BELIEFS (moving forward)
Educators can use Bleakley and Mangin's (2013) three strategies for encouraging positive change to practice. These three strategies can serve as a guideline for activity centred, belief transformation within a school. These strategies address both individual and group experiences which support overall school culture.
Strategy one includes the creation of personal experiences with technology that will facilitate belief change. In effect, teachers need to learn the value of technology through situated and personal connections. Hands on learning experiences are valuable, not only to students, but to teachers who are learning new modes of content delivery and facilitating learning. These personal experiences allow educators to questions and experiment, while building their confidence with new technology.
The second strategy is to provide teachers with vicarious experiences that enable them to observe similar others (e.g., colleagues) using technology. Watching more capable colleagues provides a real life example of how theory can be enacted in practice. This also provides educators with an opportunity to mentor and share ideas. Strategy three involves the exposure of teachers to supportive socio-cultural influences through the establishment of professional norms that facilitate teachers’ opportunities to “discuss new materials, methods, and strategies, and that support the risk taking and struggle involved in transforming practice” (p. 21-22). |
Strategy one- Suggested Activities or Approaches
Strategy two- Suggested Activities or Approaches 2. Provide teacher release time for teachers to watch a colleague using technology or lessons that encourage students to use technology. Teachers can then ask questions or model a lesson after a real life example. 3. Dedicated district technology mentors who model technology use in the classrooms or provide example lessons of how students can use technology in their learning. Strategy three- Suggested Activities or Approaches 4. Encourage teacher partnerships, team teaching or platooning 5. Provide release time for teachers to plan and discuss how to incorporate technology in their classrooms 6. Create a school website that supports a collaborative community of teachers. Discussion forums allow teachers and colleagues to ask questions or more experienced teachers, teachers can share resources, and teachers can blog about their successes and struggles. This is also a situated, hands on experience with technology that encourages technology learning for beginners and allows more experienced educators to support their colleagues. This website allows administrators to receive first hand feedback about areas where they can support teachers and for area for ongoing professional development and collaborative learning. 7. Technology committee consisting of administration and teachers who can suggest Pro-D direction, new materials, and support plans that are brought forth at staff meetings. |