Discussion # 2

TIP Model Phase 2-Determining the Relative Advantage Discussion # 2
Case Scenario:
The superintendent of the Wellmade School District felt that every student should be "connected to the Information Superhighway," so he decided to install Internet connections in every school classroom in the district. The hardware and installations were funded through a federal grant and local business sponsors. Two years later, it became apparent that only about 25% of the teachers were using the Internet with students, and most uses were "casual surfing."

1. Why do you think the teachers did not see the relative advantage of this technology?

Factors that come to mind are: Were the teachers trained in the “Information Superhighway?”, Was there a consensus of how it would be applied to classroom?, Did the district provide professional development time to see how it can be applied to our daily classrooms? There are still more questions that arise, but those are the basic questions. I would need to ask how many teachers are computer savy. In our school, I would say there are still 25 % that are not used to getting on the computer unless it is entering grades in the system. Roblyer mentions how , “Proficient technology-oriented teachers must learn to combine directed instruction and constructivist approaches and to select technology resources and integration methods that are best suited to their specific needs.” (p 43) I feel that not all teachers have the knowledge about computers to have students work on the assignments. I also think that providing them suggestions or guided lessons with technology might be more comforting. Teachers some times need to also take the initiative to stay familiarized with the new technology. I am also wondering now: did the teachers focus on the TAKS test? We all know that because of TAKS, things get put aside for a later time. Maybe the teachers felt that there was no time to plan for technology uses in classes more often.

2. If you were made responsible for integrating this technology into instructional activities, how would you translate the superintendent's rationale into problems and solutions for which the relative advantage would be clear to teachers?

First of all, I would address the teachers and staff with respect to their great work already being done. Second, I would explain how the district would like us to implement the technology piece in our lessons. Of course the usual moans and groans and side talk would occur, but I would if the funds were available provide every teacher with a pin drive. I know many teachers would want to know if they have to place more time into their over worked underpaid career. If it would be alright with the district to use some professional or staff development time, we can plan as teams. I would break up the groups by grade and subject. Then I would have them look at the 9 weeks curriculum and instruction guide. I would ask them to pair together and work on a power point. I would try to match up the teachers with little experience with an advanced technology teacher if possible. I would ask them to come up with three power points they can use for the first 9 weeks. It would be something to get them started. Then afterwards ask them to post to a team blog for that dept. I would have them do a few more slide shows every professional development day. What I heard is that professional development meeting are “suppose” to be meant to have a continuous assignment that will become a master piece. I feel if you give the opportunity to them to collaborate it will help build the bond better. If the teachers all had the same technology equipment, then that would be a great step to start off with. It would be an opportunity to see how in three years it will all come together. It takes time and patience to get familiarized with technology and a better way to have every one on board is to try something new.