placed on the teachers since they are the facilitator of change and will have

Placed on the teachers since they are the facilitator

This preview shows page 9 - 12 out of 12 pages.

placed on the teachers since they are the facilitator of change and will have the largest impact on the students. When teachers are empowered with the tools necessary to bring about change in the classroom we will see the shift from teacher-centered learning to student-centered learning. Teachers need to have a feeling of confidence that even though they are shifting some of the responsibility of learning over to the student they will still maintain control of their classroom. As an educator who introduces new technology to faculty I have found that teachers do not have extra time to investigate how the technology should work. They are looking for hardware and software that has already been vetted and is ready to implement. When there is an extensive learning curve the probability that the faculty member will use the technology is shortened. In conclusion, teachers are individuals who come from all walks of life; they have spent the last four or five years in college learning their subject matter. They receive the tools to teach, however it is not until they enter into a real life teaching situation that they
Image of page 9
Application of Theory to Leading Innovation and Implementing Change 10 have an understanding of the impact their skills will have on their students. Professional Learning Communities are a good tool to have available for all teachers. As stated earlier, PLCs are an excellent way for teachers to acquire new curriculum content, learn about new pedagogical ideas, and collaborate with other teachers. In order for change to take place in the school system all parties involved should have an understanding that the change is for the betterment of the school as a whole, the teachers, and the students. If change is not implemented at some point the school system will begin the process of attrition. School districts should always be on the lookout for ambitious, talented teachers who are seeking professional growth but feel ambivalent about leaving the classroom (Coggins and McGovern, 2014, p. 18).
Image of page 10
Application of Theory to Leading Innovation and Implementing Change 11 References Beabout, B. R. (2012). Turbulence, Perturbance, and Educational Change. Complicity: An International Journal of Complexity and Education , 9(2), 15-29. Brown, J., & Sheppard, B. (2014). Leadership for a new vision of public school classrooms. Journal of Educational Administration , 52(1) , 84-96. Coggins, C., & McGovern, K. (2014, April). Five goals for teacher leadership. Kappan, 95(7) , 15-21. Danielson, C. (3006). Teacher leadership that strengthens professional practice. Alexandria , VA: ASCD. Evans, R. (1996). The human side of school change . San Francisco: Jossey-Bass Griffiths, D., & Goddard, T. (2015). An explanatory framework for understanding teacher’s resistance to adopting educational technology. Kybernetes , 44(8), 1240-1250. Retrieved %2F1733937311%3Faccou Halla, k. (2015). Deeper Learning Through Technology: Using the Cloud to Individualize Instruction (pp. 21-41). Thousand Oakes, CA: Corwin.
Image of page 11
Image of page 12

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture

  • Left Quote Icon

    Student Picture