Diagnosis and Change

Strategy for Increasing Use

of Educational Technology in
a School

Adam Bellow - Carol Carota - Kristina Desiante - Melissa Errante

EDT 716 - Fall 2008
        Organizational Structure
School systems are currently arranged using an archaic
business-model that does correlate with the reality of the
modern-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 the
least amount of control over how the system operates and
are seen as "parts of the machinery" or "as the technology
of the factory".
Traditional Hierarchy of School Power

  Webspiration.com
 Reality of School Structure 

                                                                                                                                                          Wordle.net
 School Structure and Technology
The current structure is simply not conducive for teachers
to select those tools which are best-suited for maximum
educational potential.
If teachers were not only more in control over curriculum
and instruction but also more in control of ways in which to
introduce and present technology in the classroom, there
would be more freedom to implement technology in more
relevant ways and opportunities to foster more meaningful
learning.
 Organizational Culture
Shared 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 Artifacts
o Values and Goals
o Processes, Products, and Behavior
• A school's "culture is a set of learned assumptions
based on a group's shared history that come to be
shared and unconscious" (Organizational Culture and
Leadership, 1992)
Understanding Organizational Culture is the first
step needed in order to make a change.
Culture exists at 3 levels How to make a change
   
1. Artifacts and Behaviors • In order to change the culture in
o These are your visible objects and a school system we must focus
structures on level 3 which essentially
2. Espoused Values effects all other levels
o stated preferences for behavior • This will be the most challenging
(mission statements, philosophies, area to change, but the most
goals, objectives)
  effective where you will see
3. Basic Underlying Assumptions long- term change
o unconscious beliefs, perceptions, • These are the practices that are
thoughts and feelings engrained into our thoughts and
  behaviors; unconscious
 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 strength of
his/hers, then this will obviously effect the way he/she chooses to
incorporate  technology within the classroom.  If an administrator's initiative 
encourages more frequent use, then this teacher may choose to incorporate
PowerPoint.  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
 Organization Behavior
 MOTIVATION:   
• 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 to
maintain equilibrium and assist in achieving the goal. 
• Failure to satisfy goal can result in cognitive dissonance whereby irrational coping
behaviors are implemented to help resolve conflict.  (e.g., students convincing
themselves 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 of
incorporating it)
 Organization Behavior
 
LEADERSHIP:    increase rather than decrease motivation
Effective leaders motivate by:
•      providing an atmosphere conducive to achieving one’s goals
•      addressing individual goals that are important and relevant to the learner
•      supplying multiple opportunities to achieve one’s 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
 Maslow’s Theory of Self-Actualization

 
 
 
 
 
 
 
Systems Thinking

Look at the problem from a systemic 

rather 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 see
deeper patterns lying behind the parts and events.
Systems Thinking

 Concept Maps
 
 
Graphically illustrate
 
relationships between ideas 

• brainstorm ideas
• organize information
• identify connections and
relationships
Social and Learning Theory
The Bottom Line Is That Technology Matters
 
Why do we need technology? 
       Piaget would say that Learning is Constructed
       Technology 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.  Once
individuals see how technology can benefit their practices,
it becomes the driving force to implementing various facets
of technology.
 Systems Thinking in Action

Teachers are often perplexed by the vocabulary and usage skills, or

lack thereof, of their students; therefore, it becomes a component
of assessment; however, is this the way in which we are going to
increase their skills?   
 
When students "cram," or try to rely on rote learning, they may
notice an initial increase in their scores; however,  has true learning
and 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.
 Social Networks
When teachers collaborate, ideas are spread and the best of what occurs in
each of their individual classrooms can be shared and grow outwards into the
school and eventually the global community.
 
Sharing educational resources and ideas via the Internet is a great way for
teachers to connect with one another and further their craft.  
 
Lessons grow stronger and student's educational lives are
enriched from the social networks of educators.   
 
 
Social Networks
Information is grown and shared
through a network.  Our students
share and in fact create their popular
culture by using these networks.  

Educators can do the same and join

forces to create the best teaching
techniques and lesson content by
communicating with other people who
share the same goals.  

We can connect with educators in the

same school, but also the town, state,
country, and yes... the world.

Join a network and bridge the gap!

Social Networks
It is a reality that the students of
  today utilize technology as a means
of establishing social connections.

Those who teach these

students should learn from
them and begin to create social
networks of their own by
forming a bridge to colleagues,
near and far, with shared goals
and ideals.
Share amongst each other for
the benefit of all!
 Taking Steps Toward Change

- Educational Technology Specialist 

        Meaningful 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
     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