Below are Ely's (1999) eight conditions and how they are or are not being followed and why it effects Webster's ability to properly integrate the Smart boards into the classroom:
- Dissatisfaction with the status quo: The newly hired Superintendent wanted Webster to move into the 21st Century with it's educational procedures so that the school can better prepare the students for working in the current and ever changing job market. This led to a use of a grant and purchase of Smartboards for all high school classrooms.
- Sufficient knowledge and skills: Teachers in the secondary grade level are NOT properly trained at using the new technology. However, the purchase of the Smartboards was also supposed to come with training by the company. This has not been done as of today. Some of the teacher's boards aren't even installed properly and therefore they can't even try and teach themselves the necessary skills for implementation.
- Availability of resources: Boards are provided in each rooms of teachers in the secondary grade level.
- Availability of time: With furlow days being something that all school systems are having to deal with, professional development has been cut to a bare minimum. This also means time allotted during the day for teachers to be trained by a fellow staff member who may have enough of the skills and knowledge to aid others in learning how to implement the boards into their lessons.
- Reward or incentives: To date, I have not seen the use of rewards for encouraging teachers to take their own time to implement the new technology into their classrooms. I still see where the standards based classroom layout is being forced on teachers with no use of incentive. I wouldn't think that the implementation of technology would be done any different.
- Participation: Some teachers are asked their input on ideas and uses for the new technologies, but then the participation concept is forgotten and done by the administrator's way with know sign or hint of the suggestions brought forth by the teachers who will have to actually use the technology in their classrooms and their lessons.
- Commitment: The teaching staff is eager to use the new technology and has pledged the time it will take to learn the uses, but it now seems that other tasks take precedent over the implementation of the new technology. It seems that the commitment of the teachers isn't enough to encourage the training needed before the second half of the year approaches.
- Leadership: The leadership qualities and characteristics of the administration isn't being called into scrutiny. Many of the teachers support and appreciate the support shown by the administration. What seems to be the case is that the admin are having to "put out so many fires" left from the last administration that they can't turn their focus to their own.
Ely, D. P. (1990). Conditions that facilitate the implementation of educational technology innovations. Journal of Research on Computing in Education, 23 (2), 298-305.
Ely, D. P. (1999). New perspectives on the implementation of educational technology innovation.