Making Technology Work in Schools PDF
Preview Making Technology Work in Schools
Making Technology Work in Schools Making Technology Work in Schools is an easy-to-use guide for transform- ing your school into a learner-centered, tech-rich environment. School sys- tems are increasingly adopting ambitious new educational technologies, but how do you make sure they are yielding effective teaching and learning experiences? The authors’ proven, intuitive practices speak directly to aca- demic coaches, school technology leads, district technology directors, and teachers on special assignment who are responsible for introducing new tools and programs. After reading this book, you will be able to better pre- pare the educators you serve to empower their learners, whether digitally savvy or not, to be engaged, collaborative, and better prepared for college and careers. Timothy D. Green is Professor of Educational Technology and Teacher Education and former Director of Distance Education at California State University, Fullerton, CA, USA. Loretta C. Donovan is Professor of Educational Technology and Co-Director of the MS in Educational Technology at California State University, Fullerton, CA, USA. Jody Peerless Green is a teacher on special assignment (TOSA) as an Academic Coach focusing on Educational Technology at La Habra City School District, Orange County, CA, USA. Other Eye On Education Books Available from Routledge (www.routledge.com/eyeoneducation) Integrating Computer Science Across the Core: Strategies for K-12 Districts Tom Liam Lynch, Gerald Ardito, and Pam Amendola Reinventing Crediting for Competency-Based Education: The Mastery Transcript Consortium Model and Beyond Jonathan E. Martin Tech Request: A Guide for Coaching Educators in the Digital World Emily L. Davis and Brad Currie Coding as a Playground: Programming and Computational Thinking in the Early Childhood Classroom Marina Umaschi Bers Universal Design for Learning in the Early Childhood Classroom: Teaching Children of all Languages, Cultures, and Abilities, Birth – 8 Years Pamela Brillante and Karen Nemeth Intentional Innovation: How to Guide Risk-Taking, Build Creative Capacity, and Lead Change A. J. Juliani 7 Steps to Sharing Your School’s Story on Social Media Jason Kotch and Edward Cosentino Making Technology Work in Schools How PK-12 Educators Can Foster Digital-Age Learning Timothy D. Green, Loretta C. Donovan, and Jody Peerless Green First published 2020 by Routledge 52 Vanderbilt Avenue, New York, NY 10017 and by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2020 Taylor & Francis The right of Timothy D. Green, Loretta C. Donovan, and Jody Peerless Green to be identifed as authors of this work has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identifcation and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data A catalog record for this title has been requested ISBN: 978-0-367-02569-4 (hbk) ISBN: 978-0-367-02570-0 (pbk) ISBN: 978-0-429-39895-7 (ebk) Typeset in Optima by Cenveo® Publisher Services As trite as it may sound, we dedicate this book to all of the change agents and learners we have worked with over the years. Each has helped shaped who we are and the work we do. Thank you to my family for being supportive and understanding when I sequestered myself many times to work on this book. — Tim There are people who have supported and encouraged me through this book and long before. You know who you are. Thank you! — Loretta To my family: your unwavering support and love has been critical throughout this process. I can’t thank you enough. I love you! — Jody Contents Foreword ix Preface xi Acknowledgments xx PART I: THE WHY OF EDUCATIONAL CHANGE AND INNOVATION ADOPTION 1 1. Focusing on the Why 5 2. The Why of Educational Change and Innovation Adoption 8 3. A Primer on Educational Change 11 4. Talking the Talk of Educational Change 16 5. Different Perspectives on Change 25 PART II: THE HOW OF EDUCATIONAL CHANGE AND INNOVATION ADOPTION: LEARNERS, TECHNOLOGY, AND INSTRUCTIONAL PRACTICES 35 6. An Ecological Perspective on Teaching and Learning 41 7. Teacher Self-Effcacy and Collective Teacher Effcacy 43 8. The iMakers 49 9. Digital Technology 59 10. Instructional Practices 89 vii Contents PART III: THE WHAT OF EDUCATIONAL CHANGE AND INNOVATION ADOPTION: THE PURPOSE FRAMEWORK 103 11. An Overview of the PURPOSE Framework 107 12. Phase One: Planning 109 13. Phase Two: Understanding 121 14. Phase Three: Researching 133 15. Phase Four: Preparing 140 16. Phase Five: Operationalizing 159 17. Phase Six: Sustaining 167 18. Phase Seven: Evaluating 174 References 180 viii Foreword Understandable, Easy to Read, and Useable We know well that creating/identifying promising programs, processes, and practices that could make a difference is easy. There is a plethora of innovations to select from. It’s the next phase that is very challenging. Implementing a selected program, process, or product is not easy. It takes time, new learning and engaged leadership. There will be “potholes” along the way and the promised outcomes may be slow to materialize. Accomplishing the third phase of a change process, sustaining, is seldom systematically planned for, supported, or accomplished. The track record of achieving successful change with digital inno- vations most certainly is mixed. Whether it be the introduction of the radio in the “old days,” PCs, the web, or social media apps, the extent of implementation ranges widely. There always are wide variations in the “confgurations” that are implemented. There also are wide variations in the competence of the users. One additional challenge with digital innovations is that the inno- vation itself is constantly changing. The refnements, adaptations, add- ons, and deletions come along rapidly. Any set defnition for Fidelity of Implementation is likely to have a very short half-life. The constantly evolv- ing meaning of full implementation raises additional concerns for imple- menters and for change facilitators. “How can we know for sure when It is fully implemented?” In other words, from a change science perspective, facilitating imple- mentation of digital innovations presents unique opportunities and chal- lenges. Too often the technology expert delivers the new “box,” and ix
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