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

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.