One situation in which I encouraged people to use a new technology and met with resistance was after we read an article on electronic portfolios (e-portfolios). The principal appointed me to train the staff on how to create these so that our students could become more marketable in the work-seeking world. I tried presenting the information three different times, and to this date, there is only one student on target with the collection of their work documents. The attitudes that these teachers exhibited was that they had no time for including anymore new things to their schedule or to the students’ work load. The behaviors demonstrated that these teachers were set in their ways and saw no need to venture into anything new and challenging.
I could have used Keller’s ARCS model to build the confidence of the teachers. It was quite obvious from the questions asked that they feared the new technology or feared failure. Better training on using flash drives, using flip cameras, using scanners, setting up folders, and creating hyperlinks could have helped to build up confidence. Individual training could have also helped to build confidence. The teachers need more training so they can feel confident and not fear inability to perform in front of the digital natives.
The teachers understood the relevance of the e-portfolios for the students’ progress. We read the statistics in the article. Additionally, I am sure that I had the attention of the staff and faculty each time that I presented the information. The last time that I presented during teachers in-service, I used a workshop format with videos illustrating how to perform some of the actions. The only way to generate satisfaction is to see the e-portfolios play a big part in a student being selected for an outstanding job or position. C. Penny Penagraph
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I enjoyed reading your anecdote. I use similar examples in my classes, but now I will use this experience of yours. --john keller
ReplyDeletePenny,
ReplyDeleteIt is unfortunate that the real value of e-portfolios will be after the students have left the classes where their teachers could help them to produce them. I had the same experience with trying to create paper portfolios. If I did not have the next teacher expecting to see the students' portfolio, I did not feel motivated to assemble them in class. I remember also that my school tried to instigate a portfolio project at one time, and it met with the same resistance that you found. Maybe there would be more acceptance of the concept of the students were the ones expected to maintain them. Just a thought.
Penny:
ReplyDeleteI commend you for your persistence in training teachers who showed very little interest in integrating technology into their instructional strategies. In some instances, I believe educators can be more resistant to new ideas than students; yet we are supposed to prepare students for a new learning era. I believe educators should put the students’ needs before our own.
I believe some teachers are overwhelmed by technology because they think they should prepare elaborate lesson plans that incorporate large amounts of material. I have to incorporate mini lessons so neither I nor the students will become frustrated from incorporating too much material. I often remind my students they should not fear the computer because they can edit, revise, and redo the boo- boos until they are satisfied with the finished product.
Valeria Shanks