Educational change must be continuous and ongoing so that the difference
can be felt by stakeholders involved. Change cannot be expected until the
intended adopters clearly understands the proposed change and leaders of the
change process make accommodations for dealing with possible resistance to
change. Must change should not be expected in the first instance but as the
process becomes more engraved in the teachers, more improvement can be
realised.
My biggest feat in achieving technology in my school is intrinsic in
nature. There are a few teachers who are just set in their ways and are not
willing to change because of workload and there are those who would not change
because of the person leading the change effort or because they share different
beliefs about integrating ICT into teaching and learning.
So far I have learnt that when introducing technology to a school, you
must examine the level of development of all teachers then design professional
development and training activities that would adequately cater to their needs.
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