Tag Archives: strategy

Technical planning and implementation – whose responsibility is it?

It’s an all-to-common issue that new technology arrives in school, usually generating a buzz among early adopter staff and is proudly trotted out at open evenings and via various publications to impressed looks and knowing nods of approval, but what then?  In fact, what happens a month, term or even year later?  Recently I’ve been doing a lot of research into tablet computing and something that comes up again and again is that it’s very much a technology that relies on the user putting significant time into considering the possible uses that the gear can be put to.  But where does this come from?  If a school is fortunate, it will enjoy an element of the staff who actually embrace and revel in the opportunity to see how things can be done differently,however in many cases there are plenty of teachers and support staff for whom change has to be managed carefully to avoid fears of alienation or being considered somehow ‘preachy’.

So, do we leave it to the techno-enthusiasts to get things going?  In my opinion, not at all.  Enthusiasm gets you a long way, but it can make you blind to the real-world benefits of certain technology, and possible alternatives.  How can we motivate as many staff as possible to get thinking about the possibilities of new equipment?  Here are some of my thoughts:

1). Build a project team, but mix it up – ideally a blend of technical and teaching staff.  The whole team don’t have to be involved with the day-to-day running and reporting of the project but you’ll find answers easier to come by if there’s a broad skill set on tap.  Senior Leadership involvement would naturally be of a benefit but there’s plenty of opportunity to empower other staff by giving them the chance to make a difference and shape the future of the schools’ technological adoption.

2). Be transparent – don’t make a secret of trials or plans.  Make the mission statement and list of ongoing projects available to all, invite contributions and actively seek interaction outside of ‘the group’ – this will help to avoid the feeling that the projects could become ‘personal’.  Consider using ‘public’ forums, shared documents and public demonstration sessions to develop this.

3). Don’t be afraid to fail.   Personally, I’d rather spend £500 now to save £10,000 later.  Consider purchasing trial equipment and sharing it out where possible, but keep ‘prodding’ for feedback and results – if the equipment languishes in a drawer, move it on.

4). Stop ticking boxes.  Chances are, if your project begins with ‘we need iPads’ then you’re already on shaky ground.  Take a step back and look at what you’re trying to achieve and relate this back to real world goals.  If the equipment you’re considering purchasing cannot be evaluated against the schools’ wider aims, then the project is unlikely to be giving useful results when considered to be complete.

5). Be aware of factors outside of your control.  Let’s go back to ‘we need iPads’.  Okay, we hear you!  So what does this mean for infrastructure, deployment, lockdown and management?  Do we need to investigate the purchase of additional equipment, software or training to support the equipment?  If so, what is the TRUE cost of this and in what order should these be approached.

6). Factor in resistance.  There are a million reasons why staff, and even students can be indifferent to the introduction of technology – it can be viewed with suspicion, fear or even plain ol’ ignorance.   Users often need time, exposure and repeated encouragement to come to their own conclusions regarding the usefulness (or otherwise) of technology but sometimes these need challenging via the circulation of best practise and the showcasing of exceptional implementation elsewhere in the institution.

7).  The most important part?  Have a plan.   This shouldn’t really be a point on its own but it’s so important that it surely justifies its inclusion.  It’s not possible to evaluate technology using the same metrics year on year, things change and your projects should reflect this – think of it as a 360 degree appraisal!  Projects should be reviewed not just as a means of concluding them but to allow them to develop and morph into future projects – this WILL help those involved develop a greater understanding of how these things fit together.

As usual this is just my own personal opinion, but thanks as always for reading and I hope you found it useful!

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All the gear and no idea?

So, I’ve been doing a lot of research recently into mobile learning, but perhaps more specifically iPads in the classroom.  One of the issues that seems to be common is that, just like Interactive Whiteboards (IWBs) were in the early day, some schools seem to have the technology thrust on them without much in the way of strategy or plan for how to actually use them.   The schools that seem to be flying with the implementation of the iPads are the ones that (outwardly at least) seem to have the clearest idea of what they want to achieve at a teaching level.

The difficult thing with any educator and tech support relationship is balancing the practical with the ‘visionary’ – teachers should, indeed must, have the time to think big when it comes to the technology available to them – to buy a ‘suite’ of iPads is not enough, unless we’re all about box-ticking.  Instead, just like IWBs, mobile laptop banks and other technological onslaughts before them, the product is only as good as its implementation!  Encouraging teaching staff to find the time to get to grips with the technology is a difficult process for any school, after all, how many teachers would admit to having time (even if they did!) to be able to ‘play’ with new devices?  We need to remove the stigma that comes with the use certain technology in classrooms as somehow being gimmicky or unmanagable – it’s only gimmicky if you let it be – if lessons are taking place using iPads where previously held in an ICT Suite, that’s great but where’s the actual benefit?  Has anyone in the school actually had the time, help and support to discuss the potential benefits, or is it just assumed that newer = better and that because the equipment is actually being used then the box is ticked?  Are we simply installing equipment as a knee-jerk reaction to claims of out-dated-ness (eek) or as part of a ‘me too’ mentality?

What has become clear from the schools that are flying with the implementation of new technology is not that they necessarily have huge budgets, willing Senior Leadership teams or even that the ‘vision’ is there – of course all of these play a part, but the teacher-led implementations are the ones that seem to be succeeding.   After all, who could be better equipped to counter the ‘tablet sceptics’ (although it the term could apply to ANY technology really…) than teaching staff that can both see first hand and demonstrate the potential benefit to teaching and learning.

The point of this post?  I guess it’s a call to arms – if you’re a teacher and you WANT the chance to be able to experiment technology then make a noise about it and have a think about what you want to achieve, then bug the heck out of your line managers, ICT support team and colleagues to try and make it happen!

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