by Leslie Wilson

We know the imperative for schools to ‘build’ their 21^st century teaching and learning environments. This change for schools is tough stuff. If you are a pioneer in the use of robust technology integration then you are likely familiar with the complexities. This isn’t the kind of mission you take on because it looks good or it is the ‘next big thing’.

You know that your school must transform to be a viable preparatory ground for today’s and tomorrow’s students. You know that these students will enter a rapidly changing global marketplace. They need to be prepared to engage and succeed.

It isn’t easy work. In fact, it is wrought with chaos, trial and error, adjusting, clarifying and problem-solving-much like the ‘real’ world. Those engaged in this work are overhauling education’s culture. It can be agonizing on many levels. Teachers, using a variety of technology tools and resources, are regularly learning new techniques and experimenting as they hone their craft. Administrators champion the vision. They must be visible supporters who model meaningful technology use, participate in finding resources, support and ensuring ongoing professional learning. Technology personnel work at a fevered pitch to ensure consistently functional networks, manage trouble-shooting protocols, hardware, and software. Success depends of the careful weaving of this team.

You are significantly changing the culture of education. You are guided by where schools need to go not by where schools have been. It’s a messy process. You can’t look back at ‘how things used to be’ (rearview mirror gazing). The speed at which information moves dictates your looking forward and forging ahead (the window of the future).

So what helps this process? How can you expand your critical mass? How can you help others ‘care’ enough to move their school into the future? Following are a few ideas.

• Consistently communicate about education technology goals, at all levels.

• Collaborate a shared education technology vision among stakeholders.

• Include ongoing funding/resources as part of that vision.

• Engage skeptics by listening to and addressing their issues.

• Identify unfounded reasons for dissension and disapproval by providing facts and research about education technology and the global marketplace.

• Help recalcitrant staff identify their fears and encourage them to take risks.

• Provide opportunities for disbelievers to observe teachers and students who have successfully integrated technology, curriculum and instruction.

• Create cadres of teachers who support and problem-solve with one another as they increasingly implement technology tools.

• Provide for formative and summative evaluation of education technology efforts. Honestly report findings and adjust where needed.

Key considerations in the impact of culture change are: the kind of education technology being implemented, who and how many are involved, leadership capacity, stake-holder understanding and buy-in, short and long range planning, goals and sustainability. No one person in the school/district/state can facilitate these factors. It must be a collaborative, ongoing team approach.

Tags: education funding, funding for schools, school technology

This entry was posted on Friday, September 25th, 2009 at 12:17 am and is filed under Educational Technology. You can follow any responses to this entry through the RSS 2.0 feed. You can leave a response, or trackback from your own site.