NEW TECHNOLOGIES

I responded to Amanda and Kimberly

I teach in a fairly new high school. The building is old but the school re-opened in 2006 under a new name and new concept. I have been there since the beginning, and have watched the school grow from 118 students and 8 teachers to 600 students and 30 teachers. With that growth, we have been continuously adding to our technology. However, the interactive white boards still have not totally caught on in our building. The first year, we had two portable boards, but no one was proficient in using them. Our technology leader somewhat trained himself on the basic functions, but when trying to turn it around to the staff, nothing seemed to be working correctly.

In the third year, the science labs were renovated, and all were outfitted with interactive white boards. Those teachers do use them on a regular basis. Last year, boards were installed in two more classrooms. These are rooms in which teachers are to bring their classes into to use the technology. The principal asked someone from the district to come in and train the staff. The woman had a two hour block of time, and spent most of it downloading software onto everyone's laptop. Presently, outside of the science department, the boards are not being used for much more than movie screens.

I don't think the resistance is due to lack of interest, but to lack of training. We would have more success if all of the conditions of Keller's model were met:

ATTENTION - Each time, the trainer had the attention of the staff at the beginning, but as things were not properly functioning, and people had nothing to do while waiting for software to download, people began to lose interest.

RELEVANCE - All teachers want to know how the technology can be used in their classroom. Often when these types of things are presented the focus is n reading and math. In order to get school-wide buy in, the art, music,and phys. ed. teachers also want to know how they can enhance their curriculum.

CONFIDENCE - Teachers want to be sure that they are not going to be fumbling around with the technology when they get in front of the class. They need enough training to feel proficient using it, not just a one time lecture.

SATISFACTION - Teachers need to be able to try the activities with a class, then go back and evaluate with their peers or a coach. Something must work right in order for them to be motivated enough to want to go back and try it again.