#6 Sustaining Technology Innovation in Schools

     Since my blog is entited "Instructional Readership", it only seems appropriate that I reference the article I read to write this post: Sustaining Technology Innovation in the Classroom: What does it take?,  Haley also referenced this paper in her blog post, but I promise I didn't know she did until after I already read the article. :) According to the research compiled from 57 schools that reportedly "implemented a sustainable innovation, the author, Ronald D. Owston, suggests several areas where schools should focus their attention and resources in order to produce a sustainable classroom technology iniative. Dr. Owston suggests that there are two sets of conditions that form a foundation for sustainble technology iniatives. Those two sets include essential and contributing factors, both of which are necessary for technology iniatives to stay around in schools.
     Dr. Owston included this model in his findings that summarize the essential and contributing factors needed in schools. The "E" represents essential factors that are "necessary, but not sufficient" to sustain innovations, and the "C" represents the factors that "facilitate the sustainability" in schools.

     The essential factors include teacher professional development that is focused on the school's short and long term technology goals, which in theory, should target the essential skills needed to use the new technology iniative efficiently and effectively. Another is teacher support, which includes having teachers "buy in" to whatever technology iniative is being implemented. Without teacher buy in, the iniative will not be sustained. In an ideal situation, teachers give their input about what type of technology/software iniatives they need or want supported in their school prior to implementing the iniative, so buy in isn't a problem; however, that is not always the case. It is essential, however, because teachers are on the "front line", so to speak, and without their buy in, the technology will sit unused and dusty in their classroom. Equally important, in my opinion, is administrative support. Administrators must have a plan of how the technology will be monitored, and clearly set expectations that the technology will be used. Notice I said that it will be used, not how it will be used. Speaking from experience, I am much more likely to "buy in" to technology iniatives if it is presented in a way that reinforces my professional judgement and allows me to customize how I use the technology to best fit my class and my student's needs. Futhermore, school leaders have a responsibility to "buy in" to the initative as well, seeing that their support is just as important as teacher's support for the initiative because they are managing and monitoring the technology tools and usage.Lastly, students must be active participants in the initiative in order for it to be successful. Without students seeing the importance and/or relevance in their education, the iniative will come to a grinding halt, even with staff and administrative support. Students should be the central focus of technology iniatives, and their support for the technology is crucial.

      The contributing factors, which seem like the glue that holds an initiative together, are plans and policies that incorporate the initiative in both short and long term school goals, support, both internal and external, funding, and "cheerleaders" or champions for the initiative. When I typed funding as a contributing factor, not an essential factor, it didn't make sense to me at first...then I realized that schools have been doing a lot of innovative projects and initiatives without money for a while. :) However, this factor is very important for the success of any technology project, but recently, the money has had to come externally. From my own experience, I can tell you that having a "cheerleader" or initiative champion can be an integral part of the success of the program. In our school, we have started initiatives and have been able to sustain them because of one or several people that commit to the initiative 100% and create a spark within the faculty to implement the initiative. These champions also have continued to fuel the spark into a flame by continuing to reserach and reach out to other schools following a similar model to provide more innovative and effecive teaching tools for teachers.

    Dr. Owston does state that his list of factors is not "exhaustive" and could include others. I think the list for contributing factors should include a "school-wide technology goals" section. I think it is important to choose to implment initiatives that conincide with the vision the school or principal has for the next 5 or 10 years.

   Thanks for reading. Feel free to add your comments below. :)