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Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Hacking the Change Process: Let’s Get Off the Struggle Bus

Participate and share

Participate and share : Interactive lecture


Monday, November 30, 11:10–11:55 am PST (Pacific Standard Time)

Jessica Herring  
Dr. Michael Mills  

While technology is a fixture in our society, many teachers still struggle to adopt meaningful use of technology to support student-centered learning. Discover why some educators are resistant to 21st-century teaching strategies, explore the change process and learn strategies for shifting pedagogy.

Audience: Coaches, Teacher education/higher ed faculty, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Laptop: Chromebook, Mac, PC
Topic: Coaching & mentoring
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
Content Knowledge and Professional Growth
  • Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management and adult learning to improve professional practice.
For Educators:
Leader
  • Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.

Proposal summary

Purpose & objective

The purpose of this session is to empower technology coaches and educators as change agents in their learning environments. It can be easy to get lost in negative talk when it comes to navigating the change process, whether you’re the person guiding the change or the person unsure of what that change will bring. This session will provide practical tools to navigate difficult conversations, tips for co-teaching productively, and entry point projects that can support even the most hesitant-toward-tech classroom teachers.

Participants will:
Explore the change process as it applies to technology implementation
Discover strategies to remove barriers to technology implementation
Participate in “entry point projects” that enhance learning with technology

Outline

The session will begin with a short introduction of the topic and the presenters. We will then spend a few minutes discussing the research on why educators might still be resistant to student technology use in the classroom. Next, the presenters will facilitate an interactive discussion regarding barriers to tech implementation using Mentimeter to engage the audience. After this discussion, each presenter will share concrete strategies for engaging educators resistant to change and will share stories of success in their own teaching and coaching contexts. The session will close with time set aside for a form Q&A session.

5 minutes - Presenter and Session Introduction
10 minutes - What does the research say? Getting beyond the “innovation bubble” of ISTE
15 minutes - Exploring internal barriers to technology implementation; participants will interact with presenters using Mentimeter to share their ideas
20 minutes - Sharing coaching strategies that work
10 minutes - Formal Q&A and Closing

Supporting research

Fullan, Michael (2013). Stratosphere Integrating Technology, Pedagogy, and Change Knowledge. Pearson

Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational technology research and development, 47(4), 47-61.

Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367.

Kwon, K., Ottenbreit-Leftwich, A. T., Sari, A. R., Khlaif, Z., Zhu, M., Nadir, H., & Gok, F. (2019). Teachers’ Self-efficacy Matters: Exploring the Integration of Mobile Computing Device in Middle Schools. TechTrends, 1-11.

Ottenbreit-Leftwich, A. T., Kopcha, T. J., Ertmer, P. A., & Littleton, C. O. ICT Dispositional Factors and Relationship to ICT Practices.
Sharma, L., & Srivastava, M. (2019). Teachers’ motivation to adopt technology in higher education. Journal of Applied Research in Higher Education.

Vannatta, R. A., & Nancy, F. (2004). Teacher dispositions as predictors of classroom technology use. Journal of Research on Technology in Education, 36(3), 253-271.

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Presenters

Photo
Jessica Herring, University of Central Arkansas
ISTE Certified Educator
Photo
Dr. Michael Mills, University of Central Arkansas

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