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.
