Miguel Guhlin Instructional Technologist/TENET Master Trainer
mguhlin@tenet.edu URL: http://www.esc8.tenet.edu/~wwwmtp
"Seven is Your Lucky Number"
Copyright 1996 Miguel Guhlin
Administrators tell you "Go for it!" Teachers ask, "When will the
classes start?" The media specialists demand to know what you want them to
teach. Your secretary says, "How do I make a database to keep track of
your classes?" As district technology coor dinator, you're in the
spotlight. Tough, sticklers for what they want, everyone breathing down
your neck has decided only one obstacle stands in their way. Immovable,
grey, dumb, stubborn, YOU are the obstacle. Blessed are you for you will
have maledictions heaped upon you.
Internet fever sweeps across your district. No longer on a backburner,
the instructional technology program needs to move forward. Staff
development becomes your top priority. A board member states, "What were
this guy's credentials again?"
You start to ask yourself, "Did I really want this job? What do I
really know about technology and training cantankerous teachers?"
You realize that the success of your instructional technology program depends
on two factors: 1) Your ability to persuade others and 2) Others' ability
to teach each other. Let's face it. You're a cheerleader. There's no
way that you can do this job alone.
Even in your district, your have one hope for training. Train one
person at a time, win a campus one classroom at a time. Win your district
one campus at a time. How can you do it? How can you motivate complete
strangers? It's no secret. They're su spicious of you. They know you're
up to something. No way you'll get them to lay their hands on a computer.
Certainly, no way to use a computer with 30 attention deficit
disorder/gifted and talented students. Just no way.
Is there a solution? Of course there is. Follow these seven simple ways
to getting teachers to use technology. Don't forget how persuasive you are
and your goal of developing other people's training ability.
#1: DO YOUR HOMEWORK.
Don't state "Research says...." Teachers don't care about
research. Is it classroom based? If not, don't waste their time. Find out
how campus technology coordinators and/or media specialists in other
districts do their training. I say campus-level trai ners because they
know how to establish relationships with their peers. Programs with these
elements are the best: a) emphasize curriculum over technology, b) use
technology to redesign the way teachers teach and students learn, c) peer
training.
Emphasizing curriculum over technology avoids technocentrism, or
technology for technology's sake. Successful programs design curriculum
making technology integral to the success of the curriculum. Put
technology infused curriculum to the test: read the curriculum. Do the
activities without technology. If it's impossible to
do, you know the curriculum has integrated technology well.
Changing how teachers teach affects how students learn. Change
teachers' perception of how students learn, and they'll teach differently.
Establish a system where teachers train each other, and you'll have a
model district (notice I didn't write "a mode l technology program").
#2: PICK KEY TEACHERS
Teachers are four times more likely to be exemplary computer users when
there is a full-time technical support person at the campus (Becker,
1994). The essential link, believes Kay Pearson (1994), in making
effective use of technology is a teacher who kn ows curriculum
"throroughly and can see how technology can enhance what is happening each
day in each classroom." In my experience, asking principals to pick these
types of teachers will not work. Go classroom to classroom and see where
technology has l aid its head. Invite these pioneers to participate in a
group committed to mixing curriculum and technolgy together. Set up
groups at the district level with two liasons from every campus. Avoid
the teachers that moan and complain about not having enou gh time. Look
for those that make the time to improve themselves for their students'
sake. From campus to campus, as in age to age, the select few rise to the
top.
#3: SHARE WHAT YOU'VE LEARNED.
Remember that teachers receive less technical support than any
other group of professionals (Lucas, 1995). Use this fact to your
advantage. While integrated learning systems brag that their systems
impact student achievement, share studies with teachers
that focus on these three concepts: Tool-Based Learning, Simulations in
the Classroom, and Thematic-Centered Instruction. (You can refer to a
variety of materials available via the Internet. Or, you can write to the
Texas Center for Educational Technology (TCET) at P.O. Box 13857, UNT
Station, Denton, TX 76203).
Make research materials available to teachers. Buy all your district
members an International Society for Technology in Education (ISTE)
membership. Set up a class for these district members that involves
analysis of the article. Other resources worth pu rchasing include
"Technology and Learning," "Electronic Learning," and, "Technology
Connection." If funds are limited, divide the magazines among different
campuses. Meet monthly to share information. Recognize class participants
and encourage them to pa ss on what they learn to others on their
respective campuses.
Another alternative is to start a newsletter. Not as effective as a class,
it nevertheless allows readers to review information in condensed form.
You may want to do this in addition to your monthly meetings.
#4: WHERE ARE YOU NOW?
I admit it. The biggest mistake you can make is not knowing where
you are right now. Let me say that again. Unless you know exactly what
your district's perception of technology is, you will make little
progress. While there might be a variety of ways to assess your progress,
all of them costly, invest in a book by Len Scrogan entitled "Tools for
Change" (for more information, contact Pat Crawford via e-mail:
pat@tenet.edu). This will give you an overview of where you are in terms
of hardware, software, and staff perception of your district program by
campus. However you do assess your current situation, make sure that you
assess where you are before you do anything else. In the long run, your
assessment pays off in asking for money from your school
board (i.e. they can't avoid the issue of hardware access if the
perception is that administrators have all the computer and teachers do
not) and checking your progress.
#5: GIVE YOUR MONEY AWAY.
When I first arrived in a school district, my principal asked in
shock, "What technology allotment?" Inexcusable as this was, the greater
shock came when my technology committee discovered all technology funds
had been pooled at the district level. Not a firm believer in
trickle-down economics, this development made me demand our campus
technology allotment. Instead of handing over $12,000, the superintendent
suggested I write a proposal. One year later, a principal in shock, my
campus boasted over 80 hours of training on a variety of software and
materials totalling almost $12,000. You can learn from this.
You can choose to hang onto the money at the district level. Or, you can
be a benevolent dictator and take your cut (after all, you have to pay to
send your district committee to a state technology convention) and then
send the rest to the campuses. This immediately gives your campus
technology committee importance. With that
money, they can now plan purchases of technology that supports campus
goals. If you wait until after your indoctrination period focusing on
tool-based learning, simulations, and p eer-training, put in a clause that
requires your final approval on software purchases, your technology
program will gain a lot. One last note on distributing funds: divide your
funds into three categories. The categories are staff development,
software, and hardware. Make sure most of the money falls into staff
development. Allow campus technology committees to hire technology
consultants you recommend who support tool-based learning and simulations.
Look for technology consultants that will include, as
part of their fee, times to revisit and provide feedback.
A variation of what happened to me is this: Divide your funds up and write
a request for proposals. Emphasize what you want to see happen in the
classroom. Detail the hardware available, how you want it used, and how
that teacher will document then share the results of what happens in the
classroom. Issue grants and reallocate hardware to those most eager to
use it the way the research suggests.
#6: SET UP A COMPUTER TAKE-HOME PROGRAM
A hot item, computers are known to travel. Magnanimous principals can't
stop themselves from letting teachers take computers home on weekends,
long vacations and during the summer. This isn't marijuana, so legalize
the practice. Ensure that teachers sig n a form, submit a copy of home
owner's insurance, and understand that if they drop it, it's their's. Any
form should include serial #s, phone number where the teacher can be
reached (in case of a recall or untimely return of the computer), and
condition of the equipment on check-out and check-in.
#7: SET UP A DISTRICT TECHNOLOGY CONFERENCE.
District technology conferences allow teachers to show off what
they have learned, bring students to show what's really been going on with
the door shut, bring vendors in to show off their products, and for
parents to see how their hard-earned tax dollar s are being spent. Begin
planning early in the year, selecting your risk-taker teachers and offer
them an incentive. Just a cup with the words "Technology Leader" on the
side makes a powerful incentive. I still treasure mine.
Remember, the success of your program depends on two points: Your
ability to persuade others and their ability to share what you taught them
with their peers. Make the effort to facilitate the process of your
disciples. Simply put, interweave 21st Cent ury attitudes using today's
technology into the fabric of each other's lives.
References
Becker, H. (1994). How exemplary computer-using teachers differ from other
teachers: Implications for realizing the potential of computers in
schools. Journal of Research on Computing in Education, 26(3), 291-321.
Lucas, L. (1995).The missing element: Technical support in texas school
districts, 3-4.
Pearson, K. (September, 1994). Empowering teachers for technology. The
Computer Teacher, 70-71.