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Creating Long-term Change with Technology Professional Development

Explore the importance of replicable technology professional development, understand the context and concerns of teachers in adopting educational innovations, and learn strategies to garner administrative support for successful implementation.

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Creating Long-term Change with Technology Professional Development

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  1. Creating Long-term Change with Technology Professional Development Moving from Interesting to Replicable

  2. Where Are We? • We have skills • We have reflected on these skills • We have created projects • We have some comfort doing something in particular

  3. What’s Next? • If I Won the Lottery... • How replicable is my work by someone other than me? • Why or why not?

  4. Understanding the Context • Why doesn’t everyone just do this? • It is, and isn’t, about things you already know • What you know: • Time • Money/Resources • Others?

  5. What else? • It’s about change • Where are people in the continuum of concerns?

  6. CBAM • Concerns Based Adoption Model • Rogers, 1971 • Foundation for much of the research on how teachers adopt educational innovations/interventions • Levels of Concern • Adopter Types

  7. Levels of Concern • Awareness -- I am not concerned • Informational -- I want to know more • Personal -- How will this affect me? • Management -- One more thing!?? • Consequence -- How is this impacting kids? • Collaboration -- How does this relate to other staff? • Refocusing -- I know how to make this better...

  8. Adopter Types Rogers, 1971

  9. ACOT Model

  10. Bringing It All Together • You are where you are because of who you are • Others in your school will not respond to exactly the same stimuli and incentives that you have • Considering where others are now, what can you do to move them along?

  11. What We Know • Understand social networks • Talk, Talk, Talk • People respond to the network... • but maybe not to you directly! • Utilize strategies that build confidence and comfort • Mentoring • Modeling • Close support

  12. Combine support and pressure • Support = peer and bottom-up • Pressure = top down administrative requirements • You cannot succeed with a totally bottom-up approach • You need administrative support • How can you garner this support? • Who influences the administrators? • They have “concerns” and “adopter types” as well!

  13. Reasonable Expectations • You will not have 100% adoption • Remember the 17% resister population • Most people move through all levels of concern • This takes time • 3 -5 years on the average

  14. But You Need a Plan!

  15. So, What’s the Plan? • Creating an action plan for technology professional development • Do you have a plan for replicating and expanding what you’ve done this year?

  16. References • Apple Computer Corporation. Changing the Conversation about Teaching, Learning & Technology -- A Report on 10 Years of ACOT Research. 1996 • Hord, S.M., W. Rutherford, H. Austin-Huling, and G. Hall. 1987. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development • Rogers, E. 1993. The Diffusion of Innovations. Second edition. New York: Free Press

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