2. Outline Introduction Rationale The ICT Coordinator Barriers to ICT Integration The CBAM Concerns About the Concerns-Based Model Implementing an Innovation With CBAM Conclusion 3. Introduction Why was this topic chosen this? Very personal on a day-to-day basis An area I need growth in An area PEI STCs have not had training in What is my hope for the project? Intended to shine some light on the area of teacher technology awareness by exploring a technology adoption model (CBAM) Can awareness of this model help STCs do a better job with teacher PD? 4. Rationale Need for STCs? Beneficial to have someone in-house with both technical and pedagogical skills (Marcovitz, 2000) PEI STC Roles Roles and Responsibilities mirror other jurisdictions, with most time spent on technical areas (Jones, 2004; Devolder, Vanderlinde, van Braak, & Tondeur, 2010; Lai & Pratt, 2004) Expanding to include teacher PD especially with integrated ICT curriculum outcomes 5. Rationale (cont) Do STCs know how teachers adopt technology innovations? In my experience, formal training around how teachers adopt technology has not been provided Concerns-Based Adoption Model, designed for teacher development, may provide awareness on how teachers can best be aided in technology PD 6. The ICT Coordinator ICT Coordinator title implies a more substantial role than STC, which is part of the challenge on PEI Have varying degrees of abilities and time allotments for their duties; usually an add-on to teaching duties (Lai & Pratt, 2004; Lynch, Hobbs, & Hollanders, 1999) There is value in helping teachers make better use of ICT (Rodrguez-Miranda, Pozuelos-Estrada, & Len-Jariego, 2014; McGarr & McDonagh, 2013) 7. The ICT Coordinator (cont) ICT coordinator could act more as a change-agent to support teachers through the process of ICT integration (Tondeur, Cooper & Newhouse, 2010; Vanderlinde, van Braak, & Hermans, 2009; Watson, 2006) 8. Barriers to ICT Integration First-Order Barriers (Ertmer,1999) Equipment, time for training teachers Overcome with financial and human resources Limited benefit is gained by addressing these barriers alone (Tearle, 2003) Second-Order Teacher confidence, beliefs, attitudes, and resistance to change 9. Barriers to ICT Integration Even if equipment is supplied, teachers may not use it well (Atkins & Vasu, 2000) Addressing second-order barriers focuses less on the device and more on the mindset of the teacher As teachers themselves, STCs are possibly in the best position to assist colleagues with ICT integration 10. Concerns-Based Adoption Model (CBAM) There is value in the STC being educated on change processes (Moursund, 1992) CBAM is based on Fullers (1969) work on stages of beginning teacher development The first focus is on self, then the task, then on others (students or colleagues) During progress through an innovation, teachers express various stages of concerns 11. CBAM Stages of Concerns (Hord et al., 1987) Stages Description of concerns 0 Awareness (self) The teacher has little awareness or concern about the innovation. 1 Informational (self) The teacher may seek to gain more knowledge about the innovation. 2 Personal (self) The teacher is concerned with personal costs and how the innovation will conflict with what they currently know or do. 3 Management (task) The teacher focuses on the logistics of integrating the innovation into their job. 4 Consequence (impact) The teacher is concerned about how the innovation will affect their students. 5 Collaboration (impact) The teacher expresses concern about how they compare to their peers and how they can work with others in relation to the innovation. 6 Refocusing (impact) The teacher is concerned about how they can better implement the innovation. 12. Concerns-Based Adoption Model (cont) These tested stages are applicable to anyone undergoing change, including technology integration (Mann, 2006) These changes apply to the individual Not all stages are always realized (Hord et al., 1987) CBAM relies upon a change facilitator, usually an individual in the building STC is likely the best candidate (Hord et al., 1987) 13. CBAM Levels of Use (adapted from Hord et al., 1987) Levels Description of Use 0 Nonuse The teacher does not use or has no intention to use the innovation. 1 Orientation The teacher may seek to gain more knowledge about the innovation but has not decided to use it. 2 Preparation The teacher gets ready for the initial use of the innovation. 3 Mechanical The teacher begins using the innovation but often struggles with mastering tasks and has little time for reflection. 4a Routine The teacher is has integrated the innovation and few changes are being made. 4b Refinement The teacher alters the innovation to better suit their needs. 5 Integration The teacher extends their implementation beyond their classroom to collaborate and maximize the impact of the innovation. 6 Renewal The teacher reevaluates the quality of use of the innovation and explores new goals. 14. Concerns-Based Adoption Model (cont) As with the stages of concern, progression through the levels of use is a possibility, not an assumption (Anderson, 1997) The stages of concern and levels of use together allow the change facilitator to measure teachers perception and management of the innovation 15. CBAM Diagnostic Tools Stages of concerns can be measured with individual interviews, open-ended question, or questionnaire Levels of use can be measured with a formal chart and focused interview Informal interactions in the school play a valuable role, as well 16. CBAM Diagnostic Tools (cont) Some of this analysis requires training and may not easily apply to STCs Still, awareness of teachers concerns and usage allows the STC to then better prepare training opportunities 17. CBAM Concerns Focuses only on the negative concerns of the teacher, not any hopes or aspirations about the innovation (Straub, 2009) Concerns of the teacher may be overemphasized in comparison of the role they are required to play (Buchmann, in Conway & Clark, 2003) 18. CBAM Concerns (cont) STCs as change facilitators may be perceived as being pro-technology or intimidating to work with The change facilitator (possibly the STC) is highly relied upon. Considering the time-constraints already, this is an inherent challenge 19. Implementation Plan Using CBAM A third component of CBAM is the Innovation Configuration, created to give users key points of the innovation (Hord et al., 1987) This map would first be designed by DEECD or ELSB personnel along with STCs STCs use stages of concerns on each other to practice using the material and rate their concerns relative to the innovation 20. Implementation Plan Using CBAM (cont) STCs return to their schools to informally interview individual teachers or have them respond to an open- ended question STCs identify teachers with high-level concerns and consider them as secondary change facilitators (Hord et al., 1987) Secondary change facilitators can mentor colleagues within the school who are a stage before them 21. Implementation Plan Using CBAM (cont) STCs, as change facilitators, research strategies for implementation particular to the innovation All teachers share concerns, successes, and solutions on a Board- based wiki to support and enhance the levels of others (Ertmer, Addison Lane, Ross, & Woods, 1999) Change facilitators periodically revisit teachers with interview to monitor progress (Hord et al., 1987) 22. Conclusion & Recommendations
