I used to refer to myself as a recovering technologist. Let me explain.
I have had the rare and interesting privilege of being on both sides of the educational technology discussion. First, for five years I was Ed Tech Guy for my local county office of education. I attended all the regional and state meetings and saw the data and the solutions and became convinced. I was full of facts and righteousness. I saw clearly what needed to be done with technology. The sites just needed to get on board and all would be well and productive.
Yet they didn’t. I wrung my hands in frustration at the huge disconnect between what was available and what was being used in classrooms. What was going on? Why was technology—good technology—being ignored in classrooms all over the state? I had been a teacher and knew for a fact that I would have been banging down the door to get these amazing tools.
Then I became a site administrator.
I had no time.
I still don’t.
That is a slight exaggeration, I confess, but it is true that dealing with data and state testing and budget and personnel and the myriad large and small fires that are an administrator’s lot in life can be all-consuming.
I had almost no time to deal with technology. It didn’t get investigated. It didn’t get used. Tech tools sat collecting dust in classrooms and the library. Too-busy teachers didn’t use them. Students didn’t even know what was available.
Then I discovered a good virus.
Every staff has one or two teachers who will go to the moon with technology if given half a chance. They have the passion, and find the time to investigate, plan, and develop strategies to be hugely successful with educating students using technology.
So I started feeding the virus. I’d see that these one or two teachers got the money to do what they needed to do and had carte blanche to do it. And they did, and with amazing results.
At this point, I suppose I could have mandated that all staff would follow suit, but I knew what would happen. Mandate or no, the technology would simply gather more dust.
Instead, I bided my time. Soon, two or three teachers came to me who had seen what my early adopters had done, wanted to do it in their rooms, and had plans for how to do it. We funded them as well.
Before long, at least 80% of staff were on board with the new technology. In fact, they clamored for it—with their own righteous indignation.
The experience did my inner geek proud. Now, the district is moving toward a “smart classroom” model for the entire district based on the seeds planted by these hungry teachers.
It’s a good virus. Catch it!
Great post! Who is the author?
Rick is a cadre member and principal in the Enterprise School District in Redding, CA.
I want to know what was the “new technology” that the early adopters adopted, and what difference did it make for kids.
A combination of technologies, actually. The write pad used in conjunction with a projector, publisher cd’s, home made content, and United Streaming videos. A very effective mix, saved for re-use, and continually re-worked.
Rick,
Your ‘virus’ theory works. We won an interactive white board through another school district. Put it in the hands of a tech user. A week later they all want one. Oh great – now where do I find the money. Enjoyed reading your posting.
You are right on in explaining how you planted and watered the virus seed. But now tell us how you got the funding!
Well written article with good insight into both human motivation and our need for appropriate technology!