Tech
ANGER
What they might be feeling: Just what I need—an administrator coming into my classroom and telling me what
is best for my students. I know my students better than
administrators do. Why don’t we spend the money on
more teaching power?
Why they might feel this way: Teachers want to voice their
concerns and be reassured that administrators understand
the significance and extent of the changes. It would be easy
to interpret this type of reaction as evidence that teachers
are too old to change, stuck in their ways, or just whining.
But the fact is, they just want to be heard.
How to support them: Teachers need time to be able to
learn new tools, talk with each other, and plan for the
use of technology in their classrooms. Carving out specific, dedicated times for these conversations to take
place is integral to the transformation of learning and
teaching with technology. If possible, combine mandated
or required activities with professional development that
is dedicated to technology. If that’s not possible, protect
the meeting times so that other subjects don’t override
the tech PD. Staff must be assured that they will have
time to discuss, plan, and experiment when it comes to
implementing technology.
BARGAINING
What they may be thinking: If I am expected to change the
way I teach, you need to take something away. We are
going to need better support from administration on
discipline issues that will occur because of the devices.
Something has to give, as I don’t have time to learn all
of these new programs and applications. Are we going
to get paid for our time?
Why they might think this way: Teachers are used to being
in control of their own classrooms, but with the integration of technology and the changing instructional
paradigm, some or most of that control is transferred
to the students. This is a difficult concept for both
teachers and students. Some students also have difficulty because they are used to the teacher disseminating information and now are being asked to not only
find information but also apply that information and
creatively display their understanding.
How to support them: Involve new and veteran teachers
in the professional development program. Use a “train
the trainer” model and have members of the teaching
staff receive additional opportunities so that they can
turn around and help “tutor” their colleagues. As these
tutors feel more comfortable in their roles as peer
coaches, expand the number of trainers to offer even
more resources for staff. Teachers will seek assistance
from peers they trust. Therefore, the more staff you
involve in this model, the better.
