INFLUENCING ORGANIZATIONAL CHANGE
Increasing Educational Opportunities with iPads
OVERVIEW
Change the behavior to affect the attitude, as the attitude will change due to the change in behaviors (Cross, J., 2013) presents Dr. Jenni Cross in her TEDx Talk entitled “Three Myths of Behavior Change - What You Think You Know But Don’t.” Incorporating iPads into the classroom, there must be a shift in the attitude of the effect of student learning with iPad integration. A shift toward effective use of iPads will bring about organizational change. This shift will occur by changing the behavior of both teachers and students in the classroom. Changing how instruction is given, and learning is done. Using the research provided by Joseph Grenny, in the book Influencer, these changes are focused on 3 vital behaviors. To get these behaviors, all “six sources of influence” (Grenny, J., 2013) are implemented to increase reported student engagement, as determined by an pre- and post-survey.
CHANGE BEHAVIOR TO CHANGE ATTITUDE
VITAL BEHAVIORS
- Teachers deliberately develop lessons that will access the iPads on a daily basis
- Administration use of the iPads and digital content in interactions with staff
- Focus on iPad use of increasing student higher order thinking, reflection, and creativity
NOTICE THE OBVIOUS
The development and implementation of technology use in the classroom is vital behavior number one. Originally the focus was for the students to bring the iPads to class ready to learn. This has been rethought as if there is no designed implementation of technology in the classroom, there is no reason for the iPad to be present. Just as you would not bring a milking bucket if you have not brought in the cows; you do not bring an iPad if there is no use in the classroom. There should still be an expectation of the students to have a fully charged and present iPad in class, but this will be focused as a source of influence and not a vital behavior. To achieve this vital behavior it is obvious, teachers must know how to incorporate the iPads into their lessons. As described in the innovation project plan, a community of teachers is created to support each other in this incorporation. Also, instructional technology support staff will have exemplar lessons available, model in the classroom, and provide in class support as needed by the teacher. Administration will check lesson plans. To make teachers accountable for this goal, they will make note when technology is occurring in both lesson plans and during walk-throughs and observations.
CRUCIAL MOMENTS
For iPad incorporated instruction a teacher must change at the point of lesson planning. Instead of deciding what the student will do to show if she understands the concept, the teacher will need to focus on how they will show their understanding. Focusing on the demonstration of the learning objective, instead of formally tested, will change the focus on how the instruction is delivered. If focus is put toward giving students time to explore, discover, and create, there is shift from teacher delivered/centered instruction to a student-focused constructivist model (Brooks, J. G., & Brooks, M.G. 1993). It is in this moment, that a shift toward digitally enhanced, iPad focused lessons can be crafted to develop an engaging and effective learning environment.
Administration too must use crucial moments to direct a shift in the culture. It should be their charge to use the teacher issued iPads in meetings, conversations, and reflections. Developing an understanding that meeting notes will be digitized and only accessible digitally. Shifting the way that the meetings are held, to model what is expected in the classroom. If it is expected that students are concerning less of their class time on gathering information and more on using the information, then this should be the way meetings and conversations should be held. Administrators can model the use of the iPad in the classroom, by providing the meeting notes and information ahead of time and using meeting time for further development and elaboration. Encouraging staff to use the meetings as effective growth and understanding time.
POSITIVE DEVIANTS
“Positive deviants - those who live in the same world but somehow produce much better results” (Grenny, J., 2013 p. 47). Finding the teachers that already experience the enhancement and student success in their class due to adoption of iPad in their classroom, are the positive deviants. These classrooms are active, student-engaged, and creative. The expectations are set that students bring their iPads to class. Although this is the expectation, the behavior is done as their students know they will miss out on the enjoyment, they will discover their own way of achieving the right answer, and there is a strong sense of collaboration and the ability to fail to learn.
Positive deviants can also be students that use their iPads to increase their learning. Students that are using their iPads to be more organized. Those that are using it to delve deeper into what is being taught in class, or pursue self-directed learning. These are the students that can be positive confederates and opinion leaders to affect the social motivation (Grenny, J., 2013) amongst their classmates, to affect the use of iPads to increase educational opportunities.
CULTURE BUSTERS
Create a culture of candor and openness between teachers, students and administration is key to define the culture norms of technology integration in the classroom.. Discovering these culture norms will shift to a consistent and effective use of iPads in the classroom. Gaining insight from students on why they do not bring their iPads. Asking teachers what is limiting their use and development of lessons that integrate the tools the iPad delivers. The use of these stories will create a deeper understanding of the school’s unspoken norms. It is used as a guide to increase student-centered, cognitive lessons and activities. Asking students what they want from the iPad, will help guide the teacher lessons. Asking teachers what they want from the iPad will help steer administrative and curriculum decision on how best to support the teachers. This open dialogue will support a culture of inclusion and innovation.
EMPOWERING TEACHERS TO BE CHANGE AGENTS
EARLY ADOPTERS AS MOTIVATORS
There are many experienced, well-versed teachers in school. They know their pedagogy, they know what makes each student tick, and how to get the best out of every student. These are the teachers you would send a novice teacher to. To help guide, mentor, and divulge the years of trial and error. There are the same type of teachers that are just as versed in iPad integration. They see the benefit of the iPad in the classroom and are not afraid to seek new and innovative ways to do this. These are the teachers that will help provide both social motivation and personal ability to the rest of the teachers. Encouraging these teachers to for share and mentor by celebrating the use of iPads in their classrooms. It is these social motivators that are a source of organizational influencers through social motivation and personal ability coaching.
MEASUREMENT OF CHANGE
An initial survey is taken of all students, teachers and administration. This survey will not only find those behaviors that are the cultural norms, but also find levels of engagement with iPads in the classroom.
To determine the feelings and expectations of iPads in the classroom, the following questions will be asked:
Likert scale questions are scored 1 (lowest level) to 5 (highest level)
- Do you believe there is an educational benefit of having 1:1 iPads in the classroom?
- Do iPads help students show a deeper understanding of the topic being learned?
- Do iPads in the classroom shift classwork to a collaborative learning environment?
- Do iPads increase the creativity and student expression in showing their learning?
Personal inventory questions
- Do you consistently, 90% of the time, bring your iPad to class, charged and updated?
- Do you regularly use an iPad in class?
- Are iPads an essential component of classroom learning?
The results will be compared to the same questions at the end of the second semester. With the implementation of the innovation plan I look to increase student engagement scale scores by 4 points. These results will be seen by the last week of May.
SOURCES OF INFLUENCES
Grenny writes that by using the six sources of influence to change behavior the chances for success increase “tenfold” (2013, p. 14). To change the listed vital behaviors, the plan will incorporate the six sources of influence in various ways. The follow infographic describes the varied types of influence, and how it relates to increasing educational opportunities with iPads.
6 Sources of Influence - Increase Educational Opportunities with iPads
Adopting each of these sources of influence, the use of iPads in the classroom will change the learning environment increasing student success and engagement. Changing the vital behaviors to change the outcome of learner.
References
Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Cross, J. (2013, March 20). Three Myths of Behavior Change - What You Think You Know That You Don't: Jeni Cross at TEDxCSU. Retrieved October 15, 2016, from https://www.youtube.com/watch?v=l5d8GW6GdR0
Grenny, J. (2013). Influencer: The new science of leading change. New York: McGraw-Hill Education.
