3 Step Change

Create a short blog entry describing a time that you have either led or were led through a 3-Step Change Process (Unfreeze – Change – Refreeze). Consider how you felt during each step, any barriers you experienced and your thoughts on the fina outcome

I think I will talk about getting in shape for my wedding.

When I got engaged I knew I wanted to slim down before looking for wedding dresses. Because I wanted to look and feel good at my wedding, and was already tired of feeling out of shape, the factors for change outweighed the factors preventing change. The wedding provided a deadline which served as motivation.

In my example the transition phase included finding and implementing fitness and meal plans. I decided to use MyFitnessPal, a website that tracks nutritional intake and exercise to help maintain weightloss and reach goals. The process of transition included changes in shopping, cooking, eating, and scheduling. I had to buy healthier food, find and use healthier recipes, and make time for meal planning, cooking, and exercising.

Because I was engaged for a year and a half, I had time to get used to the change. The eating and exercise became habit and it was no longer the active process it was in the transition phase (where there was still a lot of trial and error).

Because I was very motivated and the change was a positive one, the process was enjoyable. Eating better and exercising have a positive emotional effect, so there was no negative feelings about or during the change. I found that after removing unhealthy foods from my diet and getting into an exercise routine, there were few barriers even when considering food temptation or time constraints. I was happy with the final outcome though after the weeding (for a variety of reasons) the change did not stick. I didn’t go back to my previous habits, but I did not continue to be as committed as I was working under a deadline toward a specific goal.


Personal Assessment of Adoption

Because I am an occasional teacher I don’t have a large professional canvas for technology use. I use school computers to check email, and SmartBoards to post my name and the daily schedule/work for students in classrooms that don’t have usable chalkboard space. I also need to check assignment details for supply work where and whenever I am when I get called. Typically I access technology in the workplace for personal use, especially for completing Masters, Human Resources, and Additional Qualification course work. I also keep in touch with my husband throughout the day to schedule and soon to alert him when I go into labor!

Because these are my main uses, my goal in “adoption” of technology is to move toward universal and mobile access to information that I use on a daily basis. This includes lists, calendars, contact information, internet, blackboard, adobe connect, email, social media, and text messaging, also work assignments and directions. I am tired of finding myself stranded without access to information I need, and wasting my time which is extremely valuable.

As a late majority adopter I have slowly explored apps that allow me to move from ipad to blackberry to laptop to networked school computers without having to upload documents and information to email and sending it to myself. I have adopted some “cloud” technology and use applications more fully (i.e. sending text from apps to other apps without copy/paste). My recent switch to a smartphone has been vital to this change enabling me to be more mobile because it gives me internet access on the go, providing a sort of bridge between computer and ipad. Some technology I have adopted include Dropbox and Adobe Reader to open documents while connected to the internet so I can read them later offline; Offline Reader which lets me view websites offline;  Blackboard mobile for course work; Course Smart for etextbooks; WordPress App to compose blogs offline, post online later to name a few. My biggest problem is that not all my devices let me access the internet.

Concerns Based Adoption Model (CBAM)

CBAM is a framework that deals with teachers and their concerns throughout the change process. Though the change I am experiencing is implemented by me for my own purpose rather than as part of a wider professional change, the model is applicable.

In terms of the Stage of Concern, I suppose I am at the Consequence stage. I am aware of at least some potential uses of my mobile technology. I have applied some of the information and found it successful which makes me want to learn more. I find it frustrating when I am still not able to achieve the freedom and fluidity I am personally looking for which is so far how the use is affecting me. Due to the quick/simple nature of mobile technology it is not usually time consuming to learn how to complete certain tasks. Most of my learning is informal and management or planning isn’t really required to use the technology once I understand its application.

The consequence stage has me wanting to refine my use my mobile technology to reach a more effortless level. I want to be able to seamlessly access the information when I need it without ever getting stuck. For example, some schools in my board do not have wifi. When I work in one of them and have a prep period I am forced to find a desktop computer to log into which takes time (15 minutes to load!) and is sometimes impossible. In a situation where I need to double check the lesson plans that were sent to me via SmartFind (our automated dispatch system) I just can’t do it. It is also not convenient to recall log in information for all the different platforms, emails, programs, apps etc. that I use.

As per CBAM levels of use, I fit in between refinement and renewal because I am still making changes to improve, making deliberate efforts to “coordinate (i.e. asking peers, researching) but what I am seeking is renewal, more effective alternatives.


My mobile devices do simple substitutions (i.e. to do lists, phone calls), and augmentation, and I believe I have reached the modification level. I want to redefine my use.

Targets, Rationale, Motivators

I am seeking redefinition or renewal- a new way to complete my work that avoids the barriers annoyances of the old way (logging in, internet access, application compatibility). Though a late majority adopter, I am at the confirmation stage of the adoption process, but need to find a way to use the technology more effectively. My goal is open access and a better management system of personal information with minimal nuisance (no more looking up passwords, copy/past).  My reason for wanting this is to streamline and simplify my life and work so I can do more in less time, or from Ely’s conditions, dissatisfaction with the status quo. I no longer have the patience or the time to waste doing things the old slow way. With technology I am able to take on more (three jobs, tons of courses and classes, and a baby) but only if I use it beyond a substitution level, which effectively creates more hours in the day.


As I reflect ton why I have not been able to reach my goal, I wonder if the problem is me, or the technology. I have a lot to learn and could probably make some simple changes to improve my results but I don’t know what they are! On the other hand, maybe some options are not yet available, so the type of access I want is still not possible. In either case, below is a list of obvious inhibitors.

Cost – If I could keep up to date or replace all my devices I would have better compatibility, constant wireless access on each device.

Time – If I had more time I would do more research and experiment to find more solutions, collaborate, ask questions etc.

Tech Issues – Incompatible operating systems, different platforms, some sites not supported on iPad  and Blackberry. Specifically my blackberry doesn’t like the school wifi and Blackboard app doesn’t work properly. SmartFindExpress app is only for iPhone, TVDSB First Class does not work on ipad, but don’t know how to sign into Frist Class app and connect to correct server, just to name a few.

Because my mind is on Ely’s Conditions of Change for my upcoming presentation, I wanted to note that all eight conditions seem to be lacking in one way or another and it seems to me that there is a tipping point for each, offering an explanation for why I am not at my goal level.

I do have sufficient knowledge and skill to a certain point, but then I need help. Resources are available, but I don’t know where to look for them. I have incentive to make the changes and adopt the technology, but not enough to actually call the school board tech department and deal with the wifi and email issue. So my last inhibitor is…









SAMR Model

I have previously studied the SAMR model and found it an interesting approach to technology adoption when applied to education. In my previous experience with the model we spent time understanding it rather than analyzing it critically. Having now had some time to sit with the model I have questions about it that I hope to briefly address here.

To prepare for this post I googled “SAMR model” and looked at the image results. Along with the picture tweeted by our presenters, the image results all contained the four stages which are Substitution, Augmentation, Modification, Redefinition. Additionally, some images have added examples for each level of technology integration. Because I find redefinition the most problematic, i will only include these examples in my discussion. Some examples of redefinition are familiar from my previous study and some are new to me. The ones I will discuss are below.
“Tools for visualization of narrative and structural aspects of the text”
“Integrated with work group and content management software”
“Writing becomes a multimedia project with hyperlinked choices for the reader and retaining social aspect of the text”
“Skype with experts, compare and combine results via wikis and blogs, publish world wide online”

The definition for redefinition from the SAMR model is “tech allows for the creation of new tasks, previously inconceivable”

Looking at these examples, I find myself asking if these tasks were previously inconceivable or even impossible without technology? Can we not visualize aspects of the text in our heads? Maybe new technology makes it more convenient to communicate information, but narrative and structural aspects of text existed before computers whether they were visual or not. Group work and content management software are helpful and certainly more convenient, but are they not still modelled on the processes we used previous to the creation of the software? Speaking with experts may be less likely without the Internet, and comparing/combining results a more tedious process, but are books and articles not published world wide? I see that more people have more access, but is this not what I did in my undergrad when a group of students sat with a professor and discussed a piece of literature?

Maybe I am the part of the model that is not working by failing to see what is actually new and what is not. Possibly because my life is steeped in technology (and has been for some time) I don’t think of these tasks as a redefinition of learning but rather as part of learning. However, I am reminded of my last class with Francois, my first class in the M.Ed program where he continually asked us to try and figure out what is better about learning online. What can we do with this technology that is better than what we had before, what has been redefined? We struggled to first comprehend the question and then to find any solutions. Usually online learning attempts to imitate in-person learning and success is measured by how much the online environment feels like the in-class one. Most improvements would fall under the first three levels of the model: i.e. faster, easier access to information, less need to travel etc. Now I feel like I am meeting with the same problem once again. How can we think of something inconceivable? When we create the technology how can we use it to go beyond our own imaginations? I mean, I suppose I see some value in a model that makes us aware of the way we are currently using technology in our practice, and prompts us to enhance our technology integration, but I find the model lacking in that it doesn’t and of course, can’t, show us how to reach a redefinition stage.

Images can be found here:

typewriter example

Shakespeare example




When I initially began reading about the Concerns Based Adoption Model (CBAM) I had trouble pinning down what it actually was. I will say that I am still not super confident, but in reading multiple resources dedicated to its use I recognize some aspects of it from my own experiences. 
Though not specifically technology related, as an occasional teacher my job is always changing. When I get a new LTO, or long term occasional contract, I usually have to learn a new grade or subject, or in the least a new school, staff, and students. Speaking just about curriculum, when I start in a new grade or subject my questions evolve as outlined in the CBAM: initially I have to figure out what I am required to teach, figure out how to organize myself and use the information (or rather teach it), and finally consider the impact on students. The model also notes that change takes years! This is a major concern as an occasional teacher and severely inhibits the success of the experienced change: how can I reflect and improve on my teaching when I constantly exist in the early and task-oriented stage of questioning? Even if I do get a chance to ask about impact there is no way to apply the new learning because I am off to a different grade, subject, or school where things are inevitable different. 
As I read further about CBAM I wonder if we are applying the model to our own professional learning, or our teaching practice. For this topic I might have to write a follow up after tonight’s class for a more insightful post! 

Implementation Dip

Response to video http://www.youtube.com/watch?v=NkMStPbCHaY&feature=youtu.be

I have had a cell phone for years on a family plan with my mother (I am 27years old now and have not lived at home for years), but the hassle and cost of transferring the contract into my name, and my fear of losing my well-loved phone number has prevented me from making the switch. Because my contract came up for renewal in January I was forced to make the leap and get my own contract (well, I join my husband’s). Because my original cell phone was over 6 years old, and –gasp- not a smart phone OR a touch screen (a fact that I has been a joke to many), I was forced to get a new phone along with the new contract because you can’t even get a plan without data these days. Long story short, I got a Blackberry with a touchscreen AND a key board (because I refused to lose the convenience of the key pad of my old LG) but I am awful at using it. It takes at least twice as long to text as it used to and I end up with these embarrassing half texts that confuse their recipients because the send button is right next to the delete button. I had to get my husband to show me how to answer a call. I also have no clue how to use any of the additional features. This is my example of technology diffusion. I know I will be able to do much more with my cell phone once I get out of this awful “dip”, but getting there is the tricky part. Good thing I am in the Master of Ed and Technology so I’m not so fearful of the thing as I might be.

When we adopt technology we do so for a specific purpose, usually to be able to do something better and achieve growth. However, the process of introducing new technology can be overwhelming, and generate fear and anxiety, causing a “dip” (a decrease in proficiency). This is because we are required to unlearn the way we used to do something to make room for new processes that work better which can be difficult. However, once we begin to master the skill/process with the new technology and the transformation is complete the “dip” in skill and the anxiety goes away and we are able to exceed our previous skill level and meet our goal of growth. We may even be able to do things we couldn’t do or didn’t know we couldn’t do before we had the technology.