Post by Leanne Wagner: Leanne is in her 23rd year of teaching, all at Bettendorf High School. She taught social studies for 20 years before moving into her new role as Teacher Librarian.
The following is an article I wrote for the November 2013
issue of ISTE’s Learning and Leading with Technology.
So your district has approved a 1:1 initiative for your
building. You've chosen the device,
solved the financial part of the equation and you are one week away from
handing every student in school a device that you hope will transform the way
they learn and that teachers teach.
Simple, right? Not so fast. Although you've made a convincing argument
for using technology in the classroom, have you considered the reactions of the
very people who will be most instrumental in making this transformation occur? How are you going to support teachers dealing
with the emotions that will result from this type of implementation?
As we began our 1:1 iPad implementation at Bettendorf High
School in Bettendorf, Iowa, USA, in September 2012, I noticed that staff members
were experiencing a variety of emotions and reactions to the change. The more I learned about what they were
feeling, the more it reminded me of the five stages of grief described in
Elizabeth Kübler-Ross’s book On Death and Dying. Kübler-Ross suggests that people who are
grieving generally go through five stages—denial, anger, bargaining,
depression, and acceptance—when they lose someone close to them. Every person, she writes, will deal with this
grief in his or her own way, but there will be some commonalities.
I’m not suggesting that the emotions and feelings teachers
experience when implementing a 1:1 initiative are as deeply felt as the
profound grief of losing a loved one.
And I wouldn’t say that educators necessarily suffer this transformation
in stages. But there are parallels when
administrators, teachers, and even students are asked to make this type of
shift. Recognizing these reactions and
knowing how to respond will go a long way toward minimizing the negative impact
and creating a positive progression to the common goal: the transformation of
learning and teaching.
DENIAL
What they might be feeling:
There is nothing wrong with the way I teach! This is only a phase, and
it will eventually go away. Adding a
computer to my classroom isn’t going to help my students as much as reducing
class sizes would.
Why they might feel this way: Teachers are professionals who take pride in
the way they deliver information and how they interact with students. Let’s face it, people who choose education as
a career have passion for the subjects they teach and enjoy helping young minds
discover the same excitement they felt when going through school. To teachers, learning is a lifelong skill and
something they enjoy.
How to support them:
Celebrate success while pushing the bar higher. Find those pockets of excellence in your
building and share them with others. Use
a variety of staff to present examples of innovative lessons at department or
building meetings or include examples in regular newsletters and announcements
to staff. The more exposure to
innovative examples of integration teachers have, the more comfortable they
will become, and the easier it will be for them to take risks and try something
new. Success innovation is
contagious. It is crucial that
administrators and technology integrationists capitalize on the fact that
teachers will do what is best for their students. Given enough time and support, teachers will
blossom in this environment.
ANGER
What they might be feeling:
Just what I need—an administrator coming into my classroom and telling
me what is best for my students. I know
my students better than administrators do.
Why don’t we spend the money on more teaching power?
Why they might feel this way: Teachers want to voice their concerns and be
reassured that administrators understand the significance and extent of the
changes. It would be easy to interpret
this type of reaction as evidence that teachers are too old to change, stuck in
their ways, or just whining. But the
fact is, they just want to be heard.
How to support them:
Teachers need time to be able to learn new tools, talk with each other,
and plan for the use of technology in their classrooms. Carving out specific, dedicated times for
these conversations to take place is integral to the transformation of learning
and teaching with technology. If
possible, combine mandated or required activities with professional development
that is dedicated to technology. If
that’s not possible, protect the meeting times so that other subjects don’t
override the tech PD. Staff must be
assured that they will have time to discuss, plan, and experiment when it comes
to implementing technology.
BARGAINING
What they might be feeling:
If I am expected to change the way I teach, you need to take something
away. We are going to need better
support from administration on the discipline issues that will occur because of
the devices. Something has to give, as I
don’t have time to learn all of these new programs and applications. Are we going to get paid for our time?
Why they might feel this way: Teachers are used to being in control of
their own classrooms, but with the integration of technology and the changing
instructional paradigm, some or most of that control is transferred to the
students. This is a difficult concept
for both teachers and students. Some
students also have difficulty because they are used to the teacher
disseminating information and now are being asked to not only find information
but also apply that information and creatively display their understanding.
How to support them:
Involve new and veteran teachers in the professional development
program. Use a “train the trainer” model
and have members of the teaching staff receive additional opportunities so that
they can turn around and help “tutor” their colleagues. As these tutors feel more comfortable in
their roles as peer coaches, expand the number of trainers to offer even more
resources for staff. Teachers will seek
assistance from peers they trust.
Therefore, the more staff you involve in this model, the better.
DEPRESSION
What they might be feeling:
I am never going to be ready.
There is no way I will get through all of the content I am supposed to
teach. How will I ever be able to
troubleshoot a device that I don’t understand?
My students will know more than I do, and I will be embarrassed. How will I ever have time to learn all of the
applications that are available?
Why they might feel this way: Teachers have dedicated their lives to
helping students learn. This internal
drive causes pressure and a feeling of inadequacy and ineffectiveness. They realize that technology integration will
be worthwhile but are doubtful of their ability to be effective.
How to support them:
Encourage teachers to step out of their comfort zone. Make it clear from the beginning that it is
OK to fail when trying something new.
Create a risk-friendly environment where teachers are comfortable
stepping out of the norm and potentially having a lesson fail on the first
attempt. These experiences are
opportunities for growth and should always be encouraged.
ACCEPTANCE
What they might be feeling:
How did I ever teach before? I
feel rejuvenated, and I can’t wait to get to work in the morning. I can’t believe what my students are capable
of doing. Did you see this project my
students created? How can I share my
students’ work with my colleagues?
Why they might feel this way: With some successes under their belts,
teachers feel a sense of accomplishment.
Teachers and students alike are thinking and creating out of the box. Classrooms are a buzz of activity with
teachers and students collaborating in all parts of the learning process. Creativity and critical thinking have become
the norm in the classroom.
How to support them:
Professional development (PD) is crucial to keep everyone on track. PD should not end when the devices are handed
out. PD should increase and focus on a
deeper integration. Create a culture
where the PD opportunities are consistent, flexible, and differentiated. Consistency is essential. Schools should offer PD throughout this
process and at a variety of times, places, and paces. Tech support should be available so teachers
don’t feel like they are stranded on a desert island.
Offer individual, small group, and even large group PD
sessions. At times, teachers will want
to work alone, but other times they might want to seek out colleagues they can
learn from without feeling intimidated or embarrassed. Small or large, topic-focused or
interdisciplinary—a mix of groups is important to allow colleagues to share
ideas and individual teachers to get extra one-on-one help.
Differentiation is a key component. Just as classroom instruction needs to reach
all types of learners, PD offerings need to address the full technology
spectrum. The professional development
system should support all levels of technology proficiency and allow for
growth.
Teachers aren’t the only people who will feel the impact of
changes in instruction. Administrators
and students may also go through some of these stages. Many times, students expect to be spoon-fed
information because it is easy for them to sit through a lecture, but it takes
effort to be involved and engaged in the lesson. Administrators, like teachers, were often
taught in a more traditional setting. It
can be difficult for an administrator to visit a classroom and hear multiple
conversations happening at once, see students out of their seats, and get a
feeling of organized chaos. Regardless
of who is going through the stages, there is no correct path, only a desired destination: transformation of learning and teaching.
"He who learns from one who is learning drinks from a
flowing river" - Native American Proverb