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Diagnosis and Change

Strategy for Increasing Useof Educational Technology in

a School

Adam Bellow - Carol Carota - Kristina Desiante - Melissa ErranteEDT 716 - Fall 2008

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Organizational Structure

School systems are currently arranged using an archaicbusiness-model that does correlate with the reality of themodern-day educational system.The "power" in a school system is traditionally held by a

Superintendent who has the least involvement with the"product" - The Students.

The main providers of instruction - The Teachers - have theleast amount of control over how the system operates andare seen as "parts of the machinery" or "as the technologyof the factory".

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Traditional Hierarchy of School Power

Webspiration.com

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Reality of School Structure

Wordle.net

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School Structure and Technology

The current structure is simply not conducive for teachersto select those tools which are best-suited for maximumeducational potential.

If teachers were not only more in control over curriculumand instruction but also more in control of ways in which to

introduce and present technology in the classroom, therewould be more freedom to implement technology in morerelevant ways and opportunities to foster more meaningfullearning.

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Organizational CultureShared values and basic underlying assumptions that

further shape thinking, learning and behavior in schools.

Culture cannot be seen or described directly We can see organizational cultures through their effects

o

Artifactso Values and Goalso Processes, Products, and Behavior

A school's "culture is a set of learned assumptionsbased on a group's shared history that come to be

shared and unconscious" (Organizational Culture andLeadership, 1992)

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Understanding Organizational Culture is the firststep needed in order to make a change.

Culture exists at 3 levels1. Artifacts and Behaviors

o These are your visible objects andstructures

2. Espoused Valueso stated preferences for behavior

(mission statements, philosophies,goals, objectives)

3. Basic Underlying Assumptionso unconscious beliefs, perceptions,

thoughts and feelings

How to make a change In order to change the culture in

a school system we must focuson level 3 which essentiallyeffects all other levels

This will be the most challengingarea to change, but the mosteffective where you will seelong- term change

These are the practices that areengrained into our thoughts and

behaviors; unconscious

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Organization Behavior

MENTAL MODELS / METAPHORS

Mental Models are deeply ingrained assumptions and generalizations, which

influence how individuals conceptualize the world around them, which in turn,determines how they act.

If a teacher has an innate sense that technology is not a strengthofhis/hers, then this will obviously effect the way he/she chooses toincorporate technology within the classroom. If an administrator's initiativeencourages more frequent use, then this teacher may choose to incorporatePowerPoint. However, has this teacher's apprehension and weakness cured?

What makes people behave in the way they do and how do we lead people to change

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Organization BehaviorMOTIVATION: Behavior is goal-oriented.

Behavior is often times subconsciously driven by motives such as needs, wants,drives, and impulses. Therefore, to truly motivate students, we as educators must appeal to their goals

rather than our own. ACHIEVING GOALS: As goals are met, new goals take their place.

When satisfaction of a goal is blocked, coping behaviors are established tomaintain equilibrium and assist in achieving the goal.

Failure to satisfy goal can result in cognitive dissonance whereby irrational copingbehaviors are implemented to help resolve conflict. (e.g., students convincingthemselves that concepts are unimportant when they struggle to grasp a concept;teachers may convince themselves that technology does not have a place in the

classroom, not based on valid proof but rather from an inherent fear ofincorporating it)

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Organization Behavior

LEADERSHIP: increase rather than decrease motivationEffective leaders motivate by: providing an atmosphere conducive to achieving ones goals addressing individual goals that are important and relevant to the learner supplying multiple opportunities to achieve ones goals ensuring relatively high expectancy of success

offering praise for a job well done supplying support and encouragement rather than threats or punishment recognizing that motivators may continually change

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Maslows Theory of Self-Actualization

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Systems Thinking

Look at the problem from a systemicrather than a linear model.

Systems Thinking involves shifting attention from: hierarchies networks

linear non-linear thinking cause-effect interrelationships & patterns of change rational intuitive parts whole

Systems Thinking is looking beyond the parts and helps us to seedeeper patterns lying behind the parts and events.

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Systems Thinking

Concept Maps

Graphically illustraterelationships between ideas

brainstorm ideas organize information identify connections and

relationships

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Social and Learning Theory

The Bottom Line Is That Technology MattersWhy do we need technology?

Piaget would say that Learning is ConstructedTechnology Affords Students the tools to do just that!

How do we change attitudes toward Technology?The key to changing one's attitudes toward

technology is to tap into one's inherent motivations. Onceindividuals see how technology can benefit their practices,it becomes the driving force to implementing various facetsof technology.

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Systems Thinking in Action

Teachers are often perplexed by the vocabulary and usage skills, orlack thereof, of their students; therefore, it becomes a componentof assessment; however, is this the way in which we are going toincrease their skills?

When students "cram," or try to rely on rote learning, they maynotice an initial increase in their scores; however, has true learningand retention occurred?

On the other hand, if skills, such as: utilizing a dictionary,vocabulary enrichment activities, etc... are modeled and practiced,long-term retention is most probably the end result.

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Social NetworksWhen teachers collaborate, ideas are spread and the best of what occurs ineach of their individual classrooms can be shared and grow outwards into theschool and eventually the global community.Sharing educational resources and ideas via the Internet is a great way forteachers to connect with one another and further their craft.

Lessons grow stronger and student's educational lives areenriched from the social networks of educators.

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Social NetworksInformation is grown and shared

through a network. Our studentsshare and in fact createtheir popularculture by using these networks.

Educators can do the same and joinforces to create the best teachingtechniques and lesson content bycommunicating with other people whoshare the same goals.

We can connect with educators in thesame school, but also the town, state,country, and yes... the world.

Join a network and bridge the gap!

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Social Networks

It is a reality that the students oftoday utilize technology as a meansof establishing social connections.

Those who teach thesestudents should learn fromthem and begin to create social

networks of their own byforming a bridge to colleagues,near and far, with shared goalsand ideals.Share amongst each other for

the benefit of all!

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Taking Steps Toward Change

- Educational Technology SpecialistMeaningful and Ongoing Training Available

- Safe Shared Space for Teacher Resources/Dialogue

Collaborative Environment (Ning/Wiki/Blog)- Financial Support from the School and General Community- Less Restrictive Environment for Technology Road Blocks

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Change is not a one person job!

"It's easy to get good players.Getting them to play together, that's the hard part."

~ Casey Stengel