Technology Obstacles: Facing the TEARS
 
To get beyond the negative attitudes that can impact your program, you need to address the TEARS. These obstacles were identified by Leggett and Persichitte (Tech Trends, April 1998). As a matter of fact, the same set of obstacles have been identified for the past 50 years of research in educational technology. These five obstacles are time, expertise, access, resources, and support.
 
LumberJack Wisdom
Find the right incentives.
Leadership: The art of getting someone else to do something you want done because he wants to do it. - Dwight Eisenhower
Time
The first obstacle is time. Teachers need time to plan, prepare, and use technology. They need time to learn new technology ideas, as well as, explore, digest, experiment, practice,
and expand skills. Finding time is a major obstacle for administrators and teachers. The key is setting aside formal time for curriculum development with a technology focus. This may involve rescheduling the day to allow for cohort groups to meet, team, and collaborate. Many schools use rotating substitute teachers to provide more planning time. Incentives such as comp time or release time might be used. Or, consider larger reforms such as rethinking teaching roles. Some schools are making use of technology including virtual classrooms to help. Cyberschool has classes such as one on the Holocaust that might be useful.
 
When addressing the issue of time, ask yourself the following questions:
1. Is "no time" a teacher culture or reality? Or both?
2. How do we change the culture or the environment?
3. Brainstorm solutions or strategies.
 
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Administrator's Role
Technology Obstacles
Teacher Needs
Implementation
Eduscapes
LumberJack Wisdom
Nurture teacher leadership.
The function of leadership is to produce more leaders, not more followers. - Ralph Nadar
Expertise
The next obstacle is lack of teacher expertise. Teachers need experience using both administrative tools, as well as, teaching and learning tools. Many teachers have a lack of confidence when it comes to technology. In some cases they have fear, disinterest, and reluctance. To develop expertise, teachers need learning opportunities. These opportunities should focus on contextual integration, standards-based learning, varied resources, developmentally appropriate activities, and ongoing support. In finding expertise, your school should look within for modeling, teaming, support groups, teachers teaching teachers, and just-in-time help. Many schools are posting teacher and student projects as models for others to use.
 
When addressing the issue of expertise, ask yourself the following questions:
1. Is "no expertise" a teacher culture or reality? Or both?
2. How do we change the culture or the environment?
3. Brainstorm solutions or strategies.
 
Access
Another obstacle is access. Lack of uninterrupted access, on-demand access, easy access to resources such as digital cameras and laptops, and interfaces such as shared, networked folders are all problems. Teachers need access at school and at home. The Teacher Tap page has some resources that might be useful. Resources such as quiz builders are also helpful. Finding access is critical. This includes anywhere, anytime access including classrooms, libraries, labs, department and grade level clusters, before school, after school, and at home. Teachers also need easy access to equipment that can be checked out.
 
When addressing the issue of access, ask yourself the following questions:
1. Is "no access" a teacher culture or reality? Or both?
2. How do we change the culture or the environment?
3. Brainstorm solutions or strategies.
 
Resources
The lack of resources is another concern. This includes lack of technology infrastructure, technical support, staff development resources, and continuing budget. When identifying resources, consider professional development, technology, and physical issues. Professional development resources include training, resources, and time. Technology needs include funding for purchase, maintenance, and upgrades. Physical and electrical issues include sharing anytime, anywhere. Finding resources includes lobbying for budget reform, building business partnerships, enlisting parents, negotiating with outside vendors, writing grants, and revisiting current budgets.
 
When addressing the issue of resources, ask yourself the following questions:
1. Is "no resources" a teacher culture or reality? Or both?
2. How do we change the culture or the environment?
3. Brainstorm solutions or strategies.
 
LumberJack Wisdom
Teachers need support. The leader is a facilitator, not an order giver. - John Naisbitt
Support
The final obstacle is lack of support. This includes lack of technical support, administrative support, value attached to technology use, and a supportive, risk-taking spirit. When seeking support, look to administrative leadership including vision, planning, role models, and encouragement. Technical support includes the need for immediate, onsite technology help and troubleshooting assistance. In exploring options for support, develop a vision and promote spirit through highlighting good examples on your website and providing incentives including donated gift certificates, professional books, movie passes and dinner. Many schools showcase popular projects at their website such as this English teacher.
 
When addressing the issue of support, ask yourself the following questions:
1. Is "no resources" a teacher culture or reality? Or both?
2. How do we change the culture or the environment?
3. Brainstorm solutions or strategies.
 

Lumberjack Menu
Administrator's Role
Technology Obstacles
Teacher Needs
Implementation
Eduscapes


Created by Annette Lamb, 02/01.