- Technology
Obstacles: Facing the
TEARS
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- 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.
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- 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
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- 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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- Lumberjack
Menu
- Administrator's
Role
- Technology
Obstacles
- Teacher
Needs
- Implementation
- Eduscapes
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- LumberJack
Wisdom
- Nurture teacher leadership.
- The function of leadership is to
produce more leaders, not more followers.
- Ralph Nadar
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- 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.
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- 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.
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- 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.
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- 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.
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- LumberJack
Wisdom
- Teachers need support. The leader is a
facilitator, not an order giver. - John
Naisbitt
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- 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.
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- 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.
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-
- Lumberjack
Menu
- Administrator's
Role
- Technology Obstacles
- Teacher
Needs
- Implementation
- Eduscapes
Created by Annette
Lamb, 02/01.
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