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To identify alternatives for a strategy, one must analyze the current state of things and develop a process that would lead to the desired outcome. The policy in question is the emerging technology application by teachers, which leads to misunderstandings because they do not know how to integrate it in their classes and feel pressure from the administration. The outcome of the policy alternative is the mitigation of this adverse effect and efficient application of technology advancements in a school setting. This paper aims to offer three alternative policies that would address the issue of emerging technology application in educational establishments.
Alternatives
The first strategy is to create a learning course for teachers which they can take before the beginning of a semester. Early introduced training program can minimize the fears that teachers can have regarding the problem (Fives, Gill, 2015) The lessons should include valuable information and practical advice on the technology in student’s education. The goal of this alternative is to raise the confidence of teachers in regards to technology, which would address the critical issue of the existing policy – insufficient application. According to Lynch (2017), a recommendation for this alternative would be to acquire “patience, professional trainers, and … one on one attention” (para. 10). The process should be designed to provide an adequate timeframe for people to adjust and understand specific programs.
The second strategy is to employ a technology specialist that would assist teachers when they need it. This alternative would target specifically those individuals who are unfamiliar with computers, smartphones, or tablets. This plan would address the problem of technology application of particular individuals, while not engaging those who already have the necessary skills. According to Yilmaz (2016), recommendation for this ongoing support should focus on “establishing an atmosphere of trust and mutual respect among staff; consistently enforcing the school rules for students to maintain a safe and disciplined environment; and making a conscious effort to support teachers” (p. 150). It would ensure that the misunderstanding aspect of the issue is minimized.
The final strategy is aimed at incentivizing teachers to self-educate on the topic of technology use. The aspect would require a specific bonus that would be given to an individual. This plan would encourage learning for teachers, which would ensure that they are familiar with different approaches to technology and can learn new skills. According to Albion, Tondeur, Forkosh-Baruch, and Peeraer (2015), one of the approaches to enhancing technology confidence of teachers are based on professional development programs. The process will include an award a teacher can receive for the most creative integration of technology into teaching.
To choose one of the offered options one should create a scorecard in the form of a matrix which can help evaluate each alternative. Basic descriptions and types of mechanisms employed should be included in the analysis (Alexander, 2013). In addition, cost and feasibility of each approach should be weighted in this analysis. The plan will ensure that each component of the alternative options is considered and weighted, which will help determine the most effective strategy.
Conclusion
Overall, three alternative policies for emerging technology usage were proposed in this paper. Those are a development of teaching strategy, employing a technology specialist that would provide ongoing support, and establishing a program that would encourage self-learning for teachers. The mentioned strategies would ensure that misunderstanding between teachers and administration is minimized. Additionally, they would help mitigate the current fears associated with emerging technology application.
References
Albion, P., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20(4), 655-673. Web.
Alexander, N. A. (2013). Policy analysis for educational leaders: A step-by-step approach. Boston, MA: Pearson.
Fives, H., & Gill, M. G. (2015). International Handbook of Research on Teachers’ Beliefs. New York, NY: Routledge.
Lynch, M. (2017). Helping teachers use technology and technology experts teach. The Tech Advocate. Web.
Yilmaz, A. (2016). Teacher perception of administrative support in urban charter schools. Web.
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