Creating Long-term Change with Creating Long-term Change with Technology Professional Technology Professional

DevelopmentDevelopment

Moving from Interesting to Moving from Interesting to ReplicableReplicable

Where Are We?

We have skills We have reflected on these skills We have created projects We have some comfort doing something in

particular

What’s Next?

If I Won the Lottery... How replicable is my work by someone other than

me? Why or why not?

Understanding the Context

Why doesn’t everyone just do this? It is, and isn’t, about things you already know What you know:

Time Money/Resources Others?

What else? It’s about change Where are people in the continuum of concerns?

CBAM

Concerns Based Adoption Model Rogers, 1971 Foundation for much of the research on how teachers

adopt educational innovations/interventions Levels of Concern Adopter Types

Levels of Concern

Awareness -- I am not concerned Informational -- I want to know more Personal -- How will this affect me? Management -- One more thing!?? Consequence -- How is this impacting kids? Collaboration -- How does this relate to other staff? Refocusing -- I know how to make this better...

Adopter TypesAdopter Type Characteristics % in

PopulationInnovator Eager to try new ideas

Open to changeNot necessarily integrated in socialstructure

8%

Leader Open to changeThoughtful re. involvementTrusted for advice and opinions

17%

Early Majority Cautious and deliberate re. innovationsFollower vs. leader

29%

Late Majority “Set in their ways”Can be won over by peer pressure andadministrative expectations

29%

Resister Suspicious and opposedLow in influenceIsolated from mainstream

17%

Rogers, 1971

ACOT ModelStage Teacher BehaviorEntry Teachers learn the "basics" of using new technology.Adoption Teachers use new technology to support traditional

instructional methods.Adaptation Teachers integrate new technology into traditional

classroom practice, focusing on increased studentproductivity and engagement through the use oftools such as word processors, spreadsheets, andgraphics tools.

Appropriation Teachers focus on cooperative, project-based, andinterdisciplinary work which incorporates technologyas needed and as one of many tools.

Invention Teachers discover new uses for technology toolsoften by designing projects that combine multipletechnologies.

Adapted from "A Report on 10 Years of ACOT Research" (Apple Computer, 1996)

Bringing It All Together

You are where you are because of who you are Others in your school will not respond to exactly the

same stimuli and incentives that you have Considering where others are now, what can you

do to move them along?

What We Know

Understand social networks Talk, Talk, Talk People respond to the network...

but maybe not to you directly!

Utilize strategies that build confidence and comfort Mentoring Modeling Close support

Combine support and pressure Support = peer and bottom-up Pressure = top down administrative requirements

You cannot succeed with a totally bottom-up approach

You need administrative support How can you garner this support?

Who influences the administrators? They have “concerns” and “adopter types” as well!

Reasonable Expectations

You will not have 100% adoption Remember the 17% resister population

Most people move through all levels of concern This takes time 3 -5 years on the average

But You Need a Plan!Vision Skills Incentives Resources Action Plan Change

Skills Incentives Resources Action Plan Confusion

Vision Incentives Resources Action Plan Anxiety

Vision Skills Resources Action Plan GradualChange

Vision Skills Incentives Action Plan Frustration

Vision Skills Incentives Resources False Starts

Enterprise Management, Ltd. 1987

So, What’s the Plan?

Creating an action plan for technology professional development

Do you have a plan for replicating and expanding what you’ve done this year?

References

Apple Computer Corporation. Changing the Conversation about Teaching, Learning & Technology -- A Report on 10 Years of ACOT Research. 1996

Hord, S.M., W. Rutherford, H. Austin-Huling, and G. Hall. 1987. Taking Charge of Change. Alexandria, VA: Association for Supervision and Curriculum Development

Rogers, E. 1993. The Diffusion of Innovations. Second edition. New York: Free Press