowed me to model several technology strategies before my colleague then tried to implement them in a practice situation and then on her own. Furthermore, peer coaching emphasizes collaboration and practice, which will help to sustain the technology implementation, rather than merely stopping short at technology knowledge.
After administering LoTi assessment and adopter level surveys, the coaching that ensued after the technology assessment allowed me to implement peer coaching based on the teacher’s specific needs. Coaching began with the teacher completing a cluster diagram in which she further delineated the types of technology strategies she wanted to develop. By combining those identified by both her and me, I was able to manage the change process in a way that was steady, consistent, and focused on developing real changes. Further coaching strategies implemented included teacher modeling, observation, an after action report and regular reflection on the technology implementation process.
In completing the Individual Teacher Technology Assessment, I learned the importance of focused and individualized professional learning. My teacher colleague was interested in learning about technology and had much technology available to her; each of the topics she wanted to discuss came directly from a professional learning session in which she had participated earlier in the semester. However, in the large group setting with numerous ability levels and no true follow-up, she was not able to truly see how the new technologies work or understand ways they may be used in her class. She was labeled a late adopter and not a resister in terms of diffusions of innovation simply because of her lack of familiarity with technology in her personal life. It would have been easy to dismiss her as an “older” teacher who probably would never embrace technology but by taking the time necessary to develop a partnership relationship in which she knew I respected her for the expertise she brought to the classroom, she was much more receptive to learning about types technology in which she was already interested. In order to improve this artifact, I would suggest including some of the teacher’s actual words from the interview I conducted with her. I think that sharing her actual words would allow others to more easily see why I assigned the specific LoTi level and adopter type.
The Individual Teacher Technology Assessment contributes directly to faculty development since it ensures professional learning is meaningful and engaging, rather than useless. By assessing a teacher’s individual technology needs and identifying a coaching model that emphasizes collaboration, mutual respect, and a partnership, the teacher finds professional learning more effective and therefore more likely to change her teaching strategies. Changes in a teacher’s technology implementation should be assessed through regular observations and lesson plans indicating technology implementation. Furthermore, student perception surveys may also suggest that the use of technology makes learning more engaging, relevant, or interactive.
References
ISTE. (2011) Technology, Coaching and Community, Power Partners for Improved Professional Development in Primary and Secondary Education. Retrieved from http://www.instructionalcoach.org/images/downloads/ISTE_Whitepaper_June_Final_Edi ts.pdf
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
LoTi ® Framework (2013). LoTi ® Framework. Retrieved from http://loticonnection.cachefly.net/global_documents/LoTi_Framework_Sniff_Test.pdf
Orr, G. (2003). Diffusion of innovations, by Everett Rodgers, (1995). Retrieved from http://www.stanford.edu/class/symbsys205/Diffusion%20of%20Innovations.htm