4-A-2+Wiki+Posting+Five+Ways+to+Think+About+Change

=Home > Assignments > 4-A-2: Wiki Posting: Five Ways to Think about Change= =**INSTRUCTIONS:**= =List five ways to think about and address changes in technology in your classroom and school. With each way briefly describe how you plan to apply your thinking with your colleagues.=

=Before developing your five ways to address change suggestions consider the following:=
 * Considering the list of fears you brainstormed in the previous assignment, what are the common objections and fears your peers or administration may have to changes in technology?
 * How can you assess if the the objections/fears are valid? How can you educate your peers in determining if these fears and objections are valid?
 * How can you inspire peers who share similar beliefs and interests to apply changes in technology to their classroom or students' learning ?
 * How can you get peers out of the "Resistance" phase into the "Exploration" phase?

Post your "five ways to address change" in the table below. Review your peers' postings and post at least two comments in the Discussion Tab above.


 * ==**5 Ways to Address Change**== || ==**Submitted by:**== ||
 * Our school district has come a long way in the last few years with a Classrooms for the Future grant that we received. We were able to employ a full time technology coach and many classrooms are equipped with smartboards, mobile lap top carts, as well as other technology advances. Along with these gadgets came education as well. Those teachers who received smartboards also had to complete a course and the technology coach holds Act 48 workshops often that help us with computer basics, Moodle, Wikis, blogging, podcasts, etc. I feel like we’ve made a lot of progress in a short amount of time. However there are definite concerns.

1) How do we find time to integrate technology into our classrooms when we have so much else to do? -- This was a good point that was also brought up in one of the readings. This is something we have to use as a tool to deliver the curriculum not as something we do in addition. The classes that our tech coach has offered and the training many teachers have had on the smartboards has helped this issue immensely.

2) How do I get the kids to use what’s available? -- This is something I’ve discussed often with other teachers. We have blogs, we have online vocab building websites, etc. available to them but they don’t use it. I have found that for as savvy as we assume students are with technology, not all of them are. We have to show them where to find these things and give them examples of how to use them effectively.

3) I spend all this time learning the newest software but then have technological glitches that aren’t remedied which means I’ve wasted my time. – A good example of this is a fellow teacher who recorded her Spanish classes’ skits and then wanted to play them back so they could peer-critique. She couldn’t play the videos because of district policy to download something on her computer that was needed. Another teacher teaches an advertising course and the school’s internet filter won’t let certain things come through. She has asked for those things to be allowed just for certain usernames and during the class period, the tech department said no. I don’t know if this is a unique problem but there is a breakdown of communication and power struggles within our district. There needs to be more open face-to-face communication with the realization of who our ‘customers’ are and what would be best for them.

4) How do we get those that are excited for change to motivate those that are stagnant? – A few years back this was a bigger issue. You had the older teachers that would never check their email and didn’t see the value of communicating via the internet. The way they got everyone on board with email, etc. was they made it mandatory. We no longer received paper memos or attendance. Everyone saw the time benefit of putting grades online. However we were then required to maintain a webpage and list all work online. Some teachers didn’t (and still don’t) think that it is necessary but it is mandatory so we do it. This is our job. We may not be comfortable with everything we are required to do and we may think it takes too much time. With any change comes an adjustment period.

5) Finally…How are we going to pay for and maintain all this technology? – This is a very valid question and one I don’t have an answer for. We made a lot of progress with the grant we received but even now some things are suffering. For example the laptops that we have for sharing between classrooms weren’t working correctly because they needed to be reconfigured. The tech department was so far behind at the beginning of the year that people were waiting to use them but couldn’t. I think of myself that is taking a course like this and have made Powerpoint presentations out of my class notes, among other things, but I am still waiting on a projector for my classroom. I don’t have a smartboard, just an overhead projector that I have to hook up to my computer every time I want to use it. That is a major drawback for me to use the technology because the set up is inconvenient and takes up class time. || Chris R. ||
 * Within my school, I am by no means an expert with using technology or incorporating technology in my classroom. I have just begun to use online assignments the students must complete as part of the class curriculum. I do feel I am ahead of most teachers in my school but want to figure out how to best use the technology available for student success.

** 1. How can we integrate technology while at the same time teaching the curriculum of our districts? ** Time is a big issue facing teachers when looking to include technology. Teachers are restricted to a finite block of time. Teachers always complain about not having enough time. Technology that is available to the Net Generation has infinite ability. We need to somehow bring these two together. I use some internet programs for the students to complete online assignments. The textbook I use has online information available for the students as well as video tutorials. I debate with myself about using some of these video tutorials with my classes. Is this an effective use of technology by letting the students view the tutorials in groups while I become just a facilitator or assistant? If the online material was used in moderation and as a change up, I think the use of the textbooks website can be effective. ** 2. What are some tips and suggestions to combat the digital divide of our students in their homes? ** My district has a large gap in regards to socioeconomic status. I believe there are computers within every household with internet capabilities, however, I could be wrong. What are these computers capable of is another question. If we are going to require our students to work with technology, we have to make the time available for them. We cannot assume they have the same technologies at home. Some districts have assigned computers to students much like they would a textbook. This can guarantee the students have the necessary technology to complete assignments. This can be very expensive and not possibly in all districts. In our high school, the student’s day ends at 2:25. Monday through Thursday, the students have the option of staying from 2:25 until 4:00 to either receive help in a class or use a school computer for assignments or a project. ** 3. How do we get parents/guardians to encourage their children to complete assignments outside of school that require technology? ** Since we have our students for a finite amount of time, the students must receive encouragement and assistance from their parents/guardians to complete assignments outside of school. We must somehow reach these parents and offer some help for them to complete their part in the student’s education. We cannot just assume our students will receive the same assistance at home that we give them in school. Districts and teacher can set up small workshops for the parents to attend going over what types of technology or programs the teachers are expecting their students to utilize outside of school. Teachers go through technology training to learn how to use the technology ion our classroom, however, the students spend only a small portion of their day with us. Our success in educating our students can be increased by getting their parents to work with us. ** 4. How can we get the “laggards” to buy in? ** This is one of the biggest problems I see facing school districts. I do not feel the “laggards” are necessarily the veteran teachers. In my department, there are two “laggards” that come to mind. One is a veteran teacher and the other is a very young teacher. I do agree with the video when it was stated that you leave the “laggards” alone and you place your time and efforts working with the staff members that are resistant and will come around and the staff members that are all for new ideas. The “laggards” want to continue to do things the same way they always have but say they will get different results. That is the definition of insanity. Schools and districts must focus on educating the teachers that are open to change. These are the teachers that will make the change work in the long run. The “laggards” will eventually come along because they will not want to be left out. ** 5. With all the state budget cuts and the affect they will have on school districts, how do we continue to grow with technology with a shrinking pool of funding? ** I think this is the obvious challenge facing school districts right now. How do we continue to pay for grow when we are receiving less and less? Our district is constantly looking for ways to get technology that is cutting edge for free. I cannot see another method available to accomplish this. //Google// offers a number of options for free that school districts currently pay another company for. You may have to put up with the occasional advertisement from a sponsor. You need to weigh your options. Is the money you save worth the inconvenience of a few ads? Collaboration among teachers can also bring about creative ways of using cheaper technology to save the districts money as well. || Matt E. || Five Ways to Address Change Becky Bollinger

One of the fears that many experience in response to technological change is the time we have or don’t have to work on or with the new piece of technology. I know that in my case, I spend an inordinate amount of time already away from my family because of the amount of time it takes me to grade essays and other written assignments. Adding more time that might be needed to learn new technology almost makes me want to quit. I feel as though any of the faculty’s concerns are valid. If we don’t validate the concerns of everyone, then people will feel alienated and ostracized. That’s never good. The key is to deal with the concerns, whatever they are. It’s not our job to judge whether one person’s fear of using the IWB is legitimate or not. We should be helping and not judging. Getting other people to apply changes in their classrooms is not easy. I have tried to encourage another department member to use certain pieces of technology by telling her how much success I have had, but so far it hasn’t been successful. She’s younger than me, but pretty sure she doesn’t need to use the stuff. Again, getting people out of the resistance phase and into the exploration phase is tough. I think that simple dialogue is the best place to start. If other teachers could see how the technology is used, that would be best. I wrote my “Five Ways to Think About Change” in a more philosophical way. I’m looking at how to view change overall. 1. Accept that change is inevitable. 2. Accept that change is good. Imagine eating the same food day in and day out. We’d get bored. 3. Take change in little bits at a time. If I break new tasks into smaller chunks, I’m less likely to become overwhelmed. 4. Think of any change as an opportunity to learn something new. I believe many teachers entered this field because we truly do love learning. 5. Be open to the new technology in your own life. When you’re due for a new phone, get some new gadget on that phone. Download a new app or something. Read ConsumerReports online and maybe get that for your phone, too.

Five Ways to Think About Change Denise Yackovich

1**. Allow Time.** This is often the case. Our school will tell us about something new, and to use it. O.k. So now we are expected to use it with no training. Workshops are offered in the summer as optional. Change is necessary so the training should be too. Using in-service days to train / show new programs, software or web sites is a way to reduce fears and begin exploration. Grouping teachers according to ability / comfort levels is a great starting point and then have them create a lesson to take and use. Allowing enough time not just 3-4 hours, use an entire day.

2. **Reducing fears.** Teachers, especially boomers may have fears about using technology and breaking something or having a glitch during the lesson. Trial and error is not in the boomer’s vocabulary. Requiring training that is department specific, will help reduce these fears. If the programs / web sites are going to be used for a specific class (discipline area), train the teachers together and allow them to “teach the lesson to each other” and the possible glitches will be addressed.

3. **Ask a student.** Make a joke out of your self. I don’t mean to degrade yourself in front of your students, but be honest with them and let them know this is something new to you, but you think they will benefit from it. Let’s try this together, and when there is a problem ask for advice, or what do you think we could do to fix this? Students are always willing to let you know they are smarter than you. You could always pretend this was part of your “master plan” and pretend you know the solution and have the students solve the in class problem. Don’t forget to thank them for the help!

4. **Money!!!** Technology is a constant changing environment. How can school districts afford to change with it? Schools are facing budget crisis across the United States. One way to keep up with the costs is to look for grants. Major technology companies offer grants with minimal final outcomes. Check out company web sites they may have tabs to their grant programs. Other corporations know what type of future employee they want and what those employees need to be able to do. These companies will offer grants to education. As the “Good Book” states, “just Google it.”

5. **The Digital Divide.** Many students will always have a least one excuse that they could not complete the assignment at home because the computer “died”, the printer ran out of ink or the dog ate the computer cords. At our school we have computer labs, and no one to proctor, the bank of computers in the library is only available 1 period a day. If each classroom had 1 – 2 computers in it, they would be available at all times for the students to work. If the printer is the problem, students could always e-mail the assignment to the teacher and the teacher will print it out.

There will always be problems/issues/excuses with technology. If we are given the **//__time__//** and **//__training__//**, solutions will be discovered and fears put to rest. Time usually makes things better, and I believe that if we are given the time to learn/explore and shown how to develop ready to use lessons, everyone will be using technology.

Five ways to address change~ Sharon Bender
 * Time - always an issue, teachers never have enough time to teach all that is needed to cover the curriculum so adding technology means that we need to integrate its use into our lessons and support them with technology, so it is seamless and students feel that it is part of the lesson, not a stand alone activity. Whether we use technology to enhance our delivery of information, or have students use it to complete assignments, we need to find areas where technology is present in our classrooms. Scheduling training for teachers can take many forms. As the readings suggested, teacher can become students of other teachers or students of their students! It is time to understand that our students, regardless of their age, can teach us things. We need to acknowledge that there are many things they know and are very familiar with that we can learn from them, many in the technology areas. Be open and willing to learn from any available "expert"!
 * Fear of making mistakes (a.k.a. I don't want to look stupid) - Nothing is written in stone and almost nothing can not be undone! We are human and make mistakes and making them is one path to learning! We teach our students that it is okay to make mistakes, we need to heed our own advice and be willing to tread new ground in learning how to teach our students. Taking the time to explore new programs, experiment with their capabilities and network with others to find ways to integrate technology into our lessons will make them more engaging for the students who will be more successful in the classroom. Find a group of people who want to learn the same thing and join forces to support each other in your understanding of the new material.
 * Digital Divide - Fortunately, our district has a computer lab and several mobile laptop carts available to all grade levels. With this amount of available laptops, our students have no excuse to leave work uncompleted. Those who do not have computer access at home are expected to use class time or time before and after school to complete projects. We have 30 minutes built in to the school day in which transportation is provided to students who stay after school to work on projects that require extra help or access to the Internet. In our district, there is no reason to not incorporate some use of technology.
 * Help! - One of the best ways to get those laggers on board is to create something and share it with them! Find some time to showcase what you are doing or something you have incorporated into your lessons and show how they can apply it to theirs. By being willing to offer a helping hand in teaching another professional how to use technology, you are inviting them to join you in learning how to reach our students where they are comfortable.
 * Finally, show those teachers who think technology is a waste of time just how much more engaged your students are when using it! I am always amazed at the things my students can do given a Mac and free rein! They have created music videos, info-mercials, skits including commercials and several other projects in just a class period! They can create persuasive products, poetry, and drama with ease and all the steps of the writing process are in place! Students love to showcase their talents and knowledge and the impact of finished products on a hesitant teacher can be motivating. You can even offer to find ways to do cross curricular assignments to help the newbie teacher in the process.

Mike Moore: Five Ways to Address Change


 * Have "Help" Sessions: There is a lot of technology in my school with smart boards, slates, voters, and expressions. Unfortunately, there are only a handful of teachers using these tools in their classes. When I ask other teachers why they aren't using them, most of them say because they don't know how to use it and don't have time to learn how to use it. I would like to have workshops set up for the teachers to attend (and possibly be paid if it is after work hours). Teachers would be able to come and learn how to use the technology and explore some of the applications for their own classrooms. I feel that once the teachers realize it is not difficult to use and incorporate into their lessons, they would be more willing to use it.
 * Creating Colaborative Lessons: This has to go along with the "teachers don't have time to reinvent lessons". In my school we have to make and attend PLCs (Professional Learning Communities). Every department could create a PLC to revamp lessons that incorporate the new technology and post the lessons to the school's shared hard drive. This way, teachers who are reluctant to take the time to learn how to make new lessons, can test run some that their peers make. Eventually, most of the teachers will hopefully be collaborating and contributing to create new lessons.
 * Money: Although my school is probably not the norm for how much technology is available, most other schools in my county do not have as much technology as we do. However, there are ways to combat this issue. At one of my old schools, my department had fundraisers to try and raise money to buy new technology. Some teachers have also applied for grants in order to get technology in their classes. The problem with that was once they wrote the grant, received the funds, ordered their equipment, and had it delivered, it seemed like there was a newer version out or there was something totally new that could be better. Educational technology is changing very rapidly, especially now that there seems to be more support that students are learning differently today.
 * Use Technologies Students are Familiar With: Most teachers I speak with hate social networking. However, it is a reality that many students have Myspace or Facebook pages and use those as a primary means of communication. While I don't think Facebook and Myspace are appropriate for classroom use, there are educational social networking sites that can be controlled by the teacher, and are school safe. By using one of these sites, the students are already familiar with the technology, and are more likely to participate in it outside of school. They would not have to learn something new and can jump right on and know exactly what they need to do.
 * Give Time to Complete Assignments: Not all students have computers or internet connections. Teachers need to give the students time to complete the assignments that might require a bit more technology or are online based. By giving more long-term projects, this enables all students to find time to come before or after school, use their school's media center, go to the public library, friend's house, etc. It allows all students to participate in the assignment and give them all a chance to interact with the technology and hopefully get something out of it.

5 Ways to think about change – Stephanie Chapman Change is inevitable, but it is rarely easy. For teachers, technology has changed so much in the last 10 years. Our profession has been close to the same for hundreds of year. Students come to school, learn from the teacher, memorize facts, do homework and so on. It will take time for all, or even most, of the teachers today to see this new classroom model as a good thing. That being said, there are things that we can consider when addressing technological change in the classroom. 1. Mentors: Technology can be intimidating, especially for those who have been teaching the same way for years. Our school employs a mentor program for all new teachers. I think this would be a great idea to use for technology advancements as well. Younger teachers or teachers who regularly integrate technology in their classrooms could become mentors for teachers who aren’t as comfortable with the technology. 2. Model of the Future: Most teachers want to prepare their students for their futures. We can use this philosophy to leverage teachers who aren’t quite ready to commit to using technology. These technology concepts, knowledge and skill will be required for many of our student’s future professions. If we are to truly prepare our students, this must be a part of their education. 3. Team sharing: Sharing lessons or ideas that have been proven to work in other classrooms may help teachers who are nervous about using technology in their class. Teachers who are using the technology can share their plans, have other teachers sit in on classes, or even team plan if they are in the same department. 4. Technology Camps: Most teacher professional development days that deal with technology are hosted during the school year. Teachers are already busy and feel pressured to use the new technology right away and they may not be ready yet. If the technology were available for teachers to experiment and learn on during the summer they might be more likely to learn it. There could be support blogs or possibly technology days offered on different topics for teachers who need a little extra help. 5. Just do it: A little encouragement and confidence goes a long way. Most teachers have a technology guru in their class that is happy to show off their skills. When a program or piece of hardware isn’t working properly it can take a support tech a few days to get to your class, but we have access to our student gurus daily. Teachers can’t be afraid to make a mistake. It is part of life.

** Mike Welden - Five Ways to Think about Change ** ** 1. Technology is not the goal, but it is a powerful tool you can use to reach the goal. **

I have to confess that I do not accept the idea that Generation Y students or Gamers actually learn differently than previous students. I have seen these students learn without technology, and they can do so very well. However, technology is really an amazing tool, and students today are perfectly situated to make the most of this tool. They can learn the old way, but they can do even better using new methods.

Using technology allows these students to be creative and use more gamer-type skills in reaching course objectives. We do not need to rewrite our course outlines or develop a new curriculum. All we really need to do at first is include one project or assignment that uses technology in a meaningful way. This is really only changing our teaching methodology or assessment techniques, and it need only be minimal at first.

** 2. The teacher does not have to be the technology expert. **

Although the teacher needs to be aware of the strengths of weaknesses of a particular technology before assigning a project that uses it, the teacher does not need to be an expert in how to use it. Part of student learning will be to learn how to use the technology. The teacher can learn along with the students. Plus, there are already staff members at the college who are ready to help as well.

If the teacher allows adequate time for the assignment with built-in deadlines to avoid student procrastination, the students will learn the technology in time to complete the assignment.

** 3. Encourage student-student and student-teacher interaction. **

Assigning group work at a community college is sometimes problematic. Students are only in class a limited amount of time per week, and many students are on campus only when they actually have classes in session. Thus, it can be difficult for students to meet outside of class.

With an assignment based on technology, this may not be as much of an issue, since meetings could happen online, through chat rooms, bulletin boards, or even e-mail.

Even if students have individual projects, the teacher can encourage interaction by setting up a class discussion area or bulletin board online so that students could post questions or comments and see what other students are doing. The teacher could show students in class what interaction is happening in this online area to promote its use. In addition, this provides the teacher a way to monitor student progress, and provide suggestions to students who are struggling.

** 4. Design a project that is broad in scope and yet carefully structured. **

The project must be broad enough to allow students to be creative and solve a problem that seems significant to them in some way. Just assigning a problem from the textbook but having students use technology to solve it is probably not going to work well.

It is also important to allow plenty of time for students to complete the assignment, so that they have a chance to experiment and fail a few times before the assignment is due. This must be coupled with enough structure and due dates for partial completion, so that they do not wait until the last minute to start. Flexibility with structure is the key to student success with these projects.

** 5. Do not be afraid to make mistakes. **

The ability of these newer generations to dive into a problem without fear, knowing that they can always start again, is one of their great strengths. As teachers, we need to learn from our students. Making a mistake is not being a failure.

Assignments can be changed, even in the middle. As you make mistakes and correct them, you will learn and become a better teacher.

Melanie Christopher

** Change Can Be Good ** People naturally resist change for many reasons. These reasons stem from a fear of the unknown to the fear of an more burdensome workload. Regardless, if we intend to meet the needs of our students, we must first accept that technology is here to stay. Then we must commit ourselves to learning how to use technology in the classroom.

1. **I have never used any of these devices before**. //Hands-on learning session.// Most people are afraid of the unknown. Computers, IPads, IPhones, etc. can be very intimidating with all of their buttons (or no buttons) that can be pushed. For some of my colleagues, I believe it is this fear that keeps them from becoming more technologically savvy. I know when we have had professional developments on how to use the SAS system, the computers weren’t working, there weren’t enough, and the instructor was faltering with instructions. This can add to the anxiety of using technology. However, I feel that having an opportunity to use and explore what different types of technology have to offer is a great way to peak interest and hopefully a commitment to exploring further.

2. **I don’t want to make a fool of myself in front of everyone.** //Small learning groups//. Just like with the kids, sometimes, small learning groups are a great way to learn. In this type of environment, the anxiety of “messing up” in front of others is minimized. It can be a more trustworthy environment for exploration and learning by trial and error. It could also be arranged that these individuals meet once a week or once every two weeks to share how they have used technology in the classroom and to set goals for the following two week time period.

3. **I have no idea how to even turn one of those on.** //Model//. My colleagues could, perhaps, share what they know about technology and model how they use it in their classrooms. For instance, we each have a digital microscope in our classrooms. A small number of us received training on how to use the microscopes. I could model for my colleagues how to use the microscope and perhaps we could then brainstorm activities that would require the use of same in the classroom.

4. **The computers are always breaking down. Why should I think this is any different?** //Brainstorming.// Accepting that there will be problems with technology and figuring out ways around them are essential when it comes to being a teacher. Just like humans, technology is not perfect. Much of our equipment is old but it doesn’t mean we can’t use it to the advantage of our students. Let’s sit and figure out how to utilize other types of technology as a failsafe just in case something isn’t working when we need it to.

5. **Most of the kids don’t have computers at home.** //Use what we have in the classroom//. Coming from a district like Allentown that has seen drastic cuts and who, as of Thursday evening, will be eliminating 247 position at the end of this school year, I understand that not every household has a computer regardless of what the media puts out there. Most of my kids are at or below poverty level. We need to figure out a way to integrate technology in school so that it won’t matter whether they have a computer at home. One way we do this is through the use of computers for math. We should sit as a group and figure out how to implement learning communities that will not require the use of technology at home.

Kelly Concini

Five Ways to Address Change

**How do we assist teachers and provide proper training AND continuing support not only for technology, but for a new way of teaching?** One of the biggest concerns so many teachers face when something new is handed to them deals with training and additional support. It’s one thing to sit in a room and practice it all together. It’s quite another to be on your own trying to figure it out. A plan would have to be in place to provide both initial training and on-going assistance. I suggest a few “master” trainers who are skilled in the technology being used and the ideas presented about new teaching methods for the Net Generation. Ideally, one teacher in each department/subject area would receive additional training so they felt comfortable teaching their colleagues. I suggest each subject area have their own expert because then training and assistance can focus on ways of using this new knowledge in that particular field. Nothing frustrates teachers more than to not see how they can use it in their own field. A training wiki might serve this purpose as well and give a platform for teachers to post their own lessons that utilize these concepts.

**How do we adequately present information to stakeholders (parents, students, administration, teachers) that this course of action is a necessary one?**

Perhaps most importantly, in order to get everyone onboard and alleviate worries, the school will have to address the many concerns students will have. I think the primary way to combat this is to give all stakeholders the facts: what we know about where our Net Gen kids are coming from, what we know about where they’ll need to be and what we’ve determined is the way to get them there. Knowing that information, stakeholders will be more willing to change.

**How do we address good cyber citizenship with the students so that these new technologies aren’t misused?**

I think it’s important to have a Acceptable Use Policy in effect that students and parents must read and sign. Most districts have this in place so that they can take disciplinary action should the need arise. However, simply punishing for inappropriate behavior isn’t enough. Schools should develop a policy that teachers can use to teach students how to behave online and what to do if they see someone misbehaving.

**What about the students who do not have these technologies at home?**

One thing that would be really helpful for students and schools would be for schools to use applications and software that are free for educational use. If students could download to their own computers for free, that would allow for more students to have access. Additionally, for students who do not have a computer that is capable of running these programs (or no computer at all) access to a computer lab with these technologies is essential. Students could get a pass for their study period to use the computers in the lab. I would also recommend the lab stay open for an hour or so after school hours so students could complete work.

**What about technology issues/breaking?**

Create a policy that holds all students accountable. Technology provides students with many different ways of getting things done. Create a standard that doesn’t accept excuses and encourages students to be creative when problem solving technology failures. Show students how to use the help menu of various tools so that they know how to problem solve on their own.

1. Sample lesson plans One way to address these fears is to show sample lesson plans. If teachers are familiar with technology and how simple it could be to use technology in the classroom, we can pass them on to teachers with apprehension. These lesson plans should show step by step instructional strategies to help teachers with their lesson. This can show teachers that anyone can use technology in the classroom. 2. Group help sessions This is a great way to show technology to the masses. These group sessions should be one or two technologies to help teachers use. I think you should focus on one or two because any more than that would could become overwhelming. This could conquer some fears of technology and show all teachers it can be a great asset to the class. 3. Student led directives One great way to eliminate fear is to have students show teachers or other students how to use technology. If teachers see that students can work the new technology and show others how to use it would ease tension. 4. Use familiar technology Students can use technology they know about already to make the integration seamless. 5. Team teaching I have team taught with a colleague for a semester. She knew more about technology than I did. This made it simple to help students learn about new technology and have plans that use a multitude of programs. You learn so much, the students learn and they have fun. This is one of the best semesters I ever taught because it was a way for all to learn.

Danielle Lewis

**1. TIME** There’s only so much one can do in a 24 hour day! Time must be allotted for staff to get excited about new technologies. The right timing is just as critical as the technology. Providing time to introduce and learn technologies when teachers are open and willing (the beginning of the school-year or near the end of the year, when summer is approaching). Administrators must not pile technology on top of other important deadlines such as report cards or initiatives that require lots of attention. ** 2. **** TRAINING ** In order to decrease the learning curve teachers must receive TIMELY Professional Development. This is critical to keep the momentum and harness the excitement of using new technologies. The training must be differentiated; however, to accommodate the needs of the teachers being trained. ** 3. **** REVELVANT RESOURCES ** Teachers are experts at what they do. We feel most comfortable when teaching to our strengths. For this reason, providing technology resources (online resources, websites, videos, podcasts, etc.) that are relevant to one’s discipline is one way to get staff on board. If I can use it then I WANT to learn it. ** 4. **** TECHNOLOGY LEADERS ** On staff there are always teachers who are knowledgeable and willing to help other learn how to use technology tools. Administrators and staff must utilize the resources on the staff and establish Technology Leaders to assist others who are working their way up the learning curve. ** 5. **** MINI-TECHNOLOGY LEADERS ** Students are perhaps our greatest asset. I’ve found if you tell kids the parameters of an assignment and don’t smash their creativity, they will produce, especially when it comes to technology. They literally pull out all the bells and whistles! Allowing children serve as Mini-Technology Leaders can be beneficial to both the student and teacher. They learn while helping others and help decrease the number of students requiring the teacher’s attention at the same time. || Eboni Creighton ||
 * == **5 WAYS TO THINK ABOUT CHANGE** ==