- Administrator support
- Perceived time constraints
- “I would, but last time...” or “I would but, the students...” or “I would but, the network...” or “I would, but...” General negativity from a vocal few.
- Digital “tourists”
- “Back in my day...” types
- People not knowing my role
- People being unaware of the initiative
- Not enough technology available to support initiative
“Three characteristics--one, contagiousness; two, the fact that little causes can have big effects; and three, that change happens not gradually but at one dramatic moment--are the same principles that define how measles moves through a grade school classroom or the flu attacks every winter” (Gladwell, 2002).
Social epidemics are “driven by the efforts of a handful of exceptional people... It’s things like how sociable they are, or how energetic or knowledgeable or influential among their peers” that empower these people to start an epidemic.(Gladwell (2002).
Gladwell identifies three critical types of influential people. “In a social epidemic, Mavens are data banks. They provide the message. Connectors are social glue: they spread it. But there is also a select group of people--Salesman--with the skills to persuade us when we are unconvinced of what we are hearing” (Gladwell, 2002).
It will be my job to make sure that my message (I am here to help you integrate technology, and this is for real. You can trust me.) is “sticky” by getting it to the “mavens,” “connectors,” and “salesmen” on campus.
For now I do not intend to put much direct effort into converting the technophobes and obstreperous. Ideally, they will get caught up in the epidemic I create.
As for the availability of technology, the final challenge on my list, I believe that teacher demand as a result of my technology epidemic will take care of it.
References
Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a BIg Difference (Kindle Edition). New York: Little, Brown and Company.
Gladwell identifies three critical types of influential people. “In a social epidemic, Mavens are data banks. They provide the message. Connectors are social glue: they spread it. But there is also a select group of people--Salesman--with the skills to persuade us when we are unconvinced of what we are hearing” (Gladwell, 2002).
It will be my job to make sure that my message (I am here to help you integrate technology, and this is for real. You can trust me.) is “sticky” by getting it to the “mavens,” “connectors,” and “salesmen” on campus.
For now I do not intend to put much direct effort into converting the technophobes and obstreperous. Ideally, they will get caught up in the epidemic I create.
As for the availability of technology, the final challenge on my list, I believe that teacher demand as a result of my technology epidemic will take care of it.
References
Gladwell, M. (2002). The Tipping Point: How Little Things Can Make a BIg Difference (Kindle Edition). New York: Little, Brown and Company.
Getting the risk takers and change agents involved first will have the most impact. When the outsiders see how much "fun" everyone is having the will want in.
ReplyDeleteI am very excited about your proposal.
ReplyDeleteI read an article in Education Week about a CDW survey taken during the ISTE conference. Here's a link to the CDW survey (21st-Century Classroom Report: Preparing Students for the Future or the Past?). I think it's pertinent.
http://newsroom.cdw.com/features/feature-06-28-10.html
This is a test reply.
DeleteI love the fact that you will focus on the positive and allow the cynics to observe the changes. I think acknowledging that you can not change everything at once but most allow changes to occur over time is great. Everyone will see the changes and then begin to ask to join in.
ReplyDeleteI think that your challenges are valid and real. I appreciate that your approach is through the little things make a difference attitude. I believe your faculty will appreciate that and as you say, "Ideally, they will get caught up in the epidemic I create." I like that idea of creating an epidemic. If you use the strategies we learned this week in chapter 8 of the Harris book, I can believe that you will create an epidemic.
ReplyDeletegr8teachn.blogspot.com
ReplyDeleteCome by and visit! I am inspired by the specific attention to detail in all of the work you have posted!
I think you will run into the TAKS reason as well. " I will try, but only after TAKS testing is done." Teachers are afraid of trying anything because they fear it may mess up their TAKS scores. :(
ReplyDelete