Final Reflections
In working towards an understanding of how a tech steward can impact the spread of curricular integration of technologies in my work community I find that my self and my community has continued to transform. The idea that any of us stay the same is a folly as our experiences shape our perceptions; reflecting on our actions for a sustained period of time provides a magnified look at the ways in which we have changed.
Through my action research I have grown acutely aware of the need to understand the individual teaching and technology pedagogies that inhabit my workplace. Without a nuanced understanding of the varied personalities and perspectives that make up a learning community, a tech steward wears a blindfold. By focusing on relationship and trust building with individuals, a steward learns where to focus their energies. Obstacles and ideas that cause concern can be addressed while projects that are met with excitement can be refined, shared, and highlighted.
When engaged in research at such a close and personal level it’s tempting for me to come away with the notion that my insights into effective activities for an integrationist are obvious. The idea that an integrationist can be more effective by offering personalized support to teachers than by simply putting together a generic package of tech tools is not surprising, but to gather data in support of this idea forces the realization that this strategy runs counteractive to many of the technology decisions made at my school.
My work environment has often made technology-purchasing decisions with input from some teachers but without the ability to personalize these acquisitions for all teachers. This has led to unused technology purchases and reluctance to further support teachers who don’t use what they already have. The tool is what has mediated a relationship with faculty rather than a person. By partnering with faculty, the choice of tool is drawn from the bottom-up bringing with it mutual respect and a natural buy-in to its use.
I have learned the importance of connecting the circles of activity on campus: by acting as a conduit for the sharing of ideas, all circles grow a little bigger and have their voices amplified. Giving teachers new found time by offering demonstrations, carefully curating thoughtful suggestions, and creating or providing documentation of successful strategies are pieces of my collection of tools that will certainly continue with my work.
Being encouraged to adopt a leadership role in an area that I had been interested in, though removed from, has transformed my self-awareness of the traits, skills, and passion with which I can continue to approach this type of work. At the start of this academic year I may have been able to identify our pattern of acquisition without implementation, but through this action research project I am now able to see my ability to try out new methods in a purposeful way that brings my community in closer alignment with my own values. This idea is at the heart of action research, and by being able to see myself succeed (and falter) in this role gives me a new way to interact and communicate with my coworkers. Rather than simply being able to identify problems that are beyond the historic and established role of the Tech department, I’m now able to work with my colleagues in trying out new approaches that may yield a different result.
Through my action research I have grown acutely aware of the need to understand the individual teaching and technology pedagogies that inhabit my workplace. Without a nuanced understanding of the varied personalities and perspectives that make up a learning community, a tech steward wears a blindfold. By focusing on relationship and trust building with individuals, a steward learns where to focus their energies. Obstacles and ideas that cause concern can be addressed while projects that are met with excitement can be refined, shared, and highlighted.
When engaged in research at such a close and personal level it’s tempting for me to come away with the notion that my insights into effective activities for an integrationist are obvious. The idea that an integrationist can be more effective by offering personalized support to teachers than by simply putting together a generic package of tech tools is not surprising, but to gather data in support of this idea forces the realization that this strategy runs counteractive to many of the technology decisions made at my school.
My work environment has often made technology-purchasing decisions with input from some teachers but without the ability to personalize these acquisitions for all teachers. This has led to unused technology purchases and reluctance to further support teachers who don’t use what they already have. The tool is what has mediated a relationship with faculty rather than a person. By partnering with faculty, the choice of tool is drawn from the bottom-up bringing with it mutual respect and a natural buy-in to its use.
I have learned the importance of connecting the circles of activity on campus: by acting as a conduit for the sharing of ideas, all circles grow a little bigger and have their voices amplified. Giving teachers new found time by offering demonstrations, carefully curating thoughtful suggestions, and creating or providing documentation of successful strategies are pieces of my collection of tools that will certainly continue with my work.
Being encouraged to adopt a leadership role in an area that I had been interested in, though removed from, has transformed my self-awareness of the traits, skills, and passion with which I can continue to approach this type of work. At the start of this academic year I may have been able to identify our pattern of acquisition without implementation, but through this action research project I am now able to see my ability to try out new methods in a purposeful way that brings my community in closer alignment with my own values. This idea is at the heart of action research, and by being able to see myself succeed (and falter) in this role gives me a new way to interact and communicate with my coworkers. Rather than simply being able to identify problems that are beyond the historic and established role of the Tech department, I’m now able to work with my colleagues in trying out new approaches that may yield a different result.
Reception of Innovative Technnology in the Classroom: Curating Ideas Through Action Research
David Levin
Pepperdine University Learning Technologies Cadre 15
David Levin
Pepperdine University Learning Technologies Cadre 15