4-A-2+Wiki+Posting+Five+Ways+to+Think+about+Change

= Home> Assignments>> 4-A-2: Wiki Posting: Five Ways to Think about Change =

List five ways to think about and address changes in technology in your classroom and school. With each way briefly describe how you plan to apply your thinking with your colleagues.
 * INSTRUCTIONS:**

Before developing your five ways to address change suggestions consider the following:
 * Considering the list of fears you brainstormed in the previous assignment, what are the common objections and fears your peers or administration may have to changes in technology?
 * How can you assess if the the objections/fears are valid? How can you educate your peers in determining if these fears and objections are valid?
 * How can you inspire peers who share similar beliefs and interests to apply changes in technology to their classroom or students' learning ?
 * How can you get peers out of the "Resistance" phase into the "Exploration" phase?

Post your "five ways to address change" in the table below. Review your peers' postings and post at least one comment in the Discussion Tab above.

new technology into a school building or district. In the district I have taught in, as buildings are remodeled or rebuilt, many new tools are being installed to integrate technology into the school. This is a practical approach that helps, but it also means that some of the schools are not equally equipped where some of the latest technology is concerned. Digital cameras and camcorders are becoming more affordable to use at schools and most schools do have Internet access today, so basic technology is being addressed and used in most cases.
 * ==**5 Ways to Address Change**== || ==**Submitted by:**== ||
 * 1. Expense is always a consideration for administrators and teachers when looking for ways to incorporate

2. Teacher colleagues who are, like me, Baby Boomers, often express frustration at having to learn to use some of the new technology. They don't like having to take time away from their already busy and full day. Usually in the beginning, progress is slow, but in the end the new technology usually does make our jobs as educators easier and even more exciting! Things such as email or IM to send a quick message to another person in the building; computer software to enter our grades into and print out report cards; Smartboards; Internet access to learning modules or games for students, can make the day go by quickly.

3. Assessing fear of change is easy. Teachers talk to each other...a lot! The infamous teachers' lounge is where informal assessment about learning how to incorporate new technology is discussed. Usually, while acknowledging that learning about new tools can be frustrating to some, if we work together in groups encouraging each other, it often alleviates some of the frustration teachers may have about the tools.

4. Many of my generation are also afraid of breaking something on the computer or other new tech tools. We want a list of step by step directions to help us figure out how to use whatever it is correctly. We have to let our students, the Gamers, help us. Our students aren't afraid to get on a program and play with it until they figure out the system. We can let our students, or pick students, to be tech "teachers' to one another. They enjoy sharing the information they have learned about with each other.

5. Often, there are not enough computers in a classroom (unless in a computer lab) for all students to be using them at one time. The solution for this is easy. Rotate the students into centers for learning. Divide the students into 3 or 4 groups and have each group working on a different part of the lesson. One rotation would be at the computer. Another could be silently reading or reading to a partner. Another group might work on vocabulary together. || Susan Doria || 2. Purpose: Answer why and how questions of instructionally aligned for the specific technologies. Help colleagues determine why the technology the technology should be used before considering how time and money will be spent applying the new technology. If the technology doesn't play a needed role or enhance instruction, it's probably not necessary. 3. “Mistakes are inevitable” (Kapp) Failed attempts to learn technology are not failures. Teachers and students gain experience and confidence the more they practice. Encourage trial and error among students and resistant teachers. Provide enough time and examples to support learning. (Kapp) 4. Collaboration: Teachers tend to learn technology better in groups than individually. They will learn how to use the technology easier, as well as learn more about how it can be used. Support those teachers who want to champion new technology, so that they can provide examples of how the technology can be used. (Kapp) 5. Coaching: Explain and demonstrate to colleagues how students learn best. This may prompt resistant teachers who struggle with resistant students to adopt new methods using technology! Gamers need an information provider that can help the student problem solve and multi-task, rather than an authoritative instruction giver. Gamers learn often best through trial and error and do not like step-by-step instructions. (Kapp, 232) || Joel F. || 1. Be a Leader: In order for the change towards incorporating technology to happen, someone needs to step up to the plate and show no fear in giving this concept a try. Most of us fear the unknown, but we need a leader to take on the challenge of overcoming the uncertainty.
 * 1. Time: Accept the fact that it takes time to do anything well. Provide clear expectations and realistic time expectations for teachers who often feel rushed into adapting a new technology without knowing why or how they need these new skills. Anything worthwhile usually takes time to learn and apply, so one or even two inservice session usually doesn’t lead to adoption, without further practice.
 * Addressing the Need for a Change:

2. Work Closely Similar Passions: Find other teachers, administrators, and staff that share the same ideas of incorporating technology. These members can help share the work load in making the change possible, along with brainstorming opportunities. More minds mean more ideas.

3. Present the Idea of Technology: Present this change to the other teachers as an opportunity to incorporate technology rather than teach it as another curriculum area. Many feel that technology is another core curriculum that needs to be taught, when rather it is something that can be simply blended with what is already established. Teachers also need to know that it is alright that you don’t know how to use the technology fluently. It’s alright to learn from the students!

4. Get Everyone on Board: Keep open communication of what the goal is in working with technology. What do you want to accomplish, and how will it get done. Making goals will allow teachers to know what direction they are to head in.

5. Provide Examples: Teachers need ideas of how to infuse technology into their current practices. Many of them do not know where to start, so having workshops, brainstorming sessions, and templates for everyone to benefit from will encourage those who are hesitant to give it a try. || Courtney H. || 1.) Make tasks meaningful. When using technology, make sure you are not using technology just for the sake of using technology. If setting up a blog or forum, make sure it is to aid in discussion. If using powerpoint, make sure they present it to understand the usefulness of the technology. 2.) Involve others in the change process. Use teachers' and students' ideas and input so they have a stake in the success of your project as well. 3.) Managing equipment. When faced with the problem of 25 students and 2 classroom computers, incorporate computers into activity centers and rotate students through them as you would with current activity centers. 4.) Provide Goals and define boundaries. Clearly define the projects goals. This will help the teachers and students focus better, understand the concept, and provide more precise results. 5.) Use creative approaches to learning. The book used the example of using the online soap opera to engage students. They used online resources like search engines and websites to figure out how to solve the problems presented. During their search they became more familiar with the available technology as well. || Justin H. || 1. Teachers need to understand the Net-Generation learner does not learn through traditional teaching methods. Because Net-Learners are self-learners who learn through informal learning modes such as trial and error, teachers must be aware of this an modify their teaching strategies accordingly. I have spoken with several of my work colleagues about how I feel like a "dinosaur" in the classroom and that I'm currently boring my students to death. I have discussed with them the traits of the Net-Generation and have expressesd my desire to make changes in my instructional strategies because of these traits. 2. Teachers must overcome their fear of new technology which often results because teachers are unsure why the chang(s) are occurring, what will result because of the changes, and what the consequences of those changes will be. Teachers need to be introduced to new technology through teacher inservices and by working collaboratively with like-minded teachers so that resources can be shared. The reasons for the changes should be thoroughly explained, rather than just "dumped" on to the staff. Additionally, the results and consequences should also be clearly explained to help alleviate any confusion regarding the use of the new technology. 3. Teachers need to be made aware of the advantages of using new forms of technology. This too can be done through teacher inservices and through collaboration with colleagues. Additionally, teachers should communicate these advantages with each other, the students, the parents, and the administration. 4. Teachers need to learn that part of their planning time should now be utilized to research new technology and/or how to use it in the classroom. They should plan to allocate time to become familiar with the technology prior to implementing it into the classroom. If possible, I would arrange to collaborate with other teachers who are already familiar with the technology, or with teachers whom I could help with technology during our planning periods in order to share ideas which would most likely reduce the amount of time spent on learning the new technology. 5. Teachers need to be aware that mistakes will be made when introducing new technology in the classroom //and// that it's O.K. Teachers should not only share with one another the problems they have encountered with using technology in the classroom, but also how they rectified the problem. Teachers should also realize it's O.K. to learn technology from their students and that their students sometimes can act as the trouble shooters to help solve problems. || Jo Ann N. || By Kristin Wilson
 * __**Addressing Change**__
 * **Fives Ways to Address Change in Technology in The Classroom:**
 * __Learning Activity 4-A-2 __

Resistance is a natural response to change. Often times it is a reflection of one’s emotions towards the change. Five years ago I took a step towards “bridging the gap.” I was a new teacher to the district and was curious as to what my odds were at receiving an ActivBoard (a version of the SmartBoard). After about three months, the first ActivBoard in our building was installed---in my classroom. At that time, I saw the protagonists, conservatives, and skeptics all at work. The visionaries were excited about it. They had heard about SmartBoards, but had never seen them in person. Several skeptics wondered, “How in the world a new teacher to the district was able to get such an expensive, high-tech, piece of equipment?” The “Boomers” definitely revealed their feelings toward a hierarchal system; working one’s way through the ranks was the only way to earn special privileges. Needless to say, I had my work cut out for me. Reflecting upon that experience has helped me construct a list of ways to address the technology changes and attempt to “bridge the gap.” These strategies would take place over the course of a year at Teacher’s Institute days and faculty meetings. In order to understand anything, one must educate themselves about the topic hand. The first strategy that I would employ would be research. In order to “sell” the idea to the people I work with, I must first become an expert about that object. I would need to consult empirical research and organize the findings in a manner that makes it pertinent to all teaching assignments. I have heard the students place the blame on “unmotivated students” as opposed to outdated teaching practices. The teachers may notice the change in the way the students are learning, but may not associate that to a cause. In this case, the first part of my research would include the Net Generation itself (what it is, how it compares to other generations, learning characteristics, and how they learn). As I present this information, I would conduct the similar quizzes as we did during Module One to identify what type of generation we belong to. I would track this data and present it during strategy two. Strategy two involves presenting the results found from the Net Generation quizzes. Once we understand ourselves, we can then begin to make a change in our practices. Session two involves presenting the staff with the process of change. I would reveal the five stages (ignoring, receiving, responding, valuing, and championing) as well as provide an explanation of each. I would then ask the staff to place themselves on the change continuum and reflect anonymously as to how they view change in regards to technology and what could help them cope with those changes. Once again, I would use this data to drive my next session about technology innovations. Prior to introducing technology innovations, I would share the results of the survey about change. I would share coping strategies of those who feel like they are “ignoring” the change and talk about how we can use this information to seek out those who are “championing” change. Change does not mean that everyone “fends for themselves.” However, change does not mean that we have someone “do the change” for us. I would first begin by using the leaf collection as an example. This example was shared in the reading. In my building/district, several teachers conduct leaf collections, bug collections, presentations about a given state in North America, etc. Through the example of the leaf collection, I would activate prior knowledge and introduce an innovation in a non-threatening manner. Though I would introduce a plethora of innovations, I would only focus on one each month to employ. Each month would focus on a “technology innovation of the month.” At the beginning of each month, a training session would be held describing the innovation, how it can be used in the classroom, how it meets the needs of Net Generation learners, how it can be used to increase student achievement, and how the educator can employ the strategy in the classroom. I would reach out to those who “champion” change as mentors for those who need assistance with learning the technology and employing it within their room. And finally, the most important strategy to champion new technology innovations involves a strong communication plan. Communication would involve emails, flyers, texts, phone calls, face-to-face visits, etc. The communication used depends on the learning style of teacher. If I were assisting a “Boomer,” then face-to-face contact would be best. In conclusion, the five ways to address change includes:

· Research about the Net Generation and change · Present research about Net Generation and have colleagues determine where they are in the learning continuum (Boomer, Generation X, etc.) · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Present the data collected from the staff regarding their own learning style · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Present the change continuum · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Have the staff place themselves on that continuum and use that information when presenting technology innovations · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Present findings · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Introduce Innovations, concentrate one for the first month · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">Provide training dates (first Tuesday of each month), contact information · <span style="font-family: 'Times New Roman','serif'; font-size: 12pt;">COMMUNICATION is the key – my own personal information, assign technology innovation mentors || Kristin Wilson || The most common objective I hear talking to teachers at school is that the technology is not “user friendly”. For example, if a teacher does not have their LCD projector set up permanently, just the hassle of taking the projector out and setting it up will detour some teachers. This is certainly unfortunate as our kids need to be exposed to as much technology as possible. “Student exposure to these technologies within the classroom is starting in the primary grades and being infused throughout their educational career.” (Kapp, 229) Unfortunately, if a student comes across a teacher who is not “buying-in” to technology, they won’t be exposed. Another fear I see a lot in my school is just the fear of something going wrong while the teacher is using the technology. In reality, the only way to combat these fears are allowing the teachers the technology used effectively and allowing the teachers to successfully be immersed in the programs. As our text reiterates time and time again, trial and error is extremely important for success. I think it is important to allow the students to help the teachers who may be struggling. At my school, we have a group of fifth graders who meet once a week and learn basic troubleshooting for the technologies that our school uses. This allows our less experienced teachers with technology to call on a “student guru” to help them in case of a problem. I think having successful immersions into technology will breed teacher comfort and in turn, more use. Also, allowing teachers to attend more professional development with technology gadgets cannot hurt!
 * Considering the fears some may experience in response to technological change, what are the common objections your peers or administration may have to changes in technology?
 * Considering the fears some may experience in response to technological change, what are the common objections your peers or administration may have to changes in technology?
 * How can you assess if the the objections/fears are valid? How can you educate your peers to determining if these fears and objections are valid?
 * How can you leverage peers who share similar beliefs and interests in applying changes in technology to their classroom or students' learning?
 * What ways can you think of to help get peers out of the "Resistance" phase into the "Exploration" phase?

All of these questions lead to my 5 ways to change technology in my school: 1. More professional development with the teachers and staff who are uncomfortable with technology. 2. Showing teachers how to permanently setup technology in the room (i.e mounting an LCD projector). 3. Allowing teacher trial and error periods after school in our computer lab. 4. Making computer lab time mandatory for classes. At least one hour per week for each class. 5. Have administration understand and purchase more technology so it is available for //all// teachers. || Steven J Baker || List five ways to think about or address changes in technology in your classroom and school. With each way briefly describe how you plan to apply your thinking with your colleagues. 1. **TIME:** I hear and often feel that I don’t have the time to explore various technology tools. To address this I would suggest to our school designating time during our in-service days for technology. This would mean time for teachers to actively explore various technology tools rather than sitting and listening to lectures about technology. 2. **EXPENSE:** In order for teachers to explore and integrate technology into the classroom it has to be available. Although I work in a district that sees technology as a worthwhile expense, budget cuts are starting to take a toll. The amount of money available to be spent on supplies including technology tools is dwindling. To address this issue it is important to look to outside donations or grants for funding. 3**.** **NETWORK:** When the thought of incorporating technology is overwhelming networking with other teachers can help. This can mean like minded teachers network to co-plan technology supported lessons. It also can mean pairing teachers who are technology “experts” with technology “novices.” The novice can bring a lesson to the table and the expert can introduce ways technology can be included in the lesson. 4. **EDUCATION:** Educating teachers on how the Net Generation learns and how technology can be the key to reaching ALL students. During an in-service or building meeting provide teachers with information on Net Generation learning styles. Also provide examples of lessons integrated with technology as way to reach the Net Generation. 5. **SAFETY:** There is also concern about student safety while using web based technology. This fear can be addressed by providing the administration, teachers, parents, and students information on internet safety. There is a wealth of information available on internet safety that can be shared with administration, teachers, parents, and students. Here is a link to the internet safety provided on our school web site. [] || Angela T ||
 * == **4-A-2 Five Ways to Think about Change** ==
 * 4-A-2

1) Time is by biggest excuse that I need to address to use technology. For me, it's not finding the time to learn the technology, but the time to figure out how to integrate the technology along with what I do so the learning is seamless. With 4 different classes to prep for and only about 20-30 minutes a day to prepare and assess and provide feedback, it seems like there needs to be a day to just work on technology.

2) Collaboration is something I could definitely benefit from. We have a third year teacher, also teaches math, in our buidling that really loves an incorporate the technology into her classroom. I've learned some ideas from her, but I really need to sit down and spend some time with her to see how she uses the technology and ideas that may benefit me. Of course, see #1, need to have the time to sit down with her.

3) Allow trial and error and encourage research is something I've heard about since I began 10 year ago. I've always struggled with letting my students try and understand or just dive into math problems without some instruction. I see it where if a student does a math problem wrong, if they aren't stopped an corrected, they'll think they are correct and continue to do the problems wrong. Then it's hard to get the wrong concept out of thier head because they've believed it was the correct way.

4) Dealing with stakeholders I believe is a hard one, becuase a lot of time, it's not how the boomer's parents learned. I think I've been very fortuneate that we've recently had a group of administrators that have been some what visionary pushing the technology and encouraging us to change our ways. Even with their support, i've been slow to change, once again, I insist I don't have the time. Unfortuneately, I am quick to critize they don't give us the time or the PD to implement the technology.

5) Using the Student Guru's may help me find away around the time factor. I have some ideas what I want to do to incorporate the technology into my classroom. It may be an idea to find the students to actually set up what I would like to do and have the students use their time to help me accomplish my ideas. || Travis Nuss || I looked into ways to introduce new technology school-wide... 1. Incorporate FAQs when introducing new technology. In reference to Education World’s Tech Team, many teachers don’t ask questions because they don’t know enough about it to ask a question or feel comfortable enough to ask it. If you develop a handout or brochure with FAQs it may validate questions they have come up with but are too afraid to ask and also make them feel more comfortable with the fact that the questions they are coming up with are the same questions that others have. They are not alone in their struggles and fears. 2. Provide exact examples of how the technology change can be incorporated within existing lessons. Much like what Karl Kapp presents in “Managing Change and Technology Adoption” it is important that teachers can see how they can specifically use it in their educational setting. Show them how it fits and the advantages of that technologies incorporation. When teachers can see it and experiment with it they are more likely to eventually commit to it. 3. Provide hands-on training directly followed by time to adjust current lessons to incorporate the technology. 4. Provide resources to walk them through steps of using technology. Provide both written step-by-step directions and online links if applicable to provide teachers help beyond the original training. Making it easier to achieve success will certainly encourage teachers to strive to incorporate the use of it more often. 5. Encourage and allow students to teach the teachers the technology. Know that it is okay to allow the classroom computer “guru” to help you learn more about something. Not only do you gain but that student gains as well. || Bethany H. || ** *Use computers as a part of differentiation or anchor activities. ** Since I only have one student computer in my classroom, I have and will continue to create anchor activities for students who have finished the daily objective ahead of the rest of the students. For instance there is an on-line Spelling Bee which provides students with a score. ** *Teach students to use county-sanctioned sites. ** To avoid fear of students being exposed to questionable material and people on the internet, if from day one they are using county-sanctioned portals for research, than students will learn to use these resources at home as well. ** *Add additional layers of technology as the school year progresses. ** At the beginning of the year students can be exposed to small elements of technology. For instance, I briefly introduced all of my students to the class wiki during the first week of school. When I needed them to actively use it several weeks later, they were accustomed to the process and didn’t need an additional lesson. ** *Make the use of technology meaningful. ** Instead of using technology merely to have students try new things or to impress the principal during a formal observation, technology should be used as a purposeful tool. My students study for vocabulary quizzes using headmagnets.com. I tested it with students; they liked the variation from traditional methods of studying, so we continue to use it. || Traci Siegler ||
 * Ways to address changes in technology in your classroom or school.
 * ** *Technology is a means to an end—not the lesson itself. ** I will not substitute technology for the objectives of the lesson, but I will use technology to allow students various media in which to share their learning. For instance, students can still compose poetry but instead of writing or typing the poems and presenting them orally, they can place them on the class wiki and comment on each other’s posts.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> List five ways to think about or address changes in technology in your classroom and school. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">With each way briefly describe how you plan to apply your thinking with your colleagues. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1. Set up focus groups of stakeholders to discuss fears about technology. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">2. Collect data from these focus groups. Analyze data and come up with a presentation that addresses the fears. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">3. Gather stakeholders for a presentation or a series of presentations. First, address the fears. Then, show examples of successful student projects that involve technology. Examples could be from within the district or from other local districts, or examples available on sites such as Edutopia. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">4. Identify a few stakeholders who are enthused about technology and let these stakeholders come up with a plan for integrating technology into teaching practices and then present and celebrate these success in a public forum so many stakeholders can see the benefits and affordances. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l0 level1 lfo2; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">5. Find ways to finance technology projects through grants and community contributions. Find ways to publicize the projects. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Responses to the following considerations: <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Considering the fears some may experience in response to technological change, what are the common objections your peers or administration may have to changes in technology? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Common objections I have heard center on discussions of objecting to opening up the network filters and firewalls so that students can go to Web 2.0 sites such as Google Apps or PB Wiki, as examples. The comfort level lies with locking down the network so students can only go to “approved” web sites to gather info, as opposed to creating info on the Web. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How can you assess if the objections/fears are valid? How can you educate your peers to determining if these fears and objections are valid? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">In the Hopkins (2005) article, the webmaster from the West Islip, NY School District middle school was quoted as stating one of the fears parents have is that their kids can be tracked down through the school web site. During the past school year, I worked with teachers and administrators at this West Islip school district and the community is very conservative about managing the school network. So, in this case, I might hold focus groups or interviews with West Islip School District stakeholders to gather qualitative data about their fears. Then, I would address these fears one-by-one by providing knowledge and information to dispel unnecessary fears and to address necessary fears. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">How can you leverage peers who share similar beliefs and interests in applying changes in technology to their classroom or students' learning? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Kapp (n.d.) in the presentation Managing Change and Technology Adoption, stated that we need to leverage the informal learning quality that the Net Generation has including the problem-solving abilities, the confidence they have with technology tools, their tendency to go through a trial and error problem solving process, and their social behaviors. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Kapp (n.d.) constructs a case in favor of managing the change to accommodate the learning styles and the technologies of the Net Generation. <span style="display: block; margin: 0in 0in 0pt 0.5in; mso-layout-grid-align: none; mso-list: l1 level1 lfo1; text-indent: -0.25in;"><span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">What ways can you think of to help get peers out of the "Resistance" phase into the "Exploration" phase? <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As Kapp (n.d.) stated, resistance to change is a result of fear, lack of understanding, uncertainty as to advantages of the new, and lack of adequate professional development. The point he made about technology and change requiring more work is a difficult one to address in a unionized environment because the union will battle with administration about adding time and duties to the teachers’ workday. In a right-to-work state, this may not cause the resistance that we see in unionized environments. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Ways I can help peers move beyond the resistance begins with understanding where people are, having a clear vision of how technology tools can benefit our students and a vision of the required change to support these tools and share this vision with my peers. I can also create a tipping point by having those teachers who are using technology share with peers the positive points. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">As Kapp (n.d.) stated, involving the stakeholders is crucial. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">References <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Hopkins, G. (2005). Training teachers who are terrorized by technology. Education World. Retrieved from educationworld.com/a curr/currl76.shtml
 * < <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">4-a-2

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Kapp, K.M. (n.d.) Managing Change and Technology Adoption. Retrieved October 10, 2010 from http://breeze.bloomu.edu/change/ || Denise DF ||