Summary
Sandholtz,
Ringstaff, and Dwyer (1997) outline the hopes for technology in the classroom
while pointing out the complex nature of belief and instruction in K-12
education. Taking into account the power
of belief in moderating change, the authors describe a five-stage model of
technology use. Perhaps the largest
hurdle to integrating new technology is entry.
This stage is rife with challenges and concerns, which as they are
overcome, lead to adoption. Now that
technology has made it into the classrooms, teachers begin to learn how to use
it and integrate it into their lesson plans.
This also is a stage filled with concerns and challenges as the
technology is put into use and explained to outside parties. Overcoming these somewhat rocky stages leads
to adaptation, in which the technology becomes a normal part of everyday life
in the classroom as a support for productivity rather than a hindrance. As this normalcy extends to the teacher, the
technology is appropriated and becomes part of personal life and new
habits. Finally, teachers and students
enter invention, where the new technology is used to push the limits, creating
new collaborations and partnerships within the classroom.
Reflection
While this model was built to
describe technology adoption, it can clearly be extended into other areas, like
adoption of new standards (e.g., Common Core).
The power of belief is what stuck out to me most; its corollary being
fear of the unknown. Just like
increasing self-efficacy, most of the support towards changing belief seems to
be internal, focused on repeated positive interaction with the new technology. However, training and verbal persuasion also
seemed helpful, especially when that persuasion and encouragement came from
university researchers (outside experts).
What is discouraging is an apparent
lack of change, even with technology. It
has been over 15 years since this book was written and partnering classrooms
are still not the norm. Nearly 10 years
after the book was written, Mr. Winkle
Wakes made its internet debut, decrying this lack of change. Sandholtz, Ringstaff, and Dwyer’s (1997)
point that education lacks specification (learning, teaching, standards) is
perhaps still the drag on cultural inertia. It takes a lot of force to make changes and we
have a lot of baggage attached to our education system, whether K-12 or
university.
Still, there are many districts,
schools, and teachers who are making great strides in creating partnering
classrooms and integrating technology. I
look forward to their continued inventions that will further new belief systems
within education.
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