We are going to end up where we are going!

“If we don’t change direction soon, we’ll end up where we’re going.” Professor Irwin Corey (1914 - )

I have been reading a few articles about barriers that impact teachers’ willingness to make changes in practice related to technology. I will include links to the online articles as I write this post.

Williams (1993) ( http://staffdevelop.org/sd7.html ) writes about the power user/technology guru and how he/she can- in their zeal to move forward- leave other leave other less tech-savvy users “in the dust”. I can relate to this. Since the mid ‘80s it has been “clear” to me that we all must embrace technology and move forward wholeheartedly, both in the classroom and for our own professional development. Williams writes, “Clearly, the existence of power-users in a school can be a comfort to new learners-it helps to have someone to call upon when something goes wrong….specialized knowledge of the power-user, however, can also get in the way of communication.” I will take his words to heart, in the future, as I continue to advocate and campaign for more technology enabled collaborative professional development

Administrative support is essential for positive and innovative changes in the delivery of professional development. Administrators who manage best without association and collaboration with staff will most likely not support change that promotes collaboration.

Change is difficult. Many teachers have taught the way they have taught with outcomes they consider to be adequate or better for years, and they do not believe that change is necessary. They may have grown to embrace technology to a small or moderate degree, but the idea of collaborating online with colleagues (putting their thoughts “out there” for others to see and evaluate) may be more than they can imagine.

Ertmer (http://www.springerlink.com/content/c208142h3447u613/fulltext.pdf ) defines first order and second order barriers technology integration. She writes, “first-order barriers to technology integration are described as being extrinsic to teachers and include lack of access to computers and software, insufficient time to plan instruction, and inadequate technical and administrative support. In contrast, second-order barriers are intrinsic to teachers and include beliefs about teaching, beliefs about computers, established classroom practices, and unwillingness to change.” She summarizes that first order barriers can be more easily reduced by the provision of resources and training, tackling second order barriers “requires challenging one’s belief systems and institutionalized routines of one’s practice.”

techLearning.com archives a “Question of the Week” on their blog. During the week of December 31, 2007 – January 7, 2008 the question was “What do you believe is the major barrier to transforming the way we approach teaching and learning?” The responses included teacher lack of interest in moving outside their comfort zone (39%), accountability pressures (31%), lack of support at the building and district levels (29%), and student indifference (1%). Teachers commented to the blog posting with meaningful responses. ( http://www.techlearning.com/instantpoll/2007/1231.php )

I will be away for the weekend, and while I will have my laptop with me on the trip, I will not have Internet access in the Catskill Mountains. I am taking some reading material along for the ride, and I will return on Monday (May 12) with more to share.

Don’t forget to call your mother for Mother’s Day. Mother’s Day was originally suggested as Mother’s Peace Day. Check out About.com’s article on Mother’s Day and peace at http://womenshistory.about.com/library/weekly/aa013100d.htm .