Monday, February 2- Completed IRB/CITI on-line training.
Tuesday, February 3- Listened to Session 4 lecture on diffusion of innovation
Tuesday, February 3- Wrote blog response
Wednesday, February 3- Commented on fellow student's blogs, continued IRB application, posted to BTSA discussion board for Project 2
I have enjoyed Rogers work over the years, and found it very applicable to myself, my school and to society as a whole. Lately, as I have completed 20 years in the elementary setting, I find myself in all of the categories at once- different places for different areas of education. Each area in which I am at a different level affect the people and the organization around me in different ways.
Innovators- I am an innovator in may ways, and I live in this area most of my time. I am the first in my school, and often the first in my district, to adopt a new technology, a new way of using a technology, or integrate a new technology into my instructional day. I find myself stunned that others are not willing to adopt a technology that I have embraced, and made successful in my classroom- but then I remember Rogers, and I realize that I am just too far out there. For example, I am the only teacher in my school who ever uses the discussion board with their kids, and even though I use it weekly, have made it a useful and reflective part of my instruction, and have been successful with it for so long, no one else can see the benefit of such a technology compared to the steep cost of obtaining the new technology. Right now, I am out there with having student create music to demonstrate their learning, and even though I am developing this use of technology to be easily implemented in other classrooms, I expect that it will be an uphill battle to get it put in place throughout the school. My use of e-mail lists of my parents, a remarkable, simple and powerful tool for communication, is still not being adopted by other teachers.
Early Adopters- I was an early adopter of the use of the ActiVotes in the classroom- I was not an innovator, but simply adopted the use already demonstrated to my by other, more innovative tech leaders. But my use was observed and modeled by others in the district, and my use of the technology pushed them to wider acceptance by my staff, and the teachers I train. Because I am seen as an innovator, when others see me using a district-sanctioned and supported technology, such as ActiVotes, others begin to see that it is not so "out there" anymore, and are much more willing to adopt the new technology. Often, what separates the Innovator from the Early Adopters is the leadership, management and support given to new program or technology at the district level. Even a new, "scary" technology will be adopted by others if others see that the new practice or technology is valued by their administrators or their district.
Early Majority- I have recently begun to use the assignment and assessment tools found in the new Pearson math adoption. Other teachers on my staff got fired up with this, and really led the way in the diffusion of the system's use throughout their curriculum. I have just recently made the commitment to use is on a weekly basis, and had to be shown how to do so (like I said, I am usually the one who is way out ahead on a technology, and I rarely have to be shown anything). Here, I am just a follower, not a leader.
Late Majority- I find myself in this category lately when I am asked to adopt some component of the our reading or math program, or some district mandate, that seems to me to be more about meeting some arbitrary rule than the learning needs of my students. Of course, when I step back into my role as a leader, I see myself acting just like the Late Majority of my school who think the use of technology is just some arbitrary hinderance to their program, and adopt a new technology just to appease the peer pressure.
Lagger- There are mandates and program requirements with our focus on testing and accountability that I just see as detrimental to children, not just a pointless rule, but as actually harming children's learning. These I steadfastly lag behind with- I am that rock in the garden that seems to get watered. I have never found a way to be okay with being forced to implement these policies, which I would like to think is a sign of my good moral fiber, but which should also be seen by me as a need to become more mature in the ways of public education. I see the Laggers in my own school in the use of technology, or the implementation of some outstanding instructional strategy, and shake my head. How many are shaking their head at my Lagger-mentality with their demand for implementing some approach or guidelines to which I object?
And the exploration of this model could easily be expanded to include society as a whole, and the laggers and innovators with the changes in the political spectrum, but this would be another discussion altogether- excellent conversation for a pub, but off-topic for this class.
Wow, it seems that at one time or another you have encompassed all aspects of innovation. When I think about it I guess it makes sense that educators would become proficient in some aspects of technology but find other aspects not worth pursuing. I'm not sure that you can classify yourself as a laggard when you find technology so riveting.
ReplyDeleteAngelica
Your response is very detailed! I find it interesting you classify yourself in all five categories at once. If you dont mind my asking, what is it about testing and accountability that makes you consider yourself a laggard? Is it that you dont like the idea of others telling you what to do when and how? (That I can completely understand and agree with!) However I also feel that there is some benefit to all the testing (only in that by analyzing the data on various computer programs from all the testing we as teachers can see where we need to improve...) even though it can be dreadfully painful at times I do see it as a necessity.
ReplyDeleteFirst, I work in the elementary world- we test so much that it actually impacts instructional time, our very ability to get to the standards in any meaningful way. An example, one of a multitude; I teach 6th grade, and I am mandated to, everyday, have my kids do a phonics chant and phonics activities related to Sound Spelling cards. These kids long ago mastered this, and read at or above their grade level. I am mandated to teach this remarkably low level of phonics; many of the kids in my class read at or above the 9th grade level. I watch as my kid's phonics level increases, but their actual comprehension level flatlines.
ReplyDeleteChris, I think you did a great job on showing how we all have a little bit of all of these "types" in us. Although we may exhibit some qualities of each of these types, I do think that there is more dominant than the others. It seems as though you are truly an innovator at your site and that you are doing some exciting things with your students. Even though your colleagues are resistant, you are planting a seed in your students so that they will be more open to new technologies when they get older.
ReplyDeleteI feel the same way about myself because I think there is a little bit of each type or category in us all. At my school, I feel like the innovator because I know just a little more than the average teacher on how to implement technology in the classroom yet at other times I see myself at the opposite side of the spectrum when dealing with administrator, superintendent, county personal and board of education coming into our classes weekly to see that our Focus Wall, Standards, and other regalia be posted in our room. My time to include technology is limited but still evident.
ReplyDeleteSecond try my first one got lost because I wasn't logged in, it was so good, too. You should feel confident in considering yourself An early adopter/innovator because according to your description of technology use in your classroom that is what you are. I think everyone can see some of themselves in every level because that is human nature. We approach each new task from the perspectives we have gained in the past. So if something seems incorrect or harmful it is hard to accept. I don't however, think you are a lagger. If some mandate or administrative request seems harmful to you then that tells me you have investigated the procedure enough to feel that way. So should feel justified in suggesting alternatives or better programs.
ReplyDeleteI'm not sure of the phonics program you are referring to but it seems to me if students are reading well above grade level they would be better served spending that time in some other reading activity. Several years ago most students coming into our school were reading far below grade level, so we were the leaders in adopting Corrective Reading. When our feeder schools also adopted it we soon found that we needed to move out of the decoding we had been doing and into comprehension. Eventually, we had some students who exited the program altogether. Maybe you could find some program that would suit your high level readers better so classtime would be more beneficial.
I forgot to ask you. Our district's teachers pages have a discussion board for each teacher, did the district pay separately for this? I am basing part of two of my focus projects on teachers using these boards as a means to improve home to school communication. How does it work for you? My e-mail is goveab@csusb.edu.
ReplyDeleteI really enjoyed reading your post. Everyone can relate to Roger's Diffusion of Innovation theory. I am currently experimenting with discussion boards. I tried them at the middle school level and found it difficult for students to stay on topic with the technology, but it was very loosely structured. I now teach high school and I find that students either like it or they don't. I want to feel like using discussion boards enhances their learning, reading, writing, etc. I am currently using them for summary/reflection & for students to participate in question answer.
ReplyDeleteDo you have any recommendations for me on how you structure your discussion board topics? usher75@msn.com