1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: ITEC 7410 Action/Evaluation Plan
The artifact I am using to research, recommend, and implement strategies for initiating technology innovations and for managing change process in schools is the action/evaluation plan I developed in ITEC 7410. The purpose of this assignment was to develop a strategic technology plan to promote technology discussions at grade level collaborative meetings that lead to the development of a shared vision at the school level to promote technology rich learning environments.
This artifact supports the research, recommendations and implementations of technology innovations to promote change in schools with collaborative technology talks. According to the research, Sheninger (2014) suggests, “New ideas are being shared at a furious pace in online spaces but change does not have to be a reinventing the wheel. Instead, it can be that an idea that has been tested successfully elsewhere is adapted to meet the unique characteristics of one’s own school and district” (p. 57). The recommendations for technology integration that will lead to the development of a school wide technology vision explores practice and collaboration by teachers before the vision takes full form. The steps in this evaluation begin with teacher instructional practices that engage learners and even administrators. The enables collaborative feedback, success stories and technology discussions among grade level teams. These discussions and practices enable teachers to make individual considerations for technology integration at their comfort level. The implementation of technology-based discussions at grade level teams gets the conversation going. Then, stakeholders can make decisions about implementation as the vision develops through practice that uses feedback and collaborative inquiry to support the technology needs at the school level. The classroom teacher has the opportunity to research various supports and makes recommendations for technology implementation based on experience in their own classroom.
After completing this artifact, an understanding for how to research and recommend a process for the implantation of technology tools ensures the ability to develop a shared vision that supports teacher practice and sustainability in the vision. Providing adequate time for teachers to discuss the technology they choose to implement allows staff members to gain comfort and knowledge in various technology rich strategies and processes before requirements asset into play at the school level. Any technology vision takes time and providing technology discussions can enable teachers to feel in control of the vision they engage with in the future. Teacher input is valuable.
The work that went into creating this artifact influences school improvement and faculty development through collaborative technology talks at each grade level. The greatest power in technology initiative will be teacher buy in for a vison. This promotes sustainability for the vision because teachers feel empowered by the process and experiences they have in their team meetings. Sharing ways to engage learners becomes a norm and this enables teachers to make changes or continue to be innovative in their instructional design through a technology infused vision that supports collaboration.
References
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.
This artifact supports the research, recommendations and implementations of technology innovations to promote change in schools with collaborative technology talks. According to the research, Sheninger (2014) suggests, “New ideas are being shared at a furious pace in online spaces but change does not have to be a reinventing the wheel. Instead, it can be that an idea that has been tested successfully elsewhere is adapted to meet the unique characteristics of one’s own school and district” (p. 57). The recommendations for technology integration that will lead to the development of a school wide technology vision explores practice and collaboration by teachers before the vision takes full form. The steps in this evaluation begin with teacher instructional practices that engage learners and even administrators. The enables collaborative feedback, success stories and technology discussions among grade level teams. These discussions and practices enable teachers to make individual considerations for technology integration at their comfort level. The implementation of technology-based discussions at grade level teams gets the conversation going. Then, stakeholders can make decisions about implementation as the vision develops through practice that uses feedback and collaborative inquiry to support the technology needs at the school level. The classroom teacher has the opportunity to research various supports and makes recommendations for technology implementation based on experience in their own classroom.
After completing this artifact, an understanding for how to research and recommend a process for the implantation of technology tools ensures the ability to develop a shared vision that supports teacher practice and sustainability in the vision. Providing adequate time for teachers to discuss the technology they choose to implement allows staff members to gain comfort and knowledge in various technology rich strategies and processes before requirements asset into play at the school level. Any technology vision takes time and providing technology discussions can enable teachers to feel in control of the vision they engage with in the future. Teacher input is valuable.
The work that went into creating this artifact influences school improvement and faculty development through collaborative technology talks at each grade level. The greatest power in technology initiative will be teacher buy in for a vison. This promotes sustainability for the vision because teachers feel empowered by the process and experiences they have in their team meetings. Sharing ways to engage learners becomes a norm and this enables teachers to make changes or continue to be innovative in their instructional design through a technology infused vision that supports collaboration.
References
Sheninger, E. C., & Zhao, Y. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks (CA): Corwin.