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Word processing, problem-solving, and drill-and-practice applications
are often early steps in incorporating software into instruction
because they replicate common seat-based classroom activities, reinforce
material already being taught, or provide special opportunities
for particular groups of students. However, the lower-order thinking
skills addressed by these software applications have negative connotations
for instruction, with drill-and-practice software specifically demonstrating
little value
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or even a negative relationship to academic achievement.
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As technology experiences multiply, teachers are able to incorporate
a wider variety of software applications and approaches that provide
richer learning opportunities for the larger population of students.
These new approaches often shift toward learner-centered rather
than content-centered lessons, and replace the traditional lecture-based
presentations and seatwork with more project-based and collaborative
activities. The more familiar activities, which may be addressed
by simple word-processing and drill-and-practice applications, give
way to individualized, creative, and interdisciplinary learning,
which demand curriculum-based software and research tools,
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which often support complex, real-world problem-solving
activities where students are required to act like scientists
or other experts.
As your teachers face and overcome challenges, explore new methods
and resources, and progress through the stages of integration, keep
in mind two important concepts related to change or innovation.
- Ownership. Your teachers will benefit most if they have
a sense of "I did this." Any innovation will meet some resistance,
but allowing your teachers to reflect on their current philosophies
and methods and experiment to find solutions to meet their own
goals will help them develop a sense of ownership. This "buy-in"
from your teachers is key to capitalizing on the possibilities
of technology-supported instruction and progressing to the most
advanced stages of the integration continuum.
- Shared decision making. Involve your teachers in the
decision-making process. While you and your faculty may hold similar
beliefs about your mission, the realities they face every day
in the classroom provide important insight into the implementation
of any innovation. Involving your teachers will increase their
sense of ownership and will result in a greater return on your
technology investment as well as optimal impact on attaining instructional
goals.
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