2-5 Motivation to Collaborate

Not being the Technology Integrator for my building, but rather the person teachers come to with questions, I can attest to the fact that, “it doesn’t matter how much (or how little) technology a teacher  might be using in their classroom, what does matter is that they see you as approachable, dependable, collaborative, friendly, and above all, willing and able to support their needs,” (Cofino, 2009).  Last week, I was helping a sixth grade teacher (who has been teaching in our district since the year I was born) during a faculty meeting, and not only did he thank me then, he reiterated it later in the office, and again in a team meeting to his colleagues the next day.  Being nice, helpful, patient, and genuine can go a long way when working with struggling and often stubborn adults.

Kim Cofino also says that “successful collaboration with one classroom teacher begins to create a ripple effect among other teachers at the grade level...By sharing the results of quality collaboration more teachers may become interested, spreading the effects far and wide throughout the school, helping move the entire school community forward,” (Cofino, 2008).  In our district, the technology integrators started a new program last year for Technology Lead Learners.  Teachers in each building had to apply for this role, which provided us with an iPad for use in our classroom, but also put us in a role of liaison between classroom teachers and the Tech. Integrators.  Many teachers feel as though the integrators are out of touch because they aren’t in the classroom day in and day out.  This new program brings two groups together nicely.  Teachers who are intrinsically interested in technology and typically spend many hours dabbling in new ideas, meet once a month to discuss new discoveries, have an iPad to use in the classrooms, and share whatever they can with the colleagues.  I do all the same things I did, since teachers saw me as their initial resource anyway - but now I have an iPad and an official title.  Luckily, I jumped at the chance when I did, as they had hoped to add new teachers every year, but expanding the program was cut from the budget. 

Finally, “teachers say that more opportunities for collaboration with other teachers and greater access to technology and other instructional tools would significantly improve their ability to help diverse learners succeed,” (Staff and Wire Reports, 2011).  Technology integrators need to have a vast toolbox and allow teachers time to bounce ideas off of their colleagues as well as provide time to practice in order to feel comfortable using the technology and taking it back into their classroom.  Teachers need to become the learners and brainstorm with others as to how the technology weaves into a curriculum while not adding more to their plate.  Technology is not a panacea for education today, but rather a powerful tool that engages students while preparing them "for jobs and technologies that don’t yet exist . . . to solve problems we don’t even know are problems yet," (Fisch & MacLeod, 2007, p. 2).

References

Cofino, K. (2009, August 2). Lessons Learned: Tips for New Technology Facilitators [Blog post]. Retrieved from Always Learning website:  http://kimcofino.com/blog/2009/08/02/lessons-learned-tips-for-new-technology-facilitators/

Cofino, K. (2008, January 13). Work With the Willing: Moving Teachers into the 21st Century [Blog post]. Retrieved from Always Learning website: http://kimcofino.com/blog/2010/03/20/creating-a-culture-of-collaboration-through-technology-integration/ 

Fisch, K., & McLeod, S. (2007).  Text for did you know presentation. Retrieved July 21, 2013, from Shift Happens website:  http://shifthappens.wikispaces.com/file/view/Text%20of%20Did%20You%20Know%2020.pdf 

Staff and Wire Reports. (2011, March 23). Survey: Teachers want more access to technology, collaboration. Retrieved October 6, 2013, from eSchool News website: http://www.eschoolnews.com/2011/03/23/survey-teachers-want-more-access-to-technology-collaboration/