Crucial Conversations for Opportunities
Anxieties and Opportunities
The opportunities that exist when introducing iPads into the learning environment can be substantial. As reported in the academic journal TechTrends, “digital reading device enabled students to customize their reading experience in several ways” (McClanahan, B., Williams, K., Kennedy, E., & Tate, S., 2012), and reported in the Journal of Behavioral Science, students are able to develop correct letter sounds sooner than traditional models of learning (Larabee, K., Burns, M., & McComas, J. 2014) can be just an introduction to the opportunities available to students. A shift toward learner-specific, digitally-accessed content will lead to change. This change could lead to a development of anxieties and formation of “sabotage” (Friedman, E. H., Treadwell, M. M., & Beal, E. W. 2007). Although the introduction of digital learning through iPads can cause these uncomfortable feelings, focusing on the opportunities that will become available can help ease these. To relieve many of the anxieties a dialogue must be had with administration and staff. To have a successful outcome with this dialogue, let us discuss this in the context of the book Crucial Conversations: Tools For Talking When Stakes Are High by Kerry Patterson. As this is a high stake (a lot of money invested), strong emotional topic (a lot of angst in the community about using technology in the classroom) with differing opinions (different feelings about the use by various parties), this is a crucial conversation. The opportunities can be realized when there is a move from an either/or choice and keep a constant track of safety on an open dialogue (Patterson, K., 2002)
Creating Dialogue of Opportunities
Start with the Heart
Patterson writes that for an open dialogue to occur it is best for there to explore a self-discovery of three questions. “What do I really want for myself? For others? For the relationship?” (Patterson, K., 2002, p. 48). As the introduction of iPads is to increase the educational opportunities for all students, here are my answers to these questions with that end in mind.
- What I want is to increase the accessibility of education to all students at all times with the incorporation of iPads.
- What I want for others is a simple transition to a traditional classroom model to a digital classroom from the incorporation of iPads in the classroom.
- What I want for the relationship is to have an open flow of ideas, resources, and best practices on what would best serve the student population.
The incorporation of iPads in the classroom does not have to be an either/or option, or a “Fool’s Choice” (Patterson, K., 2002, p. 45). Educational opportunities can exist in multiple, various ways, and the introduction of iPads in the classroom is just one way. Not all learning is best done when being done digitally. Alice Keeler writes about encouraging the use of “digital tools to encourage interactions with students” (2016, July 31) and not just the creation of digital content exactly as it was as non-digital. The educational opportunities afforded by the introduction of iPads is because of the addition of “AND” to the learning goals of students. It is not a matter of traditional or digital, but a shift toward traditional AND digital. For example, a reading of Romeo and Juliet from a hardbound book AND a student created alternate ending with stop motion or greenscreen. It is the AND that elevates the opportunities and it is the AND that can help remove some of the anxiety of the transition.
Safety is Key to Advancement
Patterson writes that when people feel challenged there may be a loss of safety. Where there is a fear of encroachment or disrespect for them as a person or employee (Patterson, K., 2002). A loss of safety will shut down an open and free flow dialogue. It is not the goal of the initiative to disregard a large amount of support and time put toward supporting student success. It is the goal to supplement what has already been built with an increase of opportunities that the iPad will bring to the education of the students.
A focus should be placed on mutual purpose and mutual respect to maintaining the safety of all involved. The mutual purpose is to “really care about the interests of others” (Patterson, K., 2002, p. 77). Without mutual purpose, a safe dialogue will lose ground and the conversation will stop. Keeping others in mind and creating a safe place where all interests are laid out will keep the dialogue safe. Watching for signs of safety being broken, either through silence or violence (Patterson, K., 2002), can determine if either mutuality is being broken. As this is a crucial conversation that should be had, remembering that it is a high-stake, emotionally charged, and contains different opinions. To keep this path to safety the conversation may need to follow the acronym CRIB (Patterson, K., 2002, pp. 91-95).
Committing to a mutual purpose
Recognizing what the purpose is for all involved
Invent a new mutual purpose if either purpose is not acceptable
Brainstorm strategies that serve all those involved
Keeping these ideas in mind a state of mutual purpose and respect will be kept. The dialogue can continue, and the opportunities that an iPad can bring will be able to flourish.
Stories to Master Emotions and Drive Opportunities
Just as students do not come to class with a blank slate, teachers and administration do not come to the integration of digital learning and iPad incorporation without previous experiences. These previous experiences could limit the openness of dialogue and acceptance of opportunities that the iPads could bring. Allowing time for each party to explain their own experiences, fears and expectations will alleviate some of the anxieties of iPad adoption. These stories that are told initially can limit the experience, but changing how the stories are made can dramatically improve the results of the conversation (Patterson, K., 2002, p. 111). Focusing on facts from stories can clarify unintended uneasiness. Turning stories into reasonable, rationale information improves the openness of the dialogue. Keeping the dialogue open will keep crucial conversation effective and opportunities for student enhancement to exist.
Determining a Path for Opportunities to Exist
If the stories that are brought to the dialogue are mastered, a determined path can be created to drive toward the goal. Once the facts are laid out from administration and staff about the incorporation of iPads, it will easier for all parties involved to feel like they are in it mutually. Patterson writes about how these stories can then help determine a path to mutuality. A path to opening the opportunities that iPads bring can start with this feeling of mutual purpose. Each party will have their own thoughts of what path this incorporation should take. To determine this path first all facts should be shared. Starting with the facts can open up the discussion to stories that each party is seeing. Making sure that each party has their own time to explain their own paths of their feelings about the incorporation of iPads. When facts are shared the stories are developed. Again, all parties will develop their own stories. Either factual or opinionated, each should be addressed. Each is a path that could lead to a mutual conclusion, but without an open dialogue this cannot happen. State each story as a story at first, bringing it up as a possible scenario for each path. Finally encouraging testing of each path, so each party can express alternate and maybe opposing views (Patterson, K., 2002, pp. 135-154). No dialogue is complete without action. Moving toward that action, safety still must remain.
Moving Toward Action
When solid dialogue has occurred, all parties feel that there are a mutual purpose and mutual respect. Expression of each group’s feelings and ideas have been equally shared. A large pool of information has been gathered (Patterson, K., 2002, p. 178) and now it is time to use that pool. A decision must be made that takes the dialogue into account, but may not continue to use the dialogue for the decision. As this initiative is for a school, a final decision is made by the principal of the school, or a director of either academic or technology. Deciding on who will do what by when, and determining a good follow-up time schedule. After an open dialogue, where safety is kept and talking is set to seek to understand a decision can be made where the fears or anxiety has been relieved.
Increasing Educational Opportunities with iPads
Over the past five weeks, I have taken a deep dive into what it means to embark on an organizational change. The effective use of iPads in the classroom can lead to great educational opportunities. The reflections over the past weeks have been done with the goal of increasing teacher and student use of the iPads. Multiple sources have been investigated, reviewed and analyzed to determine best practices to lead this organizational change. In summary, the following is what I have learned.
Using Simon Sinek’s “Start with Why” I focused on why this change should occur. Why iPads in the classroom?
All students deserve to learn; where ever, when ever, how ever.
Using collaborative, creative and critical thinking apps, students develop and support their own understanding of objectives and work together to create a unique educational experience for each learner. Empowering teacher understanding of the use, options, and tools provided by the iPad will elevate learner to achieve success.
To increase adoption of the iPad in the classroom, I then pulled inspiration from Joseph Grenny’s book, Influencer, to look at six sources of influence. Developing my own set of vital behaviors to change the attitude of iPad integration.
- Teacher deliberately develop lessons that will access the iPads.
- Administrators use iPads and digital content with fidelity.
- Focus on iPad use to increase student higher order thinking, reflection and creativity.
Utilizing the 4DX model with these six sources of influence, I developed how the adoption of iPads to increase educational opportunities would be executed. To keep this initiative from the “whirlwind” I determined these ideas.
Increase iPad use by teachers, students and administrators from once a week to five times per week by the end of the school year.
To achieve this wildly important goal, I aim to act on the lead measures of:
- Develop at least one iPad based reflection or creativity activity per lesson cycle.
- Distribute allstaff communication in electronic format
Finally, as this is a high-stake, emotionally charged, and has opposing opinions there will be crucial conversations to be had.
Starting with the heart and finishing with the heart, an open dialogue may be had to where teachers and administrators will feel mutually benefited from the incorporation of iPads and the opportunities it brings to the students.
Opportunities with Change
After a successful “Super Tuesday” February 5th, 2008, then Senator Barack Obama (Peters, G., & Woolley, J. T., n.d.) said
“Change will not come if we wait for some other person or some other time. We are the ones we’ve been waiting for. We are the change that we seek.”
From my initial posting of the opportunities that are available for students with iPads, it has always been focused on a change of the educational process. A love of teaching comes first from the impact that a teacher has on that one student. The light bulb moment, or finally getting it, is enough to make the worse days bright. As teachers, we want all the opportunities we can give to our students. Although organizational change can be uncomfortable, focusing on the why and the heart we will remember the reason for the change. We teach for the students, so we can change for the students.
References
Friedman, E. H., Treadwell, M. M., & Beal, E. W. (2007). A failure of nerve: Leadership in the age of the quick fix. New York: Seabury Books.
Keeler, A.. (2016, July 31). Get Real – How Much LEARNING Came Out of That – Teacher Tech. Retrieved November 05, 2016, from http://alicekeeler.com/2016/07/28/get-real-much-learning-came/
Larabee, K., Burns, M., & McComas, J. (2014). Effects of an iPad-Supported Phonics Intervention on Decoding Performance and Time On-Task. Journal Of Behavioral Education, 23(4), 449-469. doi:10.1007/s10864-014-9214-8
McClanahan, B., Williams, K., Kennedy, E., & Tate, S. (2012). A Breakthrough for Josh: How Use of an iPad Facilitated Reading Improvement. Techtrends: Linking Research & Practice To Improve Learning, 56(3), 20-28.
Patterson, K. (2002). Crucial conversations: Tools for talking when stakes are high. New York: McGraw-Hill.
Peters, G., & Woolley, J. T. (n.d.). Barack Obama: Remarks Following the “Super Tuesday” Primaries and Caucuses. Retrieved November 05, 2016, from http://www.presidency.ucsb.edu/ws/index.php?pid=76361
