Blog #1- Mobile Learning Mindset

The "How" of Technology Integration

As a campus that has been 1:1 for a year and a half, much of what was presented in the study I found to be true on our campus and in our district.  The "how" is simply the process of providing opportunities for all staff members to learn how to integrate these devices into the classroom.  What can the building and district leadership do to make the beginning stages of integration a process of systemic growth instead of just finding some app that might be fun for the students?  The factor that drives integration success is the amount of support the teachers and staff receive.  And both types of support is essential: technology support technicians and instructional technology support.  Without BOTH of these roles present on campuses, teachers will not have the safety net needed to take the risks technology implementation requires.

My Top 3 "Not To's"

It was difficult to narrow the Top 10 list down to only a Top 3.  Here it goes( in no particular order):

-Don't forget to deal with classroom management.  The reality is that if a teacher struggles with classroom management, the technology will not solve that problem; it will only make the situation worse.  And giving teachers online management works well until it doesn't.  Our students continually find ways to outsmart Go Guardian, making it ineffective.  Focus on putting structures in place for the procedures of using technology in the classroom.  This should be done as a building, so the rules are consistent and re-enforced every period.

-Don't forget to model what you expect.  This one can be difficult if the building leadership is not experienced using technology.  They need to find something generic and provide several chances for the teachers to use it.  Wanting the process to look easy for the teachers doesn't always go as smoothly as planned.  The other side of that "don't" is to not try to use too many tools in one presentation or set of presentations.  Teachers get confused and frustrated quickly if they can't figure out what to do right away.  Instead of motivating them to try new things, it overwhelms them and forces many to withdraw from the process.

-Don't focus on too many apps.  This relates to the entry above.  There are so many options out there; it's easy to turn to these as a way to get the teachers excited about new things.  But this does not necessarily set the stage to use technology as a learning tool instead of just an engaging activity.

Kathy Schrock, a librarian and self-taught technology director, shared with us how to effectively present staff development, specifically for technology.  While she provided many helpful tips, the one that stuck out the most and was also the most obvious was to differentiate the learning for the teachers.  Prepare enough so that those who are fast-learners can have something additional to try, challenges for their level of expertise.  At the same, be prepared to modify the presentation to keep the ones who are in the beginning stages of learning encouraged.  When we present to our staff, the members of the leadership team could each take a specific group or task, so that when it is time to differentiate, someone can "take them away" and give them additional attention.  Since we will all be at different levels, this should be easy.  We could also try a hyperdoc with tasks for learning at different learning levels.

Who Are the People In Your [Digital] Neighborhood?

Trailblazers- Here are the crazy ones; not afraid to try new things; thinks out of the box; understands the end game and wants to find a way to the best results; these are sometimes the ones that other teachers get frustrated with because they don't always have a plan but are excited about trying anyway.

Pioneers- following the Trailblazers; committed to the program and often volunteer to make things happen; because they are not the forerunners of the initiative, they can step back a bit and see ways to improve it; can learn from feedback from both the Trailblazers and Settlers.

Locals- the hardest group to lead as they are usually your better/best teachers who have seen success in what they do; resist change and have a fixed mindset; some are not afraid to voice their concerns, while others will just hide behind ignorance of technology; very traditional learning style

Settlers- will usually follow the Pioneers but want to know the purpose of the new initiative;

An essential element of dealing with all these learners is for the administration to set building expectations around the new initiative.  It can understand and empathize with the various factions but must also hold everyone accountable for personal and professional growth.