Implementation Dip #EDUC5105

For my “diffusion of tech” course we were asked to watch the video embedded below about the implementation dip and then comment on a personal example of a time when this has happened.

The very first thing that came to my mind was this semesters science class. This was my first semester back after many years out of the classroom doing a variety of other roles. Going back, I (being the geek that I am) after having about 5 years to percolate, had lots of great ideas.. haha. During the first three weeks my class was almost paperless, even though I wasn’t functioning in a 1:1 device:student environment. Students worked in groups a lot, they directed their own learning, responded in video, written and audio formats. They used iPads, iPods, iPhones, Playbooks, blackberries, pc computers, netbooks, android tablets and phones, livescribe pens and school computers. During this first three weeks, class was INSANE. The nice, productive, supportive environments I used to have in my classrooms years ago was gone. It was chaos at times. It was definitely productive and students certainly learned, but my ability to focus every single student dipped for a few weeks while we learned the ins and outs of different tools. After that initial three-weeks, things got sorted out, routines were set in place, relationships were built and everything got back on track. But, most certainly, that first three-weeks was chaotic to say the least.

Have you ever experienced a dip in implementation when starting the use of a new tool? Did you start using the tool with a specific outcome in mind?

2 Replies to “Implementation Dip #EDUC5105”

  1. Ahhhhh… my appologies. Going paperless was not an objective in itself, but a byproduct. My reasons for using various technologies are numerous. Each time I use a tool, I select it for different reasons (which is a goal I have for my students by the end of the course as well, choosing the right tools for the job).
    Reasons for using different technologies include:
    – to allow students to direct their own learning and take more responsibility. Sometimes this is through problem-based learning, at other times it is simply to choose the methods of learning that work best for them (reading text, talking it through with a partner, hearing it in audio form, watching a video, etc.).
    – to encourage the development of collaboration and communication skills, which in turn facilitate the learning
    – to allow me to focus on the critical thinking skills opposed to simple knowledge and understanding. Comparing things, analyzing things, assessing and responding, forming opinions and then communicating and discussing those opinions.

    In terms of the implementation dip, the first three weeks were chaotic with more “mundane” questions as we adjusted to the new ways of doing things. As the students got comfortable with the tools that ultimately would allows them to do the things I wished for them, they were stuck asking questions like “how do I do this?”. The frustration as they learned to problem solve using the tech was apparent every day for a while. But, now I have kids coming up with very creative ways and ideas on how to demonstrate their knowledge. Its great. Just seemed to go backwards as first for a bit – they required more hand holding at first.

    Thanks for helping me clarify that.

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