This article was mo-blogged, so please excuss any misspellings or awkward wordings
The Change Process and How Schools Change With Technology with David Marcovitz. I was not originally coming to this session. It didn’t tap me on the shoulder when I was going through the program. But as I walked by the sign, saw it, read it, and I walked in.
In a single bulleted slide:
- Change is a Process (Hall and Hord)
- Some are Quick, others slow to adopt (Rogers)
- Innovation must be judged differently in each situation (Bruce)
A model of innovation, (when all you have is a hammer, all your problems look like nails) Innovation is not the main character. People are. Innovation is not at the center. It is only one element in a very complex system. Sometimes we push blogging or podcasting or information literacy, and it looks like a hammer from within that complex system.
Support is another actor in the efforts to innovate…
The models of
The three models that he describes are:
- Concerns- based Adoptions — states of concern and levels of use
- ACOT Model — five stages
He likes this one. It’s be around for a long time. - Entry (first-year teacher problems
- Adoption _ new tool, same routine (symbolic change)
- Adaptation — increased effectency
- Appropriation – changes in practice and beliefs (real change)
- Invention — new beliefs about teaching
- Szabo — three stages
- Play
- Use
- Create
Here are the conditions that are needed to be innovation-friendly(P.D. Ely)
- dissatisfaction
- knowledge and skills
- resources
- time
- rewards and incentives
- buy-in
- commitment (from administration)
- leadership
I think that I’m going to be doing a lot of reflections on this session. There was something serendipitous about running across it.
David,
Thanks for sharing this session. It is helping me with my thought processes as we are looking at some changes (or not) in our district.
Kelly
Though it may need some explanation for further understanding, I still think that it is helpful enough for people who want to change. Thanks for sharing it to everybody.
Thanks for sharing this post. I believe that the process of change is hard and we need some guidelines to follow inorder for it to be effective. Some changes may be easy, but we still need the right tool to cope up.
David,
One of my students alerted me to the fact that you mentioned me in your blog. Thanks for coming to my session. I’m glad you enjoyed it. Every year in the past, I have given a fun and exciting talk at the MICCA conference and attracted 150-200 people. This year, I decided to get more serious to attract a more serious audience. I only got 20 people, but everyone seemed interested, and I was delighted that you were able to come.
In case anyone is interested in reading more, here is the reference list I passed out. The first reference is the basis for the talk and is a chapter I wrote in an edited book. Unfortunately, the book is $100, so get it from your library if you can. The rest are the references from the chapter:
based on:
Marcovitz, D. M. (2006). Changing schools with technology: What every school should know about innovation. In R. C. Hunter (Series Ed.) & S. Y. Tettegah (Vol. Ed.), Advances in educational administration: Vol. 8. Technology and education: Issues in administration, policy, and applications in K12 schools (pp. 3-15). London: Elsevier.
References
Bruce, B. (1993). Innovation and social change. In B. C. Bruce, J. K. Peyton, & T. Batson (Eds.), Network-based classrooms: Promises and realities (pp. 9-32). New York: Cambridge University Press.
Cuban, L. (1993). How teachers taught: Constancy and change in American classrooms (2nd ed.). New York: Teachers College Press.
Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. New York: Teachers College Press.
Cuban, L. (1996, October 9). Techno-reformers and classroom teachers. Education Week [Electronic version]. Retrieved May 17, 2005, from http://www.edweek.org/ew/articles/1996/10/09/06cuban.h16.html
Cuban, L. (2003). Foreword. In A. D. Sheekey (ED.), How to ensure ed/tech is not oversold and underused (pp. vii-xi). Lanham, MD: The Scarecrow Press.
Dexter, S. (1999). Collective representations and educational technology as school reform: Or, how not to produce a cargo cult [Electronic version]. Educational Technology & Society 2(4). Retrieved May 17, 2005, from http://ifets.ieee.org/periodical/vol_4_99/sara_dexter.html
Dwyer, D. C., Ringstaff, C. & Sandholtz, J. H. (1990). Teacher beliefs and practices (ACOT Report #8), Cupertino, CA: Apple Computer, Inc. Retrieved May 17, 2005, from http://www.apple.com/education/k12/leadership/acot/pdf/rpt08.pdf
Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education 23(2), 298-307.
Fullan, M. (with Stiegelbauer, S.). (1991). The new meaning of educational change. New York: Teachers College Press.
Hall, G. E. & Hord, S. M. (1987). Change in schools: Facilitating the process. Albany, NY: State University of New York Press.
Hall, G. E. & Hord, S. M. (2001). Implementing change: Patterns, principles, and potholes. Boston: Allyn and Bacon.
Harris, J. (1998). Virtual architecture: Designing and directing curriculum-based telecomputing. Eugene, OR: International Society for Technology in Education.
Marcovitz, D. M. (1999). Support for information technology in schools: the roles of student teachers. Journal of Information Technology for Teacher Education, 8(3), 361-374.
Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259-273.
Rogers, E. M. (2003). Diffusion of innovations (5th ed.). New York: Free Press.
Sherry, L. Billig, S., Tavalin, F., & Gibson, D. (2000, February). New insights on technology adoption in schools. T.H.E. Journal 27(7). Retrieved May 17, 2005, from http://www.thejournal.com/magazine/vault/A2640.cfm
Surry, D. W., Porter, B. E., Jackson, K., Hall, D. (2004). Conditions for creating an innovation friendly environment in K-12 schools. Technology and Teacher Education Annual, 15, 1418-1425.
Szabo, M. (2002, June). Educational reform as innovation diffusion: Development of a theory and test of a model using continuing professional development and instructional technology. Paper presented at the Informing Science conference, Cork, Ireland. Retrieved May 18, 2005, from http://www.quasar.ualberta.ca/IT/research/Szabo/Szabo-Educa.pdf
Wizer, D. R. & McPherson, S. J. (2005). The administrator’s role: Strategies for fostering staff development. Learning & Leading With Technology, 32(5), 14-17.
Great things to think about. Thanks for sharing. Is there a copy of the slideshow available on the web or through the conference site?
The slide show is not online, but if you email me, I’ll send it to you. Just click on my name, and it will take you to my site, which has my email address.