Keys to a Technological Transition in Education | WowEssays Research

    Vicki Matta

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    Keys to a Technological Transition in Education

    How many times, as educational leaders, have we found ourselves introducing a new system, a change in curriculum, a new technology, or new materials? And how many times later have we realized that the expected impacts of this technological transition are not being generated? 

    When choosing a new educational platform (LMS), or a new virtual learning environment, the implementation phase is often a challenge. Not only from the operational point of view but also from the point of view of the paradigm change. 

    You will agree with me that, in many cases, talking about technologies in the educational world was almost a sin until not so long ago. The most profound feelings of our teams resisted the idea itself. 

    Here, my dear fellow leaders, is the great paradox to take advantage of: nobody resists the new technologies anymore because for several months they had to immerse themselves in them, to discover them, in their lights and shadows, to take the best of them.  

    Then, it will be up to educational leaders with heart and soul to strategically plan these implementations so that they are facilitators, not obstacles; vehicles, not hindrances; generating spaces, not restrictive airs. Here are some ideas by wowessays writers to make the technological transition easier. 

    1. Focus on the future, but inhabit the present

    Our role as educational leaders is to set directions, be a beacon of law, and empower our teams. But this must always happen from the reality of our classrooms, our present existence.  

    There is no point in replicating first-world educational models in environments where we know we are far from reaching those standards: we will be wasting the opportunity for actual profound change anchored in our classrooms' real lives. 

    Beware of the altitude syndrome! We leaders are often accused of being too focused on strategies and losing touch with the daily struggles of our teams. Let's use this educational technology transition with a clear message of moving forward into a future but clearly understanding the challenges our teachers will face every day as we implement it.

    2. Be explicit, assertive, clear, and repetitive.  

    Leader's altitude syndrome often makes us assume that our teams are "inside" our heads and that, therefore, everyone will understand our decisions from that place. 

    The bad news of the day is: there is no one inside our heads but ourselves! The challenge then is to be highly explicit in the WHY and WH for incorporating this technology. 

    Share what led us to choose it, the horizon, and the deep motives that moved our decision. Let's socialize knowledge and information, which we hope will happen in our classrooms. Every staff meeting and meeting with our teachers is an opportunity to share all the necessary information regarding the technological transition. 

    3. Delivering advantages and solutions, admitting the challenges

    Throughout the process of technological transition, we must be managers of the team's hopes. We know that these implementations, in the first instance, require hours invested in training, trial and error, that our teachers and groups get out of their comfort zone.

    So let's encourage them! Let's help them remember the purpose of the change, how it will improve their lives once they become familiar with the technology. Let's be aware of the challenges, but always with an eye toward active hope. We can't do it alone! Nor should we. Here comes the next point. 

    4. Managing communities of mutual support

    In times of distributed leadership, we are no longer alone as leaders. We can create and design strategies of mutual support that do not constantly go through us, is a great example of what is called "swarm leadership" or collective intelligence: 

    • Pedagogical peers are helping each other. 
    • Mentoring among three or four teachers 
    • Circles of support 

    Managing these mutual help communities generates faster and more decentralized solutions and conveys trust, a sense of collaboration, and belonging in our teams.

    5. Train, train, and train

    Nothing gives us security with new technologies except our own experience and familiarity with them. As leaders, we create long-term training and support plans, repeating movement as many times as necessary. 

    We know that, from the Neurosciences, we learn best by doing. Nothing more applicable to new technologies, which can be simple, functional, and friendly, once we understand and apply them.  

    Remember: training new habits requires practice, practice, and more practice. Our teams will need time for this. Let's consider this factor in planning, training, and training spaces, and above all, in how much we will be demanding from our teams in these periods of technological transition. Their time remains the same!