June 2005 — Features

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One Size Does Not Fit All

By Janice M. Hinson, Kimberly N. Laprairie, and Janet M. Cundiff

Leading in a Culture of Change, Jossey-Bass, 2001) recommends that the concerns of the dissenters be recognized, addressed, and used to draw them in. If their concerns are not addressed, changes will be harder to actualize and sustain over time.

Sample Lesson Plans for Technology Integration
Resource Web Site
ISTE National Education Technology Standards for Students - http://cnets.iste.org/search/s_search.html

4Teachers.org - www.4teachers.org

Kathy Schrock's Guide for Educators (Discovery School) - http://school.discovery.com/schrockguide/edles.html

Mid-Continent Research for Education and Learning - www.mcrel.org/lesson-plans/index.asp

Stage 3: Instruction

The instructional stage should occur on-site at a school using the equipment and software normally available to teachers. Placing teachers into learning teams based upon their interests and skill levels will facilitate peer coaching and collaboration, while reducing isolation and frustration. Teachers must have designated times for planning, practicing, and sharing. They also should be allowed to “test out” of training on particular skills or applications. Optional tasks for these teachers might include developing and presenting demonstration lessons, or serving as mentors to new users.

Active involvement by the principal and other administrators in the instructional stage is crucial. By participating, administrators discover new possibilities for teaching and learning, as well as share the difficulties or challenges teachers may be experiencing. In addition, administrators are more credible if they develop the skills they hope to observe teachers incorporating into their instruction.

Stage 4: Refinement

For successful integration, it is essential that teachers have access to necessary resources (e.g., hardware, software, and peripherals such as digital cameras). Support is also mandatory, and members of the PDT should be available for mentoring, assistance, and feedback. Through interactions and observations, the PDT can study the impact of change on teaching and learning, as well as provide follow-up activities, including meeting with peers or members of the expert team to share experiences, seek solutions, or re-teach specific skills and strategies, to improve implementation. Throughout this model, it is important for teachers to consider their personal goals and the changes they must make to reach those aspirations. If teachers are having difficulties meeting their personal goals, additional training and support may be necessary.