I truly had a few lightbulb moments while reading through the assigned articles. I really think the last couple of years - with the sudden introduction of COVID-19 and its rash implications on the education world - have forced us to change almost every aspect of how we teach our students. This, in turn, has caused unfortunate animosity and resentment toward the very tool that was designed to not only make our jobs easier but to help our students grow into 21st century thinkers: technology.
Kuhn (2008), while prefacing his article about how educational technology helps teachers incorporate learning depth and multiple intelligences, acknowledges,
"Tremendous growth in educational technology tools, applications, and Web 2.0 resources have created a plethora of new methods to meet the learning needs of all students. Unfortunately, the potential of these methods is hardly understood before a new technological breakthrough makes its way into the classroom, through either teachers or, more commonly, through students. On the other hand, this technological progress has breathed new life into curricular taxonomies and learning style continuums. When used correctly, educational technology gives new meaning and utility to long-established educational paradigms, such as Benjamin Bloom’s Taxonomy (revised) and Howard Gardner’s Theory of Multiple Intelligences" (p.18).
I love how Kuhn addresses the fact that technology in education has become a sort of "double-edged sword". In essence, while it has allowed us to deepen the thinking skills ignited in students during our lessons, the fast-paced nature of educational technology is also wreaking havoc on the basis of education. Students - and teachers, for that matter - are barely mastering one technological tool before it is being replaced by the latest and greatest. This is the current situation at my school right now with the State of Alabama replacing Google Classroom with Schoology, the Learning Management System that is integrated with PowerSchool, the new Student Information System.
Knowing that I had to begin using Schoology this school year, I elected to switch my students to Schoology during the 4th 9 weeks last year in order to complete a "trial run" of the new LMS. Students thought I was crazy - and so did some of my colleagues - but I did not want to go into this school year without having experienced and worked out some of the kinks of the LMS. This is where I really felt like I could make a connection to "[that] crusty old article" by Everett Rogers. 😉
In his article that discusses how new ideas and potential adopters possess identifiable characteristics which appear to affect the diffusion of innovations, Everett Rogers expresses that the rate at which a new concept is diffused and adopted by a group of individuals is reliant upon many factors: relevant advantage (how does this new invention succeed beyond the former?), compatibility (is this invention consistent with the expectations of the adopters?), complexity (how difficult is this invention to understand and utilize?), divisibility (can this be tried in a limited capacity before at-length use?), and communicability (can successful results be conveyed to adopters?) (1963, p. 70-71).
I have always loved sociology, and this absolutely floored me when I read it. It is precisely what I am encountering in education, as we transition from a primarily paper-based education system to a primarily technology-based education system. I would fit the profile of what Rogers would call an "Innovator" or "Early Adopter" because I embrace change and love the challenge of figuring out a new, complex technological tool, as I am sure many of you do, as well. Due to this sudden and unexpected shift in education in 2019, many "adopters" - or fellow colleagues - are not as on board with these changes as I am.
Some of the very things that were brought up when I lead the schoolwide Professional Development on Schoology this summer were: How is this any better than Google Classroom? (Relevant Advantage), How does this integrate with all of my previously created resources in Google Apps? (Compatibility), How am I supposed to learn such a complicated LMS so quickly and implement it this school year? (Complexity), How can I trial this in a limited capacity with my students? (Divisibility), and Where are the success stories from other teachers that use Schoology? (Communicability).
I think Everett Roger's Theory on The Adoption Process rings true with any mode of modern technology that is introduced into the classroom. It takes a long time for it to be accepted by every level of adopters within a school system. By the time is widely accepted, even by the "Laggards" or tradition-oriented adopters, a new, emerging technology is taking its place.
There is one question I feel like we need to ask ourselves:
Kuhn, M. S. (2008). Connecting depth and balance in class. Learning & Leading with Technology,
36(1), 18-21. Retrieved from Academic Search Premier database.
Rogers, E. M. (1963). The adoption process II. Journal of Cooperative Extension, 1(2), 69-75.
Retrieved from https://archives.joe.org/joe/1963summer/1963-2-a2.pdf
Alexa,
ReplyDeleteFirst of all, I loved your post. It comes from a place of passion and heart. When I was reading you explain how you had your students switch to Shoology early, I was thinking, she is definitely and innovator! Way to go on not just leading the way but taking what you learned and pouring it back into your fellow colleagues.
This is so very well written and I can relate to all that you have said. Your statement about the stigma the COVID has placed on technology is so true and I fortunate. Now we have the arduous task of undoing some of the less than good habits that were formed during the pandemic from the late adopters and laggards. However, despite these habits, at least those folks are now somewhat using technology, albeit not in the most effective manner.
ReplyDeleteI also appreciated your relation of the different factors of adoption to your schools situation in transitioning to Schoology. Great points!