CONCEPTS OF EDUCATIONAL TECHNOLOGY
CONCEPTS OF EDUCATIONAL TECHNOLOGY
CONCEPTS OF EDUCATIONAL TECHNOLOGY
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At the end of every class period, of every day, for each of the 180 school days in a year, this is how the students of my classroom were dismissed. The bell would ring, students would show me they were ready and I would ask them, "Why did I choose to teach you today?" The class would respond, "Because we are worth it." I then would ask, "Why did you choose to learn?" To which they replied, "So we can change the world." For as long as I was a classroom teacher, every single day, the students that I was privileged to teach participated in identifying the why for both me and themselves.
I am convinced that teaching is the hardest job in America. Okay, I may be somewhat biased. But if you are even slightly familiar with the demands of this role, I have already caused you to start nodding your head. Planning quality instruction takes a lot of thought and a lot of time. Education now demands teachers to take a much more granular approach to their craft as individualization and personalization of learning continue to be highlighted. Assignments then must be analyzed and students need feedback, not to mention grades. There are the collection and analysis of student data, as well as documentation of student accommodations for both learning disabilities and behavior plans. Parent communication is vital and teachers must consider tending to the social and emotional state of each student. Oh yeah, and they need to teach...
So why do teachers do it? Why do they come back year after year to the same demanding, stressful, overwhelming job? Some may say we do it for the money, but every educator knows - we do it for the students. We dedicate our time, our energy, our very lives to them. We teachers all have this idea that we have the potential to positively affect the life of a young person and believe that impact will truly make a difference.
Thus begins a ripple effect. We empower students to learn not just to better themselves but to help them see beyond themselves. I didn't facilitate the learning of algebraic equations so that each student could get an "A" on the next test. I spent my weekends exploring how to create the most engaging algebra lesson so that my students would fall in love with learning and one day take that same love and contribute something to the betterment of our world. We believe that we can inspire young men and women to embrace a love for learning and empower them to contribute to the improvement of local, national and global societies.
After seven years of serving as a classroom teacher, I transitioned roles and fell in love with a different aspect of education: the investment in the teacher. Ken Robinson (2013, 6:49) admonishes "there is no system in the world or any school in the country that is better than its teachers. Teachers are the lifeblood of the success of schools." I had spent several years admiring this fascinating group of dedicated people and saw how they cared for and invested in their students; I wanted to be a part of caring for and investing in them. As the demands of education grow and as research continues to prove necessary changes are required to meet the needs of today's students, it is imperative that teachers are provided with proper learning opportunities and resources in order to meet those demands.
My Innovation Plan centers around the idea that teachers must create significant learning environments and implement Outcomes-Based Education in order to facilitate deeper learning for 21st-century students. According to Forbes Media, writer Bernard Marr (2019) details a list of the most vital skills needed for the future workplace. On this list are skills such as creativity, collaboration, critical thinking, and communication skills; educators know these items as the 4C's of Education and the items I would use to define the term "21st-century skills." Research has shown that education requires a transformation from the traditional model. Teachers are no longer individuals with all of the answers. True learning for students is not achieved by regurgitating memorized information. When our students leave our classroom, they must be prepared to enter a workforce and a society that is rapidly changing. As educators, we provide authentic learning opportunities for students that allow them to develop these 21st-century skills through significant learning environments.
Our students are ready for this; the time is now! The students in our current classrooms are longing to have their learning be authentic and connected to their lives. Students want to be empowered to learn, not just be taught. Their world outside of school is vastly interconnected and we have the ability to become a part of it.
Furthermore, teachers are not left to figure out how to implement these changes on their own. You have a support system that invests in the growth of educators, providing professional learning that supports the facilitation of innovative learning experiences for students. Take advantage of these opportunities as they allow teachers to grow in their knowledge as skills as well as explore the very learning environments you hope to create for your students. We have all felt the frustration of benchmarks, testing, and the over-emphasis on standardized performance. Now is your chance to deepen your own learning with the purpose of empowering your students, so that when you ask them, "why did you choose to learn," they will firmly believe it when they answer, "so we can change the world."
Why, How, What
Leading Organizational change
Implementing change in an organization is no small feat. It takes a well-designed action plan, thorough execution, and management of progress until goals are achieved. Ultimately, it is the people of an organization, not policies, that determine the culture of that organization and decide if progressive changes will occur. Over the past several weeks I have researched different concepts that are intended to coordinate the collective effort of administration, departments, and teachers in an effort to bring a transformational change to our school.
References:
Marr, B. (2019, April 29). The 10 vital skills you will need for the future of work. Retrieved April 18, 2020, from https://www.forbes.com/sites/bernardmarr/2019/04/29/the-10-vital-skills-you-will-need-for-the-future-of-work/#30ae5cc23f5b
Robinson, K. (2013). How to escape education's death valley. Retrieved April 14, 2020, from
https://www.ted.com/talks/ken_robinson_how_to_escape_education_s_death_valley?language=en
Sinek, S. [TEDx Talks]. (2009, September 28). Start with why: How great leaders inspire action [Video file]. Retrieved from https://youtu.be/u4ZoJKF_VuA
My Innovation Plan asks teachers to reconsider their current approach to how they structure both instruction and student learning by implementing both blended and Project-Based Learning. Without a strategic, coordinated effort for implementation, this initiative has little chance of success. But by utilizing a combination of several influential strategies, our school can commit to the long-term effort of seeing authentic learning opportunities develop for our students. The following strategies will be used to motivate members of my organization and provide a clear, coordinated approach that makes achieving such an undertaking possible and connects all stakeholders to the overall vision.
Resources for Organizational Change
Influencer
Strategy
To see a new idea take hold, the behaviors of individuals need to change. After clearly stating the desired change and identifying the needed behaviors to create that change, multiple resources are needed to "influence" members of an organization to participate in the process.
four
Disciplines of execution
Ensuring success requires a narrowed focus on what exactly needs to happen to move an iniative forward. By establishing one important goal and holding each other accountable to move towards that goal, teams can prioritze efforts amidst the everyday tasks that usually keep people busy and prevent progress from occuring.
CruciaL
conversations
during change
Change does not happen without resistance. Leaders must be able to take advantage of the different perspectives individuals bring to their organization and establish a process for open communication that keeps everyone dedicated to the goal.
Influencer Strategy
"Success relies on the capacity to systematically create rapid, profound, and sustainable changes in a handful of key behaviors"
- Kerry Patterson, 2013
For any organization to achieve a desired goal, they must identify a select number of vital behaviors that will produce change. However, I recognize that it is of the utmost importance that these vital behaviors be properly identified. Failure to do so will result in wasted time and could move my organization further away from seeing the change I believe is necessary.
My search for vital behaviors begins with noticing the obvious. From my experience, learners (whether they are teachers or students) require the modeling of a concept that they wish to execute. When teachers see a strategy, tool, or skill in action, they can apply and take ownership of that skill for their own implementation. When thinking about change, I have also considered when teachers are more likely to risk trying something out of the ordinary. These crucial moments occur both at the beginning and end of each semester. At these times, teachers are more relaxed, seek more collaborative opportunities with their peers, and don’t hold as tightly to the mandated scope and sequence.
As I continue to search for vital behaviors, I have considered looking to and learning from teachers that I would consider positive deviants. There are a few departments that stand out from the others in terms of innovative teaching practices. They already challenge their colleagues in terms of technology integration and self-directed learning. Not surprisingly, several of these same teachers are also culture busters, as they are more willing to take on new initiatives. The largest cultural factor I will have to overcome is the “norm” for teachers not to try anything that would be considered extra work. I believe that word-of-mouth is the most effective avenue of influence. I plan to pursue the most influential teachers on my campus. If I am able to help facilitate a positive experience for these teachers, the culture should begin to shift as word spreads that these innovative changes are worth the investment.
Through the use of these strategies, I have become more clear on which vital behaviors will be necessary to achieve the desired result of my innovation plan. Partnering with the six sources of influence, I hope to see major changes unfolding with the overall goal of helping students embrace a love for learning.
References:
Grenny, J., Patterson, K., Maxfield, D., McMillan, R, & Switzler, A. (2013). Influencer: The new science of leading change. New York: NY: McGraw Hill.
VitalSmarts Speakers. (2012, December 17). Influencer - Cricket Buchler [Video File]. https://www.youtube.com/watch?v=wu7UBY5euBg
Change is a slow process; those who wish to influence change must be in it for the long haul and determined to utilize a multiple of resources to reach the members of their organization. Grenny et al. (2013) identifies six different sources of influence that are to be used to increase the chances of success for implementing change. Different individuals are influenced differently; some are inspired by inspiring stories, some need the empowerment of structural support, while most are moved to action by good, old-fashioned peer pressure. If at least four or more sources are used, the chances of success are increased by ten times.
Having worked on my particular campus for several years, I believe the social domains will be the most influential sources, particularly word-of-mouth. Buchler (2012) echoed this belief as she explains that one must harness the power of social influence. Teachers are social beings and they naturally build trust with one another quickly. As mentioned above, I plan to spend a disproportionate amount of time with the opinion leaders on campus. In doing so, I hope to take advantage of this aspect and allow vocal leaders to encourage positive change among their peers.
As I seek educational change by means of my Innovation Plan, I hope to employ all six sources of influence to increase the chances that adopters embrace the vital behaviors and pursue the desired result.
Sources of Influence
Click to download "Vital Behaviors"
Click to download "6 Sources of Influence"
Installing The 4 Disciplines of Execution
A well-designed plan is only as good as its execution. McChesney et al. (2016) argues that most initiatives fail, not because they were expertly designed, but because the execution fell short. Proper attention and preparation must be given to how the initiative will be phased in throughout the organization and overcome the unavoidable challenges that will arise.
Adopting the 4 Disciplines of Execution requires that our team address the 5 Stages of Change. These stages include the key action points that our team will manage in order to install 4XD in the midst of challenges.
The 5 Stages of change
Stage 1: Getting Clear
It's hard to get somewhere when you don't know where you are going. This first stage is all about orienting the team with the 4DX model and bringing clarity to the WIG, the lag and lead measures, and our compelling scoreboard. This stage is not to be underestimated. Each member of our team must be fully invested and committed to the concepts of blended learning and Project-Based Learning design. We will also develop a clear plan for attacking our lead measures; scheduling will be a major point of discussion due to non-overlapping conference periods and afterschool commitments. By giving appropriate attention to Stage 1, I am confident our team will gain the clarity needed to move us forward.
Key Actions
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Focus on the WIG.
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Identify the high-leverage lead measures.
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Create a team scoreboard (collaborative discussion board).
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Schedule and commit to WIG sessions.
Stage 2: Launch
We plan to launch the 4DX process as soon as the 2020 fall semester begins. It will be important to ride the early momentum of a new school year and establish what is IMPORTANT before the URGENT whirlwind begins to gain strength. I will be heavily involved during this phase, getting facetime with our team and teacher participants. I will spend a large portion of time in these teachers' classrooms, learning their new students, and helping to establish classroom structure that will help create the environment for blended learning. Because our team is relatively small (and was hand-selected), I anticipate that we will all be enthusiastically engaged with the 4DX process. However, I know that challenges arise and we will all need to be attuned to the level of our own engagement.
Key Actions
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We will be focused, energetic, and intensely involved.
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We will begin implementing the 4DX process without delay.
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We will need to recognize the status of the team members - noting if and when people shift on the performance continuum (models, potentials, resisters).
Stage 3: Adoption
And so it begins...
The 4DX process now rises to the top of our team's focus and we begin implementing new behaviors that drive our lead measures in pursuit of our WIG, tracking our progress as we go. It is important to note that this process must remain flexible; plans can be altered and adjustments can be made to fir the needs of the group and their students.
Key Actions
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Focus on those influenceable measures within our control and not the results.
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Fully engage in brainstorming & WIG sessions, committing to hold one another accountable.
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Track progress on the scoreboard.
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Make adjustments as needed.
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I must stay invested in the teacher participants through one-on-one's, times in classrooms, follow up visits, extra modeling as needed, and provide additional resources as needed.
Stage 4: Optimization
As we move into Stage 4, the team will shift to a 4DX mindset, where they become even more purposeful and engaged with the process. I am excited to see how the participants will operate and contribute now that we are beyond a basic behavioral change. To fully embrace this shift, I will need to:
Key Actions
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Release control to members, encouraging their ideas to reach our lead measures.
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Celebrate! Celebrate! Celebrate! Recognize the achievements of participants and use social media outlets to promote their accomplishments.
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Invest further in the collaborative aspect of this process, encouraging teachers to authentically praise and support one another.
Stage 5: Habits
As the fall semester winds down, the WIG will be in plain sight and the 4DX model will be habitual. Accomplishing our WIG will be something to celebrate as we will be able to follow how each action contributed to our lead measures, which affected the lag measure, which met our goal.
Key Actions
As the 4DX process is now habitual, we will now be able to:
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Develop new WIG's that will promote innovative learning within our organization.
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Reemphasize the importance of identifying and pursuing lead measures.
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As a part of the WIG, broadening the participation pool to reach more of our teachers.
Influencer + 4dx = Dream Team
The Influencer model and the 4DX model have the potential to complement one another quite well. They can work together to bring about change within an organization. Both models advocate for a simple clear objective, methods to measure progress towards that objective, and taking action on factors that will move the needle towards change. The Influencer model's desired result and vital behaviors are comparable to 4DX's WIG and lead measures.
However, there are some distinct differences, one in particular that I would like to highlight in regards to my Innovation Plan. The Desired Result is a specific change that I would like to see happen within my school. In my case, 4DX zooms in on that change and identifies the WIG as the next necessary step that needs to happen in order to move the plan forward. This narrowing effect helps develop a strategy for execution.
The Six Sources of Influence are to be used to positively affect the lead measures. In a sense, the personal, social, and structural domains all support those high-leverage measures. Partnering the Six Sources of Influence with 4DX will create a more holistic approach to planning and executing a new innovative method of professional development on my school campus.
As I dive deeper and deeper into the various components regarding the design and execution of my Innovation Plan, again I am
reminded that the why (the heart) must continue to be the driving force behind every process. It will be easy to get lost in the details and lose sight of this primary motivation as I pursue such an undertaking. At this point, I have established my "why" and formulated a plan, by way of the Influencer model (Grenny et al., 2013). Now it is time to put the plan into action.
We know that major challenges arise with such initiatives. The biggest challenge our team will face comes in the form of the whirlwind (McChesney et al., 2016) - the daily tasks and to-do lists that fill up our working hours and keep us busy. There is not a teacher out there who is unfamiliar with this notion and it seems that the whirlwind continues to grow each school year. What makes the whirlwind so dangerous is that it can prevent organizations from moving forward.
However, through the formation and implementation of the 4 Disciplines of Execution model (4DX), we can create space in the midst of the whirlwind to act on new, important goals while still giving the necessary attention to the urgent matters of our jobs. It is by creating and following this 4DX strategy* that we plan to implement my Innovation Plan.
*The Disciplines and Stages detailed below are only suggested items. The pilot group of teachers that I will be working with needs to be equal contributors to the formation of our Execution Plan. I want teacher input on every component of this plan - from the Wildly Important Goal to the accountability piece. This will create ultimate buy-in by the participants, which will strengthen their engagement as well as create a positive, collaborative environment that will draw other potential participants throughout the school as the Innovation Plan progresses.
References:
FranklinCovey. (2012, April 19). Executive overview of the 4 disciplines of execution [Video file]. https://www.youtube.com/watch?v=EZR2Ixm0QQE
Grenny, J., Patterson, K., Maxfield, D., McMillan, R, & Switzler, A. (2013). Influencer: The new science of leading change. New York: NY: McGraw Hill.
McChesney, C., Covey, S., & Huling, J. (2016). The 4 disciplines of execution: Achieving your wildly important goals. New York: Free Press.
Crucial Conversations
Leaders cannot operate as if they are on an island. Leaders do not bring progressive change to their organization on their own. In order for advancements to take place, leaders must have the attention and commitment from the people they lead. It is important for leaders to develop strong relationships. This is easier said than done, especially when these two parties disagree. Leaders must navigate these waters of conflict while maintaining solid relationships so that operations can progress, goals can be achieved, and team members stay invested in the overall mission of the organization.
Both my job and my Innovation Plan are built on the foundation of trustworthy relationships. In order for me to be anywhere near effective, I must be a trustworthy person. At this moment, I know I have the trust of most of the school staff. I have primarily built this trust in two ways. The first is through service. I have tried to serve these teachers, showing them that although I may a part of the campus leadership, I do not consider myself above the grinding tasks of being a classroom teacher. The second way I have tried to establish trust is through empathy. I desire to create a safe place for teachers, where I am willing to listen and am able to genuinely connect with and validate the frustrations, challenges and stresses that my colleagues deal with. This strategy has been beneficial...to an extent.
While the trust in these relationships is strong, I feel that teachers are receptive to my involvement as an instructional coach if they have initiated the intervention. However, when it comes to my initiatives and campus goals, there is oftentimes hesitation and even outright resistance (sometimes from the same individuals that were receptive weeks earlier). And here is where I need to grow as a teacher leader. To be blunt, when it comes to this particular issue, some would classify me as a push-over. The moment feathers begin to ruffle, I pull back, sensing the trust I have worked so hard to build is in jeopardy. Now, I do not fear conflict, nor do I naturally avoid confrontation. However, when it comes to relationships with teachers, I am nervous to lose trust; it feels risky. Be that as it may, there is a strategy to help me grow in this area. in order to move my Innovation Initiative forward and to bring change to my organization, I must begin to have crucial conversations.
Conversations in the world of education, especially efforts to progress or disrupt our educational systems are oftentimes crucial. What makes these conversations so is that they have high stakes, involve strong emotions, and almost always carry differing opinions (Patterson, 2012). The situation is no different with the select group of teachers I will be working with to pilot a blending learning/Project-Based Learning innovation plan. This stellar group of educators are vocal leaders on campus, all with different teaching styles and all burn with a passion for education and the students they serve. Concerning my plan, there are many details that are essential to its success, including 4DX, the 6 Sources of Influence, and the foundational motivation of each of our "why's." I will have to communicate these ideas with them, listen to their perspectives, and facilitate a safe space for dialogue that moves us all to action.
Before we can collaboratively dialogue, I must first work on myself. Here is what I mean: In dialogue, all members must get every piece of relevant information out into the open with the purpose of creating a pool of shared meaning (Patterson, 2012). For this to occur, first I need to figure out exactly what I want out of the conversation. I need to admit something - even now, this is a challenge for me. What is it that needs to remain my focus? What do I really want? Can I clearly state it?
I think the difficulty of answering this question lies in a bad habit I have created as I have worked with teachers. I have not always made it clear to teachers what I really want, what my purpose is. I have even found myself morphing my goals and motivations based on the individual teacher with whom I am currently working. As stated earlier, this is an effort to build relational trust and not ruffle any feathers. However, I now see that this could lead to confusion within the teacher and ultimately lead to frustration within myself when my unspoken expectations are not met. As I plan to enter a crucial conversation with the teacher participants, it is vitally important that I identify these desires prior to and not wait to hear their desires and then adapt in order to please my colleagues. Everything must truly be out in the open. Here is where I have gained clarity:
As our team participates in open communication, it is also important to look at the conditions of the environment. We want to ensure that everyone continues to feel safe. If others begin to withhold information (silence) or exerts controlling behaviors (violence), a divergence from an environment of safety has occurred (Patterson, 2012). While this may threaten the success of the conversation, if members can recognize when such a divergence has occurred, there are ways to re-establish safety. Clarification, validation, and apologies are all ways to return to a sense of mutual purpose and mutual respect. Starting with the heart (focusing on what I really want) and maintaining safety during dialogue are the initial key factors that I must focus on and address in order to begin having crucial conversations.
However, to master this process, there are several more concepts to be implemented. I must master my own stories, where I lean on my own, honest feelings. Then I may STATE my own path, where I persuasively communicate those stories while making sure to involve others by asking for their own paths and even encouraging them to share ideas, no matter how controversial they may be. It is of the utmost importance that we all listen and respond to everyone's perspectives. It is at this point, we can move to action, having arrived at the best decision as a collective unit.
Self-differentiated leaders are able to have crucial conversations. In fact, this is how they interact with other members of their organization. These leaders have their own identity, have a clear purpose, and are not swayed by the stress of others. At the same time, they make meaningful and significant connections and establish a shared meaning as they work towards a common goal (Camp, 2010). To create change in my organization and to move my Innovation Plan forward, I plan to implement open dialogue in order to facilitate a safe, collaborative environment. This will build momentum by utilizing the contributions of the pilot teacher team. Aspects of the crucial conversation method are woven in throughout my crafted strategies of 4DX and the 6 Sources of Influence. In summary, it is imperative that I focus on my own wants and goals and commit to providing those to the team through open dialogue while inviting all perspectives and ensuring team members feel safe sharing them.
By way of a crucial conversation, I am ready to initiate the disruptive change in my organization that will benefit both students and teaches alike.
References:
Camp, J. [Mathew David Bardwell]. (2010, November 10). Friedman's theory of differentiated leadership made simple [Video file]. Retrieved from https://www.youtube.com/watch?v=RgdcljNV-Ew&feature=youtu.be
Grenny, J., Patterson, K., Maxfield, D., McMillan, R, & Switzler, A. (2013). Influencer: The new science of leading change. New York: NY: McGraw Hill.
Patterson, K. (2012). Crucial conversation tools for talking when stakes are high. New York: McGraw-Hill.
Start with the heart
learn to look and more
The self-differentiated leader
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What I really want is for students to experience authentic learning that creates a love for learning and empowers them to become more self-directed learners
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What I really want for others is to dedicate themselves to transforming their classrooms into significant learning environments (and for teachers to enjoy this process)
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What I really want for the relationship is to have each other's best interests at heart, establish trust, and for that trust to allow for the open communication of ideas and resources.
Focus
on what
i really want
Read more about my thoughts on Leading Organizational Change.
Why, HOw
& What Statements
Establishing both a personal and collective "why" is vital to the success of any initiative. Doing so connects all members to the heart of the change and lays a solid foundation on which specific procedures can be built, which in turn will make those belief statements become reality.