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Overcoming the Technology Resistance Movement
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Despite many recent online learning inroads in schools, many professional educators and administrators remain hesitant, reluctant, and perhaps even highly resistant to try online learning and teaching with technology. However, with accelerating demand for online learning, significantly reduced budgets, and the emergence of hundreds of free or relatively inexpensive Web technologies, that resistance is coming to a sudden halt. While some may prefer to wait for massive instructor attrition, lightning to strike, or made-for-movie serendipitous events to occur to change this situation, I prefer more direct approaches.
Listed below are 10 such ideas.
- Incremental Change: Change is always complex and difficult. Shifts to online teaching and learning are no different. We recommend that those who might be nervous or more hesitant start with small steps or minor course adaptations. Perhaps a training program might begin by having these individuals find online resources that they can later use. During training, they might also select from an assortment of low cost, low risk, low time strategies. At the end of such a training or orientation program, participants might indicate where they presently are on a risk continuum or meter as well as where they would like to be in a few years.
- Shared Success Stories and Best Practices: Another option is to show teachers examples of what actually works. These examples and models might be found in books, newsletters, email messages, CDs, Web portals, testimonials, or some other media delivery format. Consider having these stories developed by peers and colleagues whom they trust instead of by vendors or external consultants.
- Training and Development: I have found that starting with a simple technology tool or resource that can be mastered and applied is more important than explaining the underlying instructional approach, philosophy, or pedagogy. Providing incentives for the completion of the training is also important (e.g., a stipend, certificate, iPod, laptop, tablet PC, etc.).
- Just-in-Time Support: Support staff might be on call when needed for 1:1 help and advice. Technical support personnel and trainers should not dictate a single approach or instructional philosophy but rather they should listen to teacher needs and respond accordingly. Allow teachers to select the training topics that they are interested in, rather than preselecting the topic(s) for them. I have found that when working with practicing teachers in schools that training them in the technologies that they had on their machines or had access to was far superior to training them in software that I just happened to like or use myself.
- An Atmosphere of Sharing: Fostering change in terms of technology integration and use will only come when there is an atmosphere of change. Such an atmosphere can definitely build up over time. For instance, the final 5-10 minutes of a department, program, or unit meeting might be saved for a live presentation of an emerging technology or discussion of ideas related to how one is using technology or the Web in instruction. I often see this sharing occurring at the school and university level with annual technology in teaching events or awards for technology integration and innovation. Many schools also sponsor such events as brown bag luncheons wherein a teacher or visitor will present some interesting technology or online activity. Colloquiums, institutes, videoconferences, Webinars, and other events can also be employed to cultivate this change in atmosphere.
- Awards and Incentives: As indicated above, training programs might include incentives such as stipends, travel monies, awards, and technology. For example, those who are innovative might be the first in line for hardware or software upgrades and replacements. The School of Education at Indiana University, for instance, has been innovative in sponsoring laptop programs wherein enlisted faculty members receive a laptop for their instructional uses after completing a set number of hours – here 16 – of technology-related training. Other incentives might include assistance in writing grants for technology and money for conference travel. There might be competitions for interactivity in online course development, outstanding course awards, and annual events for innovation in online instruction. Such efforts are vital since part of creating a community of online educators is to support success and then to celebrate such success when it occurs.
- Modeling: I have found that modeling the use of online technologies and courses by one’s colleagues and superiors is highly valuable. In effect, when one’s leaders or supervisors are doing it (e.g., the school principal or technology coordinator), so can you. And when the high school superintendent generates a podcast or receives her training from one, people throughout the school district tend to take notice. Modeling also creates opportunities for discussion and interaction to occur around the topic or content area being shown, resulting in a sense of community among those who are interested in the new ideas.
- Mentoring and Coaching: While technology-oriented training increasingly relies on technology-based tutorials, opportunities for 1:1 advice and consultation are bound to have a lasting impact. When new teachers or staff members enter into an online environment or situation, it is vital to provide some form of cognitive apprenticeship. For instance, someone savvy with technology or knowledgeable about online teaching and learning might be asked to support one or more novice teachers or assistants. And such individuals might receive modest stipends for such efforts.
- External Supports: Most of the above ideas relate to internal forms of support within an organization or institution. Naturally, given the expansiveness of the Web, some external supports might be provided such as access to online teaching examples, online instruction certificate programs, and even master’s degrees. In addition, an organization or institution might subscribe to an online newsletter or enter into online discussions on a community using Ning or some other collaborative technology. For those in the K-12 world, the George Lucas Educational Foundation (GLEF) provides many examples of innovative teaching approaches with and without technology.
- Frameworks and Models: One of the more significant ways to learn to teach online and become less hesitant, reluctant, and resistant, is to use models, overviews, and other frameworks. Frameworks offer a means to reflect on what works and what is not working. They lend a macro lens to any online teaching and learning situation. And they can help one to categorize or make sense of the never-ending mounds of information or data each of us deals with each day. In effect, they reduce the apprehensions and angst professional educators might have related to teaching as well as learning in online environments. The R2D2 (i.e., Read, Reflect, Display, and Do) and TEC-VARIETY models that I have designed are pedagogically-focused examples of such frameworks. With tools such as R2D2 at one’s side, normally hesitant or resistant instructors often become models and advocates of online education.
Anyone involved in organizational change will readily admit that change is typically systemic in nature. Consequently, I recommend you consider how most or all of the above ten categories of ideas can support teacher and staff development or perhaps even transformation within your school or school district. With such support, they can feel more secure in their online decision making and related adventures. Good luck.
Curtis J. Bonk is Professor of Instructional Systems Technology at Indiana University. He has a popular blog called TravelinEdMan and is the author of The World Is Open: How Web Technology Is Revolutionizing Education as well as Empowering Online Learning: 100+ Ideas, for Reading, Reflecting, Displaying, and Doing.
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6 comments ↓
Christina Spiezio
01.11.10 at 5:41 pm
Thanks for the ideas! Recently, I had a conversation with some reluctant teachers, and now I have some great strategies to use to convert them
D. Stephens
09.18.10 at 8:55 pm
The push for classroom technology has generated a feeling of excitement and fear among educators. Most educators are able to identify with the relevance and application of technology within the classroom, but there’s still a sense of resistance among others. This resistance may be due to the rapid changes and advancements which have occurred within the field of technology. These rapid changes have lead to lack of confidence and knowledge awareness among educators which has a direct impact on the effective uses of technology with the classroom.
I will be sure to employ these ten ideas as I work to assist my colleagues in the implementation of technology in their lesson plans. As an instructional designer I have the ability to model and mentor. I will be mindful to take smaller steps for those who feel completely overwhelmed and will continue to seek external supports when needed.
Thanks for sharing your ideas!
Denna
09.19.10 at 1:03 am
I was the one who responded and replied as Guest #2 on 9/18/10 at 8:55 pm. Thanks-forgot to register before responding.
D. Stephens
Ian Josephs
09.19.10 at 7:26 pm
As an Administrator responsible for academic computing, I find that these 10 ideas can be helpful to faculty, student(s) and the non- technical hesitant to embrace the change from the traditional learning approaches to one that is assisted by the use of technology. There is another idea that I would like to suggest that has helped me whenever I encounter a situation where there is resistance to change. I call it “Proactive Inclusion”. I find that motivating the individual to partake in a three step process will reduce and in some instances eliminate the lack of interest, intimidation, and resistance when faced with the option of using technological devices.
First, it is important when selecting new technology to provide opportunities to involve people who normally don’t have a voice in the decision making of the selection of technical learning aids. This should be done from the outset of any project plan. One example may be the creation of a team that is comprised of individuals with diverse professional backgrounds but who are committed to the same organizational goal. Members of this team’s primary responsibility would be to research several similar technologies that management is considering to purchase and come to a decision as to the best choice.
The second process is proactive inclusion which involves the communication by management and IT staff to the team members during the testing phase. A good approach would be to invite team members to be involved in testing the product.
The final process is implementation of the technology. It will be benefit administrators to allow faculty, students, and non-technical staff (team members) to participate in the decision of when, where and how the new technology is to be deployed. In this manner, the team is informed down to the last project phase. As a result, the team will be ready to accept the new technology into their learning environment.
Ian
09.19.10 at 7:34 pm
Ian Josephs posted a blog entry at 09.19.10 at 7:26 pm
as Guest
Diane
09.20.10 at 12:05 pm
Thanks, Ian!