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How to Get Hesitant Teachers to Use Technology

How to Get Hesitant Teachers to Use Technology
In my consulting as well as administrative technology work, I am often asked the same questions by different schools and officials. One of the most common is: “How do you get teachers who are hesitant or resistant to use technology?” I am keenly aware that many of my colleagues are not, for various reasons, gung ho about educational technology. And it’s interesting. Quite often, the teachers who are hesitant to adopt new technology are great — in fact, amazing — educators. They are frequently veterans and usually leaders in their academic field and within their institutions. In my role as tech advocate, I habitually find myself trying to coax these established educators to use new tools and incorporate new methodologies. 1. If you’re working with veteran educators, this is especially important. Instead, try this: observe what they do in the classroom that’s made them successful and build out from there. 2. 3. Teachers respond better to other teachers who share their situation. 4. 5. 6.

http://plpnetwork.com/2013/03/27/hesitant-teachers-technology/

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Tech Czech » “Why didn’t anyone tell me about this?”: What every learning technologist should know about accessible documents #ALTC2012 I gave this presentation at the ALT Conference 2012 in Manchester. Presentation Download presentation from Slideshare. 10 tips to avoid technology integration frustration You’ve heard it before, you’ve seen it before, and you’ve most likely experienced it yourself before: technology integration frustration. Change is not easy. When we talk about change, especially technology changes that take us into the wide world of the unknown, things can quickly become even more complicated. Technology integration in schools is particularly important because kids are really branching out and utilizing technology at a much higher rate than ever before. Part of teaching and helping students to safely and appropriately use technology is recognizing that it’s happening all around us.

SAMR Model in Action Teaching and learning can improve by setting targets that promote success and outline continual professional development. To promote professional growth and the increased use of digital technology to enrich learning opportunities a school must implement a digital learning strategy and outline General Capabilities to set a standardised benchmark of expected skills that will also operate as milestones of individual achievement. The SAMR Model is often used as a framework to standardize expectations and provide a guideline for enhancing technology integration. The SAMR Model identifies four stages of educational transformation. The first step is Substitution, the second Augmentation, third Modification and the fourth Redefinition. Workshops and opportunities to improve skills must be made available throughout the year to promote professional growth.

Computer kids: Does your child need a digital detox? I wouldn’t allow her to sit in front of the television for that long without sticking my head around the door to vet what she was watching. When she was holed up in her bedroom, though, I knew she might be using her i‑gadget – but surely not for the whole time? So news that “iPad addiction” has been identified among children as young as four struck an uncomfortable chord with me. Convincing Reluctant Teachers This question was posted to Twitter today: Question: how do you convince teachers who are ADAMANT that they teach to the rigor required by CCSS that they really don’t? (CCSS means Common Core State Standards) This is a great question. I think it applies to a wide range of situations. You can replace “CCSS” with the Next Generation Science Standards, the new AP Physics 1 and 2 course, or any curricula du jour.

The redundant pyramid: how hierarchical learning structures are collapsing The pyramidal view of learning is where you stand at the top and pour the knowledge down the sides, reaching ever increasing numbers of people as the truth flows out from it’s source. I think that today that model is expanded, with wider layers of discussion and collaboration contributing far more to the experience: social learning. There are two structures that we can map across groups: the first is the formal hierarchy, identifying how people report to each other and who gets to have the best office, the second is the communication hierarchy, showing how information, knowledge and creativity flow within the group (and between the group and it’s extended network).

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