As part of the leadership component of this week's MindLab learning, we were asked to reflect on the article 'Conditions for Classroom Technology Innovations'. Although the article was published in 2002, it still holds some relevant teachings. It's main thesis was what are the critical considerations for integrating technological innovations into the reality of schools?
The three domains Zhao et. al looked into were the innovator (or the teacher), the innovation (what technology is being introduced), and the context (what structures are around to support). It was understood that integrating a 'foreign and possibly disruptive' innovation into a teacher's familiar environment is a messy process - but certain conditions make for a smoother process.
The three domains Zhao et. al looked into were the innovator (or the teacher), the innovation (what technology is being introduced), and the context (what structures are around to support). It was understood that integrating a 'foreign and possibly disruptive' innovation into a teacher's familiar environment is a messy process - but certain conditions make for a smoother process.
 | The Innovator First, the innovator. To be in an ideal position the teacher needs to be not only proficient in the technology they are introducing, but also possess an awareness of the conditions needed for the introduction of that IT. An example relevant for today's classroom would be wanting to use Google Docs on the class ipads but knowing that the app must be installed first, students need to have Google accounts, and that ipads must be charged. |
Another consideration for the innovator is being a highly reflective teacher, and having an awareness of their pedagogical beliefs. For example, Google Docs can help facilitate collaborative writing, but collaboration itself is not a new phenomenon in the classroom. A teacher who introduces this technology to her students is better placed if she facilitates working together before Google Docs is introduced.
Finally, for the innovator is the ability to find help in their school if needed. Zhao et. al call this being a 'socially savvy' teacher. Often a small issue can be resolved by asking another staff member rather than waiting on an 'IT professional' to make their weekly visit to the school.
The Innovation
The success of the technology being introduced relies on two conditions - the distance from the status quo and the dependence on other factors. The distance from the status quo considers both the values of the teacher, the pedagogical practice, and the existing technology. Aurasma is going to be more successful if the students are already familiar with ipads - this is an example of less distance between existing and new technology.
Dependence refers to the teacher relying on others outside of her authority to make the technology work, or technology beyond her control. Often there is only one Google Admin in the school, if they are busy but a teacher needs to reset a password, they are dependent and this can cause an issue.
Finally, for the innovator is the ability to find help in their school if needed. Zhao et. al call this being a 'socially savvy' teacher. Often a small issue can be resolved by asking another staff member rather than waiting on an 'IT professional' to make their weekly visit to the school.
The Innovation
The success of the technology being introduced relies on two conditions - the distance from the status quo and the dependence on other factors. The distance from the status quo considers both the values of the teacher, the pedagogical practice, and the existing technology. Aurasma is going to be more successful if the students are already familiar with ipads - this is an example of less distance between existing and new technology.
Dependence refers to the teacher relying on others outside of her authority to make the technology work, or technology beyond her control. Often there is only one Google Admin in the school, if they are busy but a teacher needs to reset a password, they are dependent and this can cause an issue.
 | The Context The two infrastructures that Zhoa et. al refer to are human and technological. The former include helpful IT support staff, and more generally, an environment where support and encouragement around new technologies is present. Having strong technological infrastructure would include having up-to-date programs, functioning equipment, access to quality apps, and fast reliable WIFI. |
Of all of these domains, Zhao et. al considers the innovator the most important and I agree. I have found myself as an innovator - of which many innovations were successful - because of my IT proficiency and drive to support my existing pedagogy. However, I have also been very aware when my dependence on others, and lack of human and technological infrastructure has made an introduction so frustrating that I've changed approach. Something that I need to remember, and which I believe is an important lesson for IT leaders in schools, is Zhao's statement that IT integration needs to be a 'evolutionary rather than revolutionary approach' - steps not leaps!
Reference:
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for Classroom Technology Innovations.Teachers College Record,104(3), 482-515. doi:10.1111/1467-9620.00170
Zhao, Y., Pugh, K., Sheldon, S., & Byers, J. L. (2002). Conditions for Classroom Technology Innovations.Teachers College Record,104(3), 482-515. doi:10.1111/1467-9620.00170
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