Breaking barriers and building conversations

• 1. Breaking Barriers and Building Conversations: Helping ICT Coordinators Facilitate Teacher Technology Adoption through Awareness of the Concerns-Based Technology Adoption Model, with a Particular Focus on the Prince Edward Island Situation Dissemination of the Exit Paper for Masters of Education (IT) from Memorial University by Mark Rooney

2. Outline Introduction Rationale The ICT Coordinator Barriers to ICT Integration The CBAM Concerns About the Concerns-Based Model Implementing an Innovation With CBAM Conclusion 3. Introduction Why was this topic chosen? An area where personal improvement is needed An area PEI STCs have not had training in Personal interest in the STC role What is my hope for the project? Explore and discuss issues about teacher technology adoption Consider the question: Can awareness of this model help STCs do a better job with teacher PD? 4. Rationale for this Paper ICT Coordinators (on PEI, referred to as STCs) There is benefit in having an in-house leader with both technical and pedagogical skills (Marcovitz, 2000) PEI STC Roles Roles and Responsibilities mirror other jurisdictions, with most time spent on technical areas (Jones, 2004; Devolder, Vanderlinde, van Braak, & Tondeur, 2010; Lai & Pratt, 2004) Expanding to include teacher PD especially with integrated ICT curriculum outcomes 5. Rationale (cont) Formal training on how teachers adopt technology has not been provided for PEI STCs Concerns-Based Adoption Model, designed for teacher development (Hord et al., 1987), may provide awareness on how ICT coordinators can best help teachers in technology training 6. The ICT Coordinator ICT Coordinator implies a more substantial role than STC, which is part of the challenge on PEI Coordinators have varying degrees of abilities and time allotments for their duties; usually an add-on to teaching duties (Lai & Pratt, 2004; Lynch, Hobbs, & Hollanders, 1999) 7. The ICT Coordinator (cont) There is value in helping teachers make better use of ICT, with the ICT coordinator being in the best position to do so (Rodrguez-Miranda, Pozuelos-Estrada, & Len-Jariego, 2014; McGarr & McDonagh, 2013) Can the ICT coordinator act more as a change-agent to support teachers through the process of ICT integration? (Tondeur, Cooper & Newhouse, 2010; Vanderlinde, van Braak, & Hermans, 2009; Watson, 2006) 8. Barriers to ICT Integration DISCUSS: Can you recognize barriers to teacher technology adoption in your role? What might those be? 9. Barriers to ICT Integration (cont) First-Order Barriers (Ertmer,1999) Equipment, time for training teachers Overcome with financial and human resources Limited benefit is gained by addressing these barriers alone (Tearle, 2003) Second-Order Teacher confidence, beliefs, attitudes, and resistance to change 10. Barriers to ICT Integration (cont) Even if equipment is supplied (first- order barriers), teachers may not use it well (Atkins & Vasu, 2000) Addressing second-order barriers focuses less on the device and more on the mindset of the teacher As teachers themselves, ICT coordinators are possibly in the best position to assist colleagues with ICT integration 11. Concerns-Based Adoption Model (CBAM) There is value in the ICT coordinator being educated on change processes (Moursund, 1992) CBAM is based on Fullers (1969) work on stages of beginning teacher development The first focus is on self, then the task, then on others (students or colleagues) During progress through an innovation, teachers express various stages of concerns 12. Concerns-Based Adoption Model (CBAM) DISCUSS: Can you recognize teachers on your staff (or yourself!) with the following concerns related to technology? 13. CBAM Stages of Concerns (Hord et al., 1987) Stages Description of concerns 0 Awareness (self) The teacher has little awareness or concern about the innovation. 1 Informational (self) The teacher may seek to gain more knowledge about the innovation. 2 Personal (self) The teacher is concerned with personal costs and how the innovation will conflict with what they currently know or do. 3 Management (task) The teacher focuses on the logistics of integrating the innovation into their job. 4 Consequence (impact) The teacher is concerned about how the innovation will affect their students. 5 Collaboration (impact) The teacher expresses concern about how they compare to their peers and how they can work with others in relation to the innovation. 6 Refocusing (impact) The teacher is concerned about how they can better implement the innovation. 14. Concerns-Based Adoption Model (cont) These proven stages are applicable to anyone undergoing change, including technology integration (Mann, 2006) These changes apply to the individual and not all stages are always realized (Hord et al., 1987) 15. Concerns-Based Adoption Model (CBAM) DISCUSS: Can you recognize teachers on your staff (or yourself!) with usage of technology in the following levels? 16. CBAM Levels of Use (adapted from Hord et al., 1987) Levels Description of Use 0 Nonuse The teacher does not use or has no intention to use the innovation. 1 Orientation The teacher may seek to gain more knowledge about the innovation but has not decided to use it. 2 Preparation The teacher gets ready for the initial use of the innovation. 3 Mechanical The teacher begins using the innovation but often struggles with mastering tasks and has little time for reflection. 4a Routine The teacher has integrated the innovation and few changes are being made. 4b Refinement The teacher alters the innovation to better suit their needs. 5 Integration The teacher extends their implementation beyond their classroom to collaborate and maximize the impact of the innovation. 6 Renewal The teacher reevaluates the quality of use of the innovation and explores new goals. 17. Concerns-Based Adoption Model (cont) As with the stages of concern, progression through the levels of use is a possibility, not an assumption (Anderson, 1997) Teachers make specific decisions to advance through levels of use 18. CBAM Diagnostic Tools CBAM relies upon the use of a change facilitator, usually an individual in the building ICT coordinator is likely the best candidate (Hord et al., 1987) The stages of concern and levels of use together allow the change facilitator to measure teachers perception and management of the innovation Stages of concerns can be measured with individual interviews, open-ended question, or questionnaire (Hord et al., 1987) Levels of use can be measured with a formal chart and focused interview (Hord et al., 1987) 19. CBAM Diagnostic Tools (cont) Some of this analysis requires training and may not easily apply to PEI STCs Informal interactions in the school play a valuable role, as well Awareness of teachers concerns and usage will likely allows the ICT coordinator to better prepare training opportunities 20. Concerns about Concerns Focuses only on the negative concerns of the teacher, not on possible hopes or aspirations about the innovation (Straub, 2009) Concerns of the teacher may be overemphasized in comparison of the role they are required to play (Buchmann, in Conway & Clark, 2003) 21. CBAM Concerns (cont) ICT coordinators as change facilitators may be perceived as being pro- technology or intimidating to work with due to higher technology skills The change facilitator is highly relied upon - considering the time- constraints already, this is an inherent challenge 22. Possible Implementation Plan Using CBAM A third component of CBAM is the Innovation Configuration, created to suggest model exemplary usage (Hord et al., 1987) This framework would first be designed by DEECD or ELSB personnel along with STCs STCs then measure stages of concerns on each other to practice using the material and rate their concerns relative to the innovation 23. Implementation Plan Using CBAM (cont) STCs return to their schools to informally interview individual teachers and/or have them respond to an open-ended question STCs identify teachers with high-level concerns and consider using them as secondary change facilitators (Hord et al., 1987) Secondary change facilitators can mentor colleagues within the school who are a stage behind them 24. Implementation Plan Using CBAM (cont) STCs, as change facilitators, research strategies for implementation particular to the innovation Throughout the innovation, teachers share concerns, successes, and solutions on a Board-based wiki to support and enhance the levels of others (Ertmer, Addison Lane, Ross, & Woods, 1999) Change facilitators periodically revisit interview process to monitor progress (Hord et al., 1987) 25. Implementation Plan Using CBAM (cont) DISCUSS: Does this implementation seem workable? Are some facets unreasonable? What considerations are more valuable than others? 26. Implementation Plan Re-cap Innovation Configuration Map created STCs meet to gauge each others concerns STCs gauge concerns of individual teachers in their schools Secondary change facilitators are identified Ongoing Teacher concerns and successes are shared on wiki STCs research solutions on innovation STCs periodically revisit teacher concerns 27. Conclusion The CBAM may be a tool able to help PEI STCs create a better awareness of the concerns of colleagues in the area of technology PD In this busy role, any advantage is helpful when trying to more efficiently create training opportunities This presentation is also available online: 28. Recommended Reading Hord, S.M., Rutherford, W.L., Huling- Austin, L., & Hall, G.E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development. Moursund, D. G. (1992). The technology coordinator. Retrieved from https://scholarsbank.uoregon.edu/xml ui/bitstream/handle/1794/3192/?seque nce=1 29. Recommend Reading (cont) SEDL (2014). Concerns-Based Adoption Model (CBAM). Retrieved from http://www.sedl.org/cbam/ Sugar, W. (2005). Instructional technologist as a coach: Impact of a situated professional development program on teachers technology use. Journal of Technology and Teacher Education, 13(4), 547-571. 30. References Anderson, S. E. (1997). Understanding teacher change: Revisiting the concerns based adoption model. Curriculum Inquiry, 27(3), 331-367. Atkins, N. E., & Vasu, E. S. (2000). Measuring knowledge of technology usage and stages of concern about computing: A study of middle school teachers. Journal of Technology and Teacher Education, 8(4), 279-302. Conway, P. F., & Clark, C. M. (2003). The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education, 19(5), 465-482. Devolder, A., Vanderlinde, R., van Braak, J., & Tondeur, J. (2010). Identifying multiple roles of ICT coordinators. Computers & Education, 55(4), 1651-1655. Ertmer, P. A. (1999). Addressing first-and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47-61. 31. References (cont) Ertmer, P. A., Addison Lane, P., Ross, E., & Woods, D. (1999). Examining teachers beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education, 32(1), 5473. Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American educational research journal, 207-226. Hord, S.M., Rutherford, W.L., Huling-Austin, L., & Hall, G.E. (1987). Taking charge of change. Alexandria, VA: Association for Supervision and Curriculum Development. Jones, A. (2004). A review of the research literature on barriers to the uptake of ICT by teachers. Retrieved from http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litr ev.pdf Lai, K. W., & Pratt, K. (2004). Information and communication technology (ICT) in secondary schools: the role of the computer coordinator. British Journal of Educational Technology, 35(4), 461-475. 32. References (cont) Lynch, W., Hobbs, B., & Hollanders, H. (1999). Dancing on quicksand: The role of the ICT co-ordinator in the primary school. Research in Education, 62(1), 32-40. Mann, B.L. (2006). Technology adoption and the Internet. In Selected styles in web-based research. (pp. 35-50). Hershey, PA: Information Science Publishing. Marcovitz, D. M. (2000). The roles of computer coordinators in supporting technology in schools. Journal of Technology and Teacher Education, 8(3), 259-273. McGarr, O., & McDonagh, A. (2013). Examining the role of the ICT coordinator in Irish post-primary schools. Technology, Pedagogy and Education, 22(2), 267-282. Moursund, D. G. (1992). The technology coordinator. Retrieved from https://scholarsbank.uoregon.edu/xmlui/bitstream/handl e/1794/3192/?sequence=1 33. References (cont) Rodrguez-Miranda, F. P., Pozuelos-Estrada, F. J., & Len-Jariego, J. C. (2014). The role of ICT coordinator. Priority and time dedicated to professional functions. Computers & Education, 72, 262-270. Straub, E. T. (2009). Understanding technology adoption: Theory and future directions for informal learning. Review of Educational Research, 79(2), 625-649. Tearle, P. (2003). ICT implementation: What makes the difference? British Journal of Educational Technology, 34(5), 567- 583. Tondeur J., Cooper M. & Newhouse C.P. (2010) From ICT coordination to ICT integration: A longitudinal case study. Journal of Computer Assisted Learning, 26, 296306. Vanderlinde, R., van Braak, J., & Hermans, R. (2009). Educational technology on a turning point: curriculum implementation in Flanders and challenges for schools. Educational Technology Research and Development, 57(4), 573-584. Watson, D. (2006). Understanding the relationship between ICT and education means exploring innovation and change. Education and Information Technologies, 11(3-4), 199-216. 34. Image Credits http://openclipart.org/