Documentos de Académico
Documentos de Profesional
Documentos de Cultura
Webspiration.com
Reality of School Structure
Wordle.net
School Structure and Technology
The current structure is simply not conducive for teachers
to select those tools which are best-suited for maximum
educational potential.
If teachers were not only more in control over curriculum
and instruction but also more in control of ways in which to
introduce and present technology in the classroom, there
would be more freedom to implement technology in more
relevant ways and opportunities to foster more meaningful
learning.
Organizational Culture
Shared values and basic underlying assumptions that
further shape thinking, learning and behavior in schools.
• Culture cannot be seen or described directly
• We can see organizational cultures through their effects
o Artifacts
o Values and Goals
o Processes, Products, and Behavior
• A school's "culture is a set of learned assumptions
based on a group's shared history that come to be
shared and unconscious" (Organizational Culture and
Leadership, 1992)
Understanding Organizational Culture is the first
step needed in order to make a change.
Culture exists at 3 levels How to make a change
1. Artifacts and Behaviors • In order to change the culture in
o These are your visible objects and a school system we must focus
structures on level 3 which essentially
2. Espoused Values effects all other levels
o stated preferences for behavior • This will be the most challenging
(mission statements, philosophies, area to change, but the most
goals, objectives)
effective where you will see
3. Basic Underlying Assumptions long- term change
o unconscious beliefs, perceptions, • These are the practices that are
thoughts and feelings engrained into our thoughts and
behaviors; unconscious
Organization Behavior
MENTAL MODELS / METAPHORS
Mental Models are deeply ingrained assumptions and generalizations, which
influence how individuals conceptualize the world around them, which in turn,
determines how they act.
If a teacher has an innate sense that technology is not a strength of
his/hers, then this will obviously effect the way he/she chooses to
incorporate technology within the classroom. If an administrator's initiative
encourages more frequent use, then this teacher may choose to incorporate
PowerPoint. However, has this teacher's apprehension and weakness cured?
What makes people behave in the way they do and how do we lead people to change
Organization Behavior
MOTIVATION:
• Behavior is goal-oriented.
• Behavior is often times subconsciously driven by motives such as needs, wants,
drives, and impulses.
• Therefore, to truly motivate students, we as educators must appeal to their goals
rather than our own.
•
ACHIEVING GOALS:
• As goals are met, new goals take their place.
• When satisfaction of a goal is blocked, coping behaviors are established to
maintain equilibrium and assist in achieving the goal.
• Failure to satisfy goal can result in cognitive dissonance whereby irrational coping
behaviors are implemented to help resolve conflict. (e.g., students convincing
themselves that concepts are unimportant when they struggle to grasp a concept;
teachers may convince themselves that technology does not have a place in the
classroom, not based on valid proof but rather from an inherent fear of
incorporating it)
Organization Behavior
LEADERSHIP: increase rather than decrease motivation
Effective leaders motivate by:
• providing an atmosphere conducive to achieving one’s goals
• addressing individual goals that are important and relevant to the learner
• supplying multiple opportunities to achieve one’s goals
• ensuring relatively high expectancy of success
• offering praise for a job well done
• supplying support and encouragement rather than threats or punishment
• recognizing that motivators may continually change
Maslow’s Theory of Self-Actualization
Systems Thinking
Concept Maps
Graphically illustrate
relationships between ideas
• brainstorm ideas
• organize information
• identify connections and
relationships
Social and Learning Theory
The Bottom Line Is That Technology Matters
Why do we need technology?
Piaget would say that Learning is Constructed
Technology Affords Students the tools to do just that!
How do we change attitudes toward Technology?
The key to changing one's attitudes toward
technology is to tap into one's inherent motivations. Once
individuals see how technology can benefit their practices,
it becomes the driving force to implementing various facets
of technology.
Systems Thinking in Action