Five Tips for Incorporating New Technology in
1. Strategically pair teachers during staff development training. Be sure to include
group activities to provide an opportunity for the tech-savvy teachers to interact with
the less tech-savvy teachers. When working in groups, teachers collaborate just as
students do in the classroom, which builds camaraderie and establishes a support system among your teachers.
While observing a professional development training session on using handheld
devices in the classroom, I watched as a tech-savvy teacher shared a story with a less
tech-experienced educator. She explained that, years ago, her only experience with
technology was using an outdated cell phone that flipped open. At that time, she was
not interested in the latest and greatest gadgets that had become the rage. However,
her perspective changed after she bought a handheld MP3 player as a gift for her son.
While helping her son load music onto the device, she became hooked by its capabilities. Within a few weeks, she had downloaded her favorite tunes onto the device and
carried it with her everywhere. Eventually, her son reclaimed ownership of the MP3
player, and the teacher soon purchased a smartphone that allowed her to download
music. After using the new phone, she realized that she could use many of the apps
she had downloaded in her classroom. Sharing this story gave the teacher confidence
to embrace the device she was preparing to use in her classroom.
2. Listen to teachers. After completing the initial staff development training with
teachers, include them in the development and planning of future technology training sessions to ensure that their needs are met. Teachers will be able to identify their
strengths and weaknesses while using the new devices, and they will feel comfortable
letting you know where they need additional assistance to become proficient technology users. Listen to their comments, be open to their feedback, and incorporate
their suggestions into the next teacher training session. Also, consistently monitor
feedback from teachers during trainings so that you can make modifications to upcoming professional development sessions.
After a summer technology training, several teachers suggested that they should
attend sessions four times a year instead of once a year. They wanted support during
the school year to reinforce skills they learned during their initial training.
When it comes to implementing new technology into the classroom, teachers often have one of two responses: Their initial reaction is either “Oh no!” or “Oh wow!” The “Oh no!”, or reluctant, teachers
are quick to admit that their students know more about technology than they
do. They readily admit they are not interested in using new technology if it
requires them to spend time figuring out how to use it and how to incorporate
it into their instruction. In contrast, the “Oh wow!”, or enthusiastic, teachers are
excited, motivated, and eager to use technology to enhance student learning.
After considering these opposing views, educators must determine how to get
the reluctant teachers to join their enthusiastic colleagues.
Here are five tips that every tech coach needs to know:
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