I just recently aquired a new position at my school as a technology chair for the teachers in our building. Although my position is quite extensive, the main focus of this was to create an avenue of support for teachers to learn how to integrate technology into the curriculum. In the beginning of the year my co-chair and I had a tough time getting people to “come over to the dark side” (and use technology in their teaching).
The Stanford Design Model became the perfect avenue to get me stepping out of my comfort zone, taking risks, and throwing ideas out into thin air to see if anything stuck. This truly was quite the process, but I must say that it made me think in ways that I’ve never thought before, it made me try new things and make new connections, it even made me a bit more creative!
EMPATHIZE:
The first step was to empathize with the needs of my audience. I wanted to create a “foolproof” structure that could be applied to any type of technology professional development. A plan that will encourage all users regardless of their individual background with technology to experiment with tech integration for the specific purpose of using these tools to enhance the learning outcomes of our 21st century learners. Immediately I turned to Mark Prensky’s “Digital Natives/Digital Immigrants” article (Mark Prensky http://goo.gl/sstkzp). Many people truly believe that younger students are “born into technology” and can figure it out within seconds, while older folks have a major learning curve because this knowledge does not come naturally to them. I knew that this was my starting point for empathy with my users: I needed to get them over this hurdle. I looked at two surveys I had sent out in regards to overall feelings about technology professional development. Below are the two surveys that helped guide my thinking.
DEFINE:
Defining the problem was the hardest step for me. For some reason I could explain the problem with a long drawn out story, but it was very difficult to actually concisely say what the root cause of it all was! I really didn’t know! And even after scouring the internet for ideas… there were none. I thought for sure SOMEONE came up with the big picture idea of what the problem was. I felt like I’d never find it - then I started using some of the tools in the Stanford Model to find my definition. The first one I did was 5 Why’s Root/Cause Analysis - to be honest this helped me a little but it only made me more confused. The how/why ladder was the epiphany of this mode for me. I finally figured out that I needed to focus on the learning goals and not just the technology! This How/Why ladder was really a struggle for me - It really made me think and search for the causes of each of these items.
The Stanford Design Model became the perfect avenue to get me stepping out of my comfort zone, taking risks, and throwing ideas out into thin air to see if anything stuck. This truly was quite the process, but I must say that it made me think in ways that I’ve never thought before, it made me try new things and make new connections, it even made me a bit more creative!
EMPATHIZE:
The first step was to empathize with the needs of my audience. I wanted to create a “foolproof” structure that could be applied to any type of technology professional development. A plan that will encourage all users regardless of their individual background with technology to experiment with tech integration for the specific purpose of using these tools to enhance the learning outcomes of our 21st century learners. Immediately I turned to Mark Prensky’s “Digital Natives/Digital Immigrants” article (Mark Prensky http://goo.gl/sstkzp). Many people truly believe that younger students are “born into technology” and can figure it out within seconds, while older folks have a major learning curve because this knowledge does not come naturally to them. I knew that this was my starting point for empathy with my users: I needed to get them over this hurdle. I looked at two surveys I had sent out in regards to overall feelings about technology professional development. Below are the two surveys that helped guide my thinking.
- Our newest survey can be found here: http://goo.gl/kAA4Tg
- Results: http://goo.gl/w3sRtV
- My previous survey can be found here: http://goo.gl/QQtE5g
- Results: http://goo.gl/GnSo8R
DEFINE:
Defining the problem was the hardest step for me. For some reason I could explain the problem with a long drawn out story, but it was very difficult to actually concisely say what the root cause of it all was! I really didn’t know! And even after scouring the internet for ideas… there were none. I thought for sure SOMEONE came up with the big picture idea of what the problem was. I felt like I’d never find it - then I started using some of the tools in the Stanford Model to find my definition. The first one I did was 5 Why’s Root/Cause Analysis - to be honest this helped me a little but it only made me more confused. The how/why ladder was the epiphany of this mode for me. I finally figured out that I needed to focus on the learning goals and not just the technology! This How/Why ladder was really a struggle for me - It really made me think and search for the causes of each of these items.
I was also pretty excited about this exercise as well to further define my problem:
This second exercise even furthered my assumptions that I need to focus specifically on the thoughts and feelings of my user’s acceptance of “failure”. These were my final thoughts on the mode of define:
IDEATE:
I must say - I was REALLY excited about this mode! I really thought that all my creativity would have come pouring out after taking a walk and giving myself an incubation period. But the thing is… I didn’t come up with anything monumental during that time. I guess I set myself up for failure here thinking that everything would magically click after a 40 minute walk with my dog. Through this stage I started to narrow down the thought that I must work to change the “mindset” of the staff, rather than the habits of the staff. Once again coming from an empathy perspective instead of a tech perspective. One thing I did come up with during this stage is this following quote:
This made much more sense to me - focus on learning outcomes (something that teacher’s are comfortable with) instead of focusing on the things that teachers aren’t comfortable with (the technology). It was refreshing to use this model of creativity and thinking. It was definitely less stressful and I didn’t find myself tearing out my hair trying to come up with ideas. I think this is something that I usually do subconsciously when I’m working on school work or lesson planning. If something doesn’t come to mind right way or I haven’t found my train of thought, I’ll go grab a drink, take a break, procrastinate a little even.
Through this mode I also had a conversation with my husband to brainstorm some more. I’ve learned that when I’m working through an issue with others through discussions or collaboration, I am much more engaged and creative. It is very difficult when I don’t have anyone to bounce ideas off of. The big takeaway from the conversation with my husband was the following three steps:
These seem very insignificant but it really opened my eyes up to the fact that teachers need to SEE how technology changes things within the classroom. This is how I get and hold their interests and push them to try things out: focus on the student outcomes first!
I also tried DaVinci’s Technique:
- [USER] needs to [USER’S NEED] because [SURPRISING INSIGHT]
- [Teachers who believe they are digital immigrants] need to [feel comfortable and supported when implementing or learning a new technology] because [they might make mistakes.] The reality is that they need to treat mistakes as opportunities to learn and not failures.
This second exercise even furthered my assumptions that I need to focus specifically on the thoughts and feelings of my user’s acceptance of “failure”. These were my final thoughts on the mode of define:
- “In order for the focus to clearly shift in a professional development atmosphere, the structure and layout of the professional development must shift as well. Topics should be listed as learning outcomes or thinking outcomes, and not as apps or programs. Teaching should revolve around WHAT learning can occur with the app as a result of the technology, NOT what features the app or program gives the user.”
IDEATE:
I must say - I was REALLY excited about this mode! I really thought that all my creativity would have come pouring out after taking a walk and giving myself an incubation period. But the thing is… I didn’t come up with anything monumental during that time. I guess I set myself up for failure here thinking that everything would magically click after a 40 minute walk with my dog. Through this stage I started to narrow down the thought that I must work to change the “mindset” of the staff, rather than the habits of the staff. Once again coming from an empathy perspective instead of a tech perspective. One thing I did come up with during this stage is this following quote:
- “TPACK is a big part of my eyes opening to the fact of the interconnectedness of teaching and technology. The approach that TPACK takes is an easier pill to swallow than picturing yourself at the bottom of a technology landfill.”
This made much more sense to me - focus on learning outcomes (something that teacher’s are comfortable with) instead of focusing on the things that teachers aren’t comfortable with (the technology). It was refreshing to use this model of creativity and thinking. It was definitely less stressful and I didn’t find myself tearing out my hair trying to come up with ideas. I think this is something that I usually do subconsciously when I’m working on school work or lesson planning. If something doesn’t come to mind right way or I haven’t found my train of thought, I’ll go grab a drink, take a break, procrastinate a little even.
Through this mode I also had a conversation with my husband to brainstorm some more. I’ve learned that when I’m working through an issue with others through discussions or collaboration, I am much more engaged and creative. It is very difficult when I don’t have anyone to bounce ideas off of. The big takeaway from the conversation with my husband was the following three steps:
- See the benefit
- Gain the interest
- Try it out
These seem very insignificant but it really opened my eyes up to the fact that teachers need to SEE how technology changes things within the classroom. This is how I get and hold their interests and push them to try things out: focus on the student outcomes first!
I also tried DaVinci’s Technique:
I was SURE that I wouldn't get anything out of doing something so strange like this - but I did! After coming up with the example below, I thought of the idea to create videos to post in a PLC (Twitter/Schoology/etc) of class time iPad instruction that took place to show Digital Immigrants what learning looks like!
“Videos -- PLC’s -- Class time -- iPad -- Digital Immigrants”
PROTOTYPE: Tech Teacher Labs
Teacher Labs are something that we do periodically with our math department. This idea came about from a recent teacher lab where we visited the high school and elementary schools with about 8 other math teachers. I don't know why I didn't think of this before - but the feelings that everyone reported having after going to these teacher labs for math (excitement, exhilaration, creativity, innovation) is exactly what I want teachers to feel when thinking about technology! Teachers need to SEE other teachers putting technology in their classroom to see students learning, being engaged, being creative, connected, and collaborative.
Below is a flowchart of the order of events that would have to happen to get us ready for this event.
“Videos -- PLC’s -- Class time -- iPad -- Digital Immigrants”
- We could ask teachers if they would be willing to share their classrooms to host a “video lesson” in which they are showcasing a specific technology with their students. Teachers who do not use technology (or everyone) can watch these videos during a half day release time to discuss some of the learning opportunities they see that students have with the addition of technology
- This would start to change their mindset when they see other teachers using these things in their classroom
PROTOTYPE: Tech Teacher Labs
Teacher Labs are something that we do periodically with our math department. This idea came about from a recent teacher lab where we visited the high school and elementary schools with about 8 other math teachers. I don't know why I didn't think of this before - but the feelings that everyone reported having after going to these teacher labs for math (excitement, exhilaration, creativity, innovation) is exactly what I want teachers to feel when thinking about technology! Teachers need to SEE other teachers putting technology in their classroom to see students learning, being engaged, being creative, connected, and collaborative.
Below is a flowchart of the order of events that would have to happen to get us ready for this event.
1. Kickoff Event: Discuss philosophy, mission, and goals so we can ensure that these teacher labs will be successful and productive.
2. Teacher Tech Lab: On the day of the event we will need subs in the building for about 6 of the teachers. These teachers will travel to other teacher's classrooms to observe a specific technology tool/activity/learning goal going on within the classroom. Teachers will be able to see the technology in action, see what the teacher would be required to do, and see most importantly how the students are reacting to this technology. After 2 different observation classes, teachers will head to the lounge to debrief on what they've seen so far. After lunch they will attend two more classes and then once again debrief at the end of the day. The debriefing time is important to allow teachers to discuss their ideas, likes/dislikes, ways to make it better, or even playing around with the technology themselves.
3. Schoology Portion: Right now we have an online LMS called Schoology. In it we have a shared Baker School group in which teachers can post and view resources. This would be the perfect place to have our visited teachers put a blurb/info about what they taught that day, what resources/links they used, and even a video of them teaching (we could set this up ahead of time to be going while they are teaching).
4. Keep Going!!! The most important thing - this must be done throughout the whole year!! This piece is crucial to ensure that teachers continue to buy into the technology mission of the school and continue to get good ideas that they can try in their own classrooms.
TEST:
Interviews with two fellow colleagues (gym teacher: non-techie teacher, an English teacher: semi-techie teacher)
This first phase I wanted to test to see how another colleague would react to the idea of hosting a tech teacher lab within our school. I decided to interview two of my colleagues that are from two different areas. One that is not into technology much, but sometimes tries different things here and there. Another that is starting to embrace some of the technology, but not fully immersed in it yet. I also wanted to get the perspective of another subject area completely, so I chose Judy as she is a gym teacher (much different than math) and Jenny as an English teacher.
My protocol:
Some of my takeaways from the interviews:
“Get feedback -- Refine solutions -- Continue to learn about users”
2. Teacher Tech Lab: On the day of the event we will need subs in the building for about 6 of the teachers. These teachers will travel to other teacher's classrooms to observe a specific technology tool/activity/learning goal going on within the classroom. Teachers will be able to see the technology in action, see what the teacher would be required to do, and see most importantly how the students are reacting to this technology. After 2 different observation classes, teachers will head to the lounge to debrief on what they've seen so far. After lunch they will attend two more classes and then once again debrief at the end of the day. The debriefing time is important to allow teachers to discuss their ideas, likes/dislikes, ways to make it better, or even playing around with the technology themselves.
3. Schoology Portion: Right now we have an online LMS called Schoology. In it we have a shared Baker School group in which teachers can post and view resources. This would be the perfect place to have our visited teachers put a blurb/info about what they taught that day, what resources/links they used, and even a video of them teaching (we could set this up ahead of time to be going while they are teaching).
4. Keep Going!!! The most important thing - this must be done throughout the whole year!! This piece is crucial to ensure that teachers continue to buy into the technology mission of the school and continue to get good ideas that they can try in their own classrooms.
TEST:
Interviews with two fellow colleagues (gym teacher: non-techie teacher, an English teacher: semi-techie teacher)
This first phase I wanted to test to see how another colleague would react to the idea of hosting a tech teacher lab within our school. I decided to interview two of my colleagues that are from two different areas. One that is not into technology much, but sometimes tries different things here and there. Another that is starting to embrace some of the technology, but not fully immersed in it yet. I also wanted to get the perspective of another subject area completely, so I chose Judy as she is a gym teacher (much different than math) and Jenny as an English teacher.
My protocol:
- Explain the problem of practice
- Explain a little bit of my findings of the “root” cause of the problem
- Explain the 3 steps of my solution without any leading questions or bias
- Ask for thoughts either each step of the way or all at the end
- Encourage the tester to be critical and look for things that are wrong with my solution
Some of my takeaways from the interviews:
- Biggest problem was getting the subs available for teachers to leave their classrooms to put something like this on for the day
- Make sure that the technology that is being taught in the observation classroom needs to be a transformational technology that can be used in any subject area
- Desperate need for this whole idea to come from the administration perspective
- there needs to be a “push” for teachers to WANT to learn and implement these technologies
- I got very good feedback about it and both teachers expressed interest in actually implementing something like this in our school.
- Both agreed that teachers would learn a lot more from SEEING the technology being used rather than just learning about how it can be used.
“Get feedback -- Refine solutions -- Continue to learn about users”