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What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

# data[].attributes.body
What challenges did you notice?

What questions would you ask to help guide the conversation?

What would be a great focus for your work together in this scenario?

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Challenges

Scared of making a fool out of himself

Unwilling to take risks

Questions

Why about it scares you?

What is your end goal with the technology?

Would you be interested in observing another teacher using the technology 1st?

Focus

Exposure to various tech tools

How to use the tools

Risk taking

Coaching Role
Encouraging Sage: Get your staff member encouraged to try out their tech and acknowledge their successes

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Important concept taken from a session yesterday - The first contact with a tech-hesitant teacher MUST be a win. Don't risk using a new app or diving into a complex project. Do something that you can guarantee success or you may lose that person.

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Challenges

Consistency to stick with something for long-term use and deeper connection

Working too fast because of some unseen thinking that she's behind when she probably really isn't

Questions

You like this tool, so what does it look like in the classroom?

It might work for you, but does it work for the students?

How have you tried this long-term?

What made you switch or stop using it after successes or failures?

I would love to see how you've tried that last tool in practice. May I come and watch you and the tool in action?

Focus

When the scenario said "you do not have a sense of what instruction looks like in the classroom or how technology tools and strategies are being used," I felt the focus then becomes a step towards classroom observation to go beyond the chat, see what things look like in practice, provide clarifying feedback, and react with the bigger picture in mind from there.

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I talk with the teacher and find one thing they are having difficulty with and show them just how to tackle that particular problem. Once their comfort increases with that issue, they are more receptive to other tasks.

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Every school has these teachers...

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Challenges: focus on the newest, coolest toy/gadget without apparent thought about how it can best be used/if it should be used.
Questions I'd ask: what does the rubric you are evaluating with look like? How much of it focuses on tech skills/presentation and how much focuses on learning outcomes? Does rubric need to be revamped to evaluate the learning as opposed to the product created?
Focus: changing up how the work is assessed; maybe talk about collaboration to reduce number of projects to evaluate.

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The projects do not seem to be aligned to the outcomes of the formatives. Perhaps fewer projects and make the remaining ones deeper and better aligned. Questions would lead towards outcomes and the reasons for the projects, projects need to be a bit looser with rubrics...

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ignorance of value of tech
lack of intrinsic motivation

Questions:

What are some classroom routine you already  have?

What units and lessons are you currently working on?

Is there a stale activity you have that we could reinvent by leveraging technology?

Focus:

demonstrating the added value of technology and transformative impact

exposure to new technology tools

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One of the challenges of this scenario is that the teacher feels that they have a system that really works and they are content with how it works. The fact that they are excited about what you show them indicates that they are wanting to do something new but can't seem to let go of past practices.

I think in order to shift the focus of this conversation, I would need to focus their thoughts toward the content and activities they have planned in the next week and create a plan of implementation that has a deadline. There is nothing like a deadline to encourage people to act.

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singular focus, unable to see beyond that one tool
Questions:
Note that the person seems pretty comfortable using this tool and that it is meeting one particular need within the classroom.  Then shift the discussion to ask what other areas that focus can move on.  Knowledge of grade level assessment data (MAP scores for the grade level) or knowledge of curricular challenges can add to this the discussion.

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singular focus, unable to see beyond that one tool
Questions: I wou

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singular focus, unable to see beyond that one tool

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singular focus, unable to see

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singular focus, unable to see

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singular focus, unable to see

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singular focus,

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singular focus

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singular focus -

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singular focus -

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singular focus

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Challenges: not willing to take the risk to fail

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Challenges : wide focus with multiple areas of need; uncertainty regarding technology integration, is this what the teacher is looking for?

Questions: what are the desired outcomes of the lesson? What tools or methods did you already have in mind? Are you open to infusing technology tools?

Focus: backward chaining to design lessons based on defined outcomes

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We would talk to the teacher about his/her intended learning outcomes Helping students match the project and the tech tool

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Let the teacher be the guide.  I am sure the  tech might come up at some point in the planning, but it doesn't have to be about that to start.

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Let's take a look at your upcoming lesson plans / unit plans / curriculum and see what students will be doing next week...

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Great Ted Talk that shows how to refocus our thinking so we focus on the "WHY" - what do we want students to learn?  What is our purpose?

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How Great Leaders Inspire Action | Simon Sinek | TED

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If a reluctant tech user has expressed an interest in a particular tech tool or method -- ask more questions to understand where they are, what is motivating them, what they currently use, and what their goals are. Then support them according to their needs. Also consider what other individuals would be good thought and tech partners to connect them with? And finally, encourage them to play with whatever tool they're looking to use. We hardly ever learn a tool by going step-by-step through the manual and play is powerful learning!

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Learning First, Technology Second, Liz Kolb