Table Of ContentMaking Technology
Work in Schools
Making Technology Work in Schools is an easy-to-use guide for transform-
ing your school into a learner-centered, tech-rich environment. School sys-
tems are increasingly adopting ambitious new educational technologies,
but how do you make sure they are yielding effective teaching and learning
experiences? The authors’ proven, intuitive practices speak directly to aca-
demic coaches, school technology leads, district technology directors, and
teachers on special assignment who are responsible for introducing new
tools and programs. After reading this book, you will be able to better pre-
pare the educators you serve to empower their learners, whether digitally
savvy or not, to be engaged, collaborative, and better prepared for college
and careers.
Timothy D. Green is Professor of Educational Technology and Teacher
Education and former Director of Distance Education at California State
University, Fullerton, CA, USA.
Loretta C. Donovan is Professor of Educational Technology and Co-Director
of the MS in Educational Technology at California State University, Fullerton,
CA, USA.
Jody Peerless Green is a teacher on special assignment (TOSA) as an
Academic Coach focusing on Educational Technology at La Habra City
School District, Orange County, CA, USA.
Other Eye On Education Books Available from Routledge
(www.routledge.com/eyeoneducation)
Integrating Computer Science Across the Core:
Strategies for K-12 Districts
Tom Liam Lynch, Gerald Ardito, and Pam Amendola
Reinventing Crediting for Competency-Based Education:
The Mastery Transcript Consortium Model and Beyond
Jonathan E. Martin
Tech Request: A Guide for Coaching
Educators in the Digital World
Emily L. Davis and Brad Currie
Coding as a Playground: Programming and
Computational Thinking in the Early Childhood Classroom
Marina Umaschi Bers
Universal Design for Learning in the Early Childhood Classroom:
Teaching Children of all Languages, Cultures, and Abilities, Birth – 8 Years
Pamela Brillante and Karen Nemeth
Intentional Innovation: How to Guide Risk-Taking,
Build Creative Capacity, and Lead Change
A. J. Juliani
7 Steps to Sharing Your School’s Story on Social Media
Jason Kotch and Edward Cosentino
Making Technology
Work in Schools
How PK-12 Educators Can Foster
Digital-Age Learning
Timothy D. Green,
Loretta C. Donovan,
and Jody Peerless Green
First published 2020
by Routledge
52 Vanderbilt Avenue, New York, NY 10017
and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2020 Taylor & Francis
The right of Timothy D. Green, Loretta C. Donovan, and Jody Peerless Green to
be identifed as authors of this work has been asserted by them in accordance
with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or
utilised in any form or by any electronic, mechanical, or other means, now
known or hereafter invented, including photocopying and recording, or in
any information storage or retrieval system, without permission in writing
from the publishers.
Trademark notice: Product or corporate names may be trademarks or
registered trademarks, and are used only for identifcation and explanation
without intent to infringe.
Library of Congress Cataloging-in-Publication Data
A catalog record for this title has been requested
ISBN: 978-0-367-02569-4 (hbk)
ISBN: 978-0-367-02570-0 (pbk)
ISBN: 978-0-429-39895-7 (ebk)
Typeset in Optima
by Cenveo® Publisher Services
As trite as it may sound, we dedicate this book to all of the change agents
and learners we have worked with over the years. Each has helped shaped
who we are and the work we do.
Thank you to my family for being supportive and understanding when I
sequestered myself many times to work on this book.
— Tim
There are people who have supported and encouraged me through this
book and long before. You know who you are. Thank you!
— Loretta
To my family: your unwavering support and love has been critical throughout
this process. I can’t thank you enough. I love you!
— Jody
Contents
Foreword ix
Preface xi
Acknowledgments xx
PART I: THE WHY OF EDUCATIONAL CHANGE AND
INNOVATION ADOPTION 1
1. Focusing on the Why 5
2. The Why of Educational Change and Innovation Adoption 8
3. A Primer on Educational Change 11
4. Talking the Talk of Educational Change 16
5. Different Perspectives on Change 25
PART II: THE HOW OF EDUCATIONAL CHANGE AND
INNOVATION ADOPTION: LEARNERS,
TECHNOLOGY, AND INSTRUCTIONAL PRACTICES 35
6. An Ecological Perspective on Teaching and Learning 41
7. Teacher Self-Effcacy and Collective Teacher Effcacy 43
8. The iMakers 49
9. Digital Technology 59
10. Instructional Practices 89
vii
Contents
PART III: THE WHAT OF EDUCATIONAL CHANGE AND
INNOVATION ADOPTION: THE PURPOSE
FRAMEWORK 103
11. An Overview of the PURPOSE Framework 107
12. Phase One: Planning 109
13. Phase Two: Understanding 121
14. Phase Three: Researching 133
15. Phase Four: Preparing 140
16. Phase Five: Operationalizing 159
17. Phase Six: Sustaining 167
18. Phase Seven: Evaluating 174
References 180
viii
Foreword
Understandable, Easy to Read, and Useable
We know well that creating/identifying promising programs, processes,
and practices that could make a difference is easy. There is a plethora
of innovations to select from. It’s the next phase that is very challenging.
Implementing a selected program, process, or product is not easy. It takes
time, new learning and engaged leadership. There will be “potholes”
along the way and the promised outcomes may be slow to materialize.
Accomplishing the third phase of a change process, sustaining, is seldom
systematically planned for, supported, or accomplished.
The track record of achieving successful change with digital inno-
vations most certainly is mixed. Whether it be the introduction of the
radio in the “old days,” PCs, the web, or social media apps, the extent
of implementation ranges widely. There always are wide variations in the
“confgurations” that are implemented. There also are wide variations in
the competence of the users.
One additional challenge with digital innovations is that the inno-
vation itself is constantly changing. The refnements, adaptations, add-
ons, and deletions come along rapidly. Any set defnition for Fidelity of
Implementation is likely to have a very short half-life. The constantly evolv-
ing meaning of full implementation raises additional concerns for imple-
menters and for change facilitators. “How can we know for sure when It is
fully implemented?”
In other words, from a change science perspective, facilitating imple-
mentation of digital innovations presents unique opportunities and chal-
lenges. Too often the technology expert delivers the new “box,” and
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