New Technologies
Four years ago my school district made a wholesale change from a network based grading system to a web-based program (MIG/SIRS). Although a majority of our teachers embraced this change, there was a stout minority who resisted the change. Given past experiences with integrating technology into the classroom I was selected to go through a train the trainer program on our new grading system. Several colleagues and I were then charged with training district teaching staff on the use of MIG/SIRS. Resistance to integrating MIG/SIRS came primarily from veteran teachers whom had been recording and calculating grades by hand or by the use of a network based spreadsheet program for years. During trainings those resistant to change exhibited behaviors of ambivalence, frustration, and confusion. Upon launching MIG/SIRS district wide, there were pockets of teachers who refused to use the program until administrative pressures required their usage.
I have worked individually with several resistant users over the past four years. Considering Keller’s ARCS I would focus on relevance, confidence, and satisfaction to motivate those teachers in the future. “To be motivated, learners must first recognize that given instruction has personal utility” (Driscoll, 2005, p. 335). Showing teachers, who are increasingly strapped for time in the classroom, how MIG/SIRS can speed up the process and reliability of recording grades will provide relevance. One of the main causes of resistance to integration of MIG/SIRS was an overall lack of confidence in working with the program. More professional development time with the program in the future will “provide success opportunities” (Driscoll, 2005, p. 336). I would also look to generate satisfying experiences in using the program. “Opportunities to use newly acquired skills or knowledge in meaningful ways allow for natural consequences of learning” (Driscoll, 2005, p. 337). When asked for help I tend to take a hands-off approach and walk colleagues through the task they are struggling with verbally. This allows them to manipulate the program, work through the problem, and arrive at a satisfying resolution.
Reference
Driscoll, M. P. (2005). Psychology of learning for instruction (3rd ed.). Boston, MA: Pearson Education, Inc.
Good reflection on using new technologies. It is a long-standing issue that people often have a phobia for change. The fact that they have been doing it in a way and it worked would not allow them to try other avenues. Resistance to new technologies is a major issue in the education system. Of recent, I attended an open day of a K-12 school; the school had problems with the low performance of the grade 12 students. The principal's comment was that the same set of teachers that have been teaching the subject for the last five years and students excelled, are still the teachers that taught this set. In other words, the students are not serious with their studies, thereby leading to unsatisfactory performance. My thought was that the generation of this set of students differs. Have any of the teachers thought of different methodologies to enhance students learning? The answer might be “Yes” or “No”.
ReplyDeleteI certainly agree with your statement about taking a hands-off approach. When working on technology applications, it is important to have hands on the keyboard taking action. The presentations where the trainer shows screens on the projector and talks about what the program can do are not successful for many learners. Having the opportunity to work through a new item on your own helps solidify the learning.
ReplyDeleteOne of the most unsuccessful training programs I ever attended used another failed strategy. The trainers put us in front of computers and had us work on a new program. The problems began when the system had trouble logging us all in at once. As soon as we got over that glitch, we realized that many of the new features we were to learn about had not yet been implemented. This illustrates a problem that occurs in new technology training in my district. When you are trying to stay at the cutting edge, the implementation and perfection of the technology can be occurring simultaneously. This is frustrating for some learners. The uncertainty and confusion this causes is hard to overcome. I think things are improving in that area, but we still have a long way to go.
WOW! Your post and mine were very similar. I have gone through this same process with many teachers myself. I used one very resistant holdout as my example. I found that many of their issues are not a struggle to hold on to the past. However, it is the confidence combined with the motivation to change.
ReplyDeleteThe teachers I worked with were resistant because they didn't see why they should change to a new system when theirs worked. Giving them relevance with the time saving advantages is enough, but it also has to have the support to overcome their confidence issues with technology, in general.
You must be very much appreciated by your colleagues. What do you think is the main reason why the resistance existed? Did you see a change since the intervention? Thanks
ReplyDeleteJoshua,
ReplyDeleteYou are absolutely right about the need to have buy in on a district initiative. At my school we had a similar problem, but it was more because we were all technologically literate that the problem arose. Our district bought and online SIS system called Infinite Campus, and after playing around with their software, we came away with a myriad of complaints. So...with the approval of our principal we used SnapGrades and refused to use this software until the school was forced to do so by the school district. Do you think that the solution you proposed would work in this situation as well?
Joshua,
ReplyDeletePatrick LaPollo's response.
Excellent example, and very applicable! I really appreciate they way you handled it and the solution you offered! At the rest of sounding redundant, I had a very similar experience. How often do these changes occur, might that be part of the equation, frequent changes?
I too had to do the same thing as you. I found that once teachers understood it and could use it properly there were no more negative comments. Get over the hump of getting teachers to that point is the most satisfying to them and the trainer. They finally see the light of I know how to do this and it is making my life easier. I do the same thing when I get a new cellphone I dred learning it all over again, but once I have it down it is the greatest thing.
ReplyDelete