Artifact: My Blog & Partner Blog Assignment & Group Blog
EDUC 5105G Technology Diffusion in Education
Description
This “artifact” consists of three separate blogs. The first blog was a place for me to respond individually to questions posed by the professor and engage in asynchronous discussion with classmates, Group Blog was a group seminar presentation completed asynchronously. We created an imaginary school in which an ipad program was being implemented at the fictional Ely High. The goal was to write in character (I was the school principal) to allow our classmates to discover Ely’s Conditions of change, and solve some of the implementation problems we faced. The third blog is my final assignment for the course, a partner discussion about a case study of technology implementation.
I have included all three because they provide a “snap shot” of whole course discourse. Technology diffusion in education is crucial for each of my three portfolio topics, and blogs are of particular interest to me because of their use in blended and online learning, regardless of course delivery method, despite their asynchronous nature.
Reflection & Research
Key ideas: change models, transformative use of technology
In Technology Diffusion, every assignment required collaboration. As a type “A” personality and a busy professional, I found this challenging, though I do recognizing the necessity of collaboration for learning. Particularly difficult was the asynchronous nature of collaboration in this course.
The Ely High Blog attempted to use role-play to create an authentic problem-based learning experience for the class, though the result was not without issue. It was difficult to maintain momentum, and the urgency of solving an immediate real-life problem was partly lost due to the slow response time of the class, and some group members. As Gerlach (1994) writes, collaborative learning is “based on the idea that learning is a naturally social act in which participants talk among themselves”. I think the exercise was well conceived in that it was meant to build knowledge socially as a group as in real-life, though the execution suffered because responding on a blog is not the same as talking in a face-to-face environment. The theory we were attempting to “discover” was not discussed initially (though some classmates did some research before responding), and the goal was to illustrate for the class the barriers to change through the posts of the characters, and eventually arrive at the conditions as described in Ely’s Theory.
Ely’s Conditions of Change
This change theory emphasizes the importance of the environment in the successful implementation of change and should be used by change agents (educational planners, school superintendents, coordinators, specialists) as a needs assessment prior to implementation. Ely found eight conditions that must be present, in some combination, for successful change implementation. Not all conditions must be present, nor are they listed sequentially, but the absence of any condition might reduce the success of the implementation process.
Ely’s Conditions are explored in my group blog artifact which is an asynchronous examination of a hypothetical change implementation in a high school setting, where participants wrote in character as adopters and leaders involved in the ipad program.
This “artifact” consists of three separate blogs. The first blog was a place for me to respond individually to questions posed by the professor and engage in asynchronous discussion with classmates, Group Blog was a group seminar presentation completed asynchronously. We created an imaginary school in which an ipad program was being implemented at the fictional Ely High. The goal was to write in character (I was the school principal) to allow our classmates to discover Ely’s Conditions of change, and solve some of the implementation problems we faced. The third blog is my final assignment for the course, a partner discussion about a case study of technology implementation.
I have included all three because they provide a “snap shot” of whole course discourse. Technology diffusion in education is crucial for each of my three portfolio topics, and blogs are of particular interest to me because of their use in blended and online learning, regardless of course delivery method, despite their asynchronous nature.
Reflection & Research
Key ideas: change models, transformative use of technology
In Technology Diffusion, every assignment required collaboration. As a type “A” personality and a busy professional, I found this challenging, though I do recognizing the necessity of collaboration for learning. Particularly difficult was the asynchronous nature of collaboration in this course.
The Ely High Blog attempted to use role-play to create an authentic problem-based learning experience for the class, though the result was not without issue. It was difficult to maintain momentum, and the urgency of solving an immediate real-life problem was partly lost due to the slow response time of the class, and some group members. As Gerlach (1994) writes, collaborative learning is “based on the idea that learning is a naturally social act in which participants talk among themselves”. I think the exercise was well conceived in that it was meant to build knowledge socially as a group as in real-life, though the execution suffered because responding on a blog is not the same as talking in a face-to-face environment. The theory we were attempting to “discover” was not discussed initially (though some classmates did some research before responding), and the goal was to illustrate for the class the barriers to change through the posts of the characters, and eventually arrive at the conditions as described in Ely’s Theory.
Ely’s Conditions of Change
This change theory emphasizes the importance of the environment in the successful implementation of change and should be used by change agents (educational planners, school superintendents, coordinators, specialists) as a needs assessment prior to implementation. Ely found eight conditions that must be present, in some combination, for successful change implementation. Not all conditions must be present, nor are they listed sequentially, but the absence of any condition might reduce the success of the implementation process.
Ely’s Conditions are explored in my group blog artifact which is an asynchronous examination of a hypothetical change implementation in a high school setting, where participants wrote in character as adopters and leaders involved in the ipad program.
Upon reflection I think change theories like the ones I have outlined here are also applicable to teaching and student learning. As Knowles (1980) acknowledged about andragogy, principles designated as “adult” are often also applicable to youths. I see Ely’s theory as a framework helpful in approaching new concepts with students. As key stakeholders in their learning, students need to recognize a need for change prior to commitment and participation, and are only capable of embracing and implementing the new knowledge when they have the skills, knowledge, and time. In this situation the teacher is the leader responsible for providing encouragement, support, and inspiration. This portrait of teacher as facilitator is common and spans topics of collaborative and student-centered approaches and environments, and online learning theory.
Through this artifact I learned about the limitations and possibilities of learning, and got a chance to brain storm, experiment, and collaborate with my colleagues in an attempt to present a new concept innovatively, asynchronously. Students and presenters had access to the same information, mimicking the present day student-teacher relationship. Some students were not willing to “play along” with our scenario. This conclusion alone has value, as often “innovative” ideas for projects in educational settings are met with lack of commitment from students, which prevents desired results.
Technology Diffusion
In my Technology Diffusion in Education course with Dr. Desjardins, we considered “how teachers, learners and education administrators promote, resists, adopt, transform, and re-purpose technologies in education” in order to “describe how technology is adopted in society and integrated in the educational context” (Desjardins, Course Outline 2012). Technology diffusion measures how widely technology is adopted in education, and how “deeply” it is used. As a goal of technology related professional development, technology diffusion is an important part of the discussion of effective teacher education and professional development.
Change Models
Technology Diffusion is an important aspect of the theme of Educators and Technology because much adult training (including my own in the M.Ed program) seeks to teach adults how to use technology in education, through the use of technology. Understanding how to “use” technology in education, and how to affect change, is a natural progression from Andragogy in a discussion about Educators and Technology. Below I outline major change models that have informed my understanding about implementing change in educators' use of technology, that are demonstrated in my artifacts.
Concerns-Based Adoption Model (CBAM)
This framework applies to anyone experiencing change. When experiencing change, stakeholders ask themselves questions which evolve as use increases. There are Seven Stages of Concern, shown below beside the Levels of Use:
Through this artifact I learned about the limitations and possibilities of learning, and got a chance to brain storm, experiment, and collaborate with my colleagues in an attempt to present a new concept innovatively, asynchronously. Students and presenters had access to the same information, mimicking the present day student-teacher relationship. Some students were not willing to “play along” with our scenario. This conclusion alone has value, as often “innovative” ideas for projects in educational settings are met with lack of commitment from students, which prevents desired results.
Technology Diffusion
In my Technology Diffusion in Education course with Dr. Desjardins, we considered “how teachers, learners and education administrators promote, resists, adopt, transform, and re-purpose technologies in education” in order to “describe how technology is adopted in society and integrated in the educational context” (Desjardins, Course Outline 2012). Technology diffusion measures how widely technology is adopted in education, and how “deeply” it is used. As a goal of technology related professional development, technology diffusion is an important part of the discussion of effective teacher education and professional development.
Change Models
Technology Diffusion is an important aspect of the theme of Educators and Technology because much adult training (including my own in the M.Ed program) seeks to teach adults how to use technology in education, through the use of technology. Understanding how to “use” technology in education, and how to affect change, is a natural progression from Andragogy in a discussion about Educators and Technology. Below I outline major change models that have informed my understanding about implementing change in educators' use of technology, that are demonstrated in my artifacts.
Concerns-Based Adoption Model (CBAM)
This framework applies to anyone experiencing change. When experiencing change, stakeholders ask themselves questions which evolve as use increases. There are Seven Stages of Concern, shown below beside the Levels of Use:
The CBAM model allowed me to reflect on my technology use on a personal level. Where organizational change theory encouraged me to think about the education system as a whole, this theory targets the learner himself, and his feelings during the change process. In my blog artifact I wrote that I was at the “consequence” stage of CBAM. In my reflection I was thinking about my personal use of technologies such as mobile tools and cloud storage. In terms of my teaching, at the time I would probably have said I was in the management stage because as an occasional teacher, my job changes daily. There is never enough time to get into a routine or even apply technology in many situations. That said, in my own assignments, the M.Ed has given me a space to apply my learning. As a result of completing this program I am now at a |collaboration” or “refocusing” stage of concern and “refinement” or “integration” level of use. The high level of professional collaboration and opportunities to apply and reflection on new knowledge has made this possible.
Lewin’s Three Step Change Theory (1951)
This theory informs the language used to discuss change in my Technology Diffusion in Education Blog artifacts. The Three Step Change Theory also serves as a conclusion to my reflection on the change I experienced through this program. |
From http://www.change-management-consultant.com/kurt-lewin.htm |
When I began the program I “didn’t know what I didn’t know”. I was unaware of negative forces preventing me from reaching my goals, and I didn’t know what I needed to do to make things better. I had a vague notion of a need for change. The courses in this program have repeatedly presented “disorienting dilemmas” that caused me to recognize a need for change in my personal life, professional practice, and in education as a whole. My time in the program has enabled me to develop new behaviours, values, and attitude that now inform my approach to learning. Now, upon completion of my capstone project, I am faced with the crystallization of those changes. The exercise of revisiting my courses through examination of personal learning artifacts creates ownership and recognition of all that I have learned here. The type of transformation I have experienced makes it impossible to revert to my former ignorance, and the values instilled by the program will continue to inspire me to become a better teacher and learner once I have left it.