Finding and Influencing Behaviors that Drive Successful Results

Influencer Strategy Part A - Desired Results and the Behaviors that Drive Them 

In the next few years, the successful creation of online/hybrid alternatives to the face-to-face courses of the Computer Networking & Troubleshooting Technology program at Lamar Institute of Technology will depend on the commitment, efforts, and approval of a varied group of administrative and academic colleagues, as required by the Institute’s organizational chart (Lamar Institute of Technology, 2014). At different times, different colleagues will be influential in driving success: during approval and review stages, the Director of the Distance Learning Committee; during design and development of courses, instructors who have taught the course, and during all stages of the project, our Program Director, who develops curriculum and has taught all our classes.

Joseph Grenny and Kerry Patterson (2013) suggest that three keys of influence should guide the online/hybrid project: (1) focus on and measure desired results; (2) find vital behaviors that drive the results, and (3) engage all six sources of influence. How each of these keys apply to this project will be addressed.

Desired Results

The new online component’s success will hinge on two desired goals, or results, of the project developing the component.

The first result of the project will be the beta online/hybrid course, which is to be designed and developed during the Fall 2017 semester and offered in the Class Schedule beginning Spring 2018. Monthly progress reports on the development of the beta course will be provided to both academic and administrative colleagues for input and approval.

The second desired result will be the design, development, and offering of the remaining online-hybrid courses over the long semesters. The progress of this development will also be measured by the monthly reports, including Integrated Course Plans, and completed test Blackboard courses.

The following table illustrates the project’s desired results:

Result	Measurement	Those Involved
Design and development of one beta online/hybrid major-specific course during the Fall 2017 semester, for offering to students in Spring 2018	Review of monthly reports of course development, outlining progress by Chapter/Section of curriculum, as evidenced by content in the test Blackboard course	Course-developing instructors, the CNTT program coordinator, the Business Technologies department head, the Distance Learning Committee and its Director, and the Vice President for Student and Academic Success
Design and development of three online/hybrid major-specific courses (fifteen in total) in each long semester from Spring 2018 forward, completing development and offering of all courses by Fall 2020	Review of monthly reports of course development, outlining progress by Chapter/Section of curriculum, as evidenced by content in test Blackboard courses	Course-developing instructors, the CNTT program coordinator, the Business Technologies department head, the Distance Learning Committee and its Director, and the Vice President for Student and Academic Success

Finding Vital Behaviors

      To find the vital behaviors (Grenny & Patterson, 2013) that lead to our desired results, we must first look for obvious, though underused, behaviors that may be nurtured and better applied. Our first vital behavior, asking colleagues for help when falling behind schedule to meet periodic deadlines, is a behavior so obvious and easily understood that it might not seem necessary to list it. It is, however, vital to the success of each course and the project as a whole. Having to cancel an un-finished course before its first semester, despite its having been published in the Course Schedule, could lead to students dropping out of our program or out of school completely. Timely course development avoids that crucial moment where un-finished or inferior courses must be canceled.

      To be successful in our project, we must look at similar projects, hopefully to find a positive deviant, someone who succeeds despite facing similar challenges (Grenny & Patterson, 2013). The Internet has an abundance of information for students who are taking online courses, but not nearly as much for instructors who want to be successful in presenting online courses. Fortunately, in our own building, in our department, there is a director and instructor from another program who has designed and taught several of her courses online. She has succeeded in growing her online and face-to-face programs with the flexibility of class scheduling. Though she is not in our program or on our team, she will be a valuable resource and opinion leader for this project, as she knows the needs of the student body and also the available development tools and the approval process at our college. We will also collaborate within our program to share the best methods for design and content delivery, especially with program colleagues who have also taught the face-to-face course.

      Besides sharing best methods, collaboration with colleagues will also lead to brainstorming and innovation in design and content of courses. Once an instructor learns how to add edited videos, blogs, discussion boards, virtual classrooms, and Adobe Connect sessions to his courses, his classes will be more engaging to students and will encourage student success and retention. He will then share his new ideas with other developers for other courses.

      The team effort needed to ask for help, share best methods, and be innovative in course development may run counter to the cultural norm that each course is each instructor’s own, to design and present as he desires. Because the project’s overall success depends on each course’s individual success, it is important that we all work to ensure that all courses succeed. Course-developing instructors will be encouraged to be open to suggestions and new methods, especially those proven to be successful.

The following table shows three vital behaviors for our project, why they are considered vital, and who should adopt and/or develop the behavior.

Vital Behavior	Why Vital	Those Involved
Ask colleagues for help if falling behind schedule to complete courses within the development timeline.	To have courses ready for offering in their first semester, as already published in the upcoming Course Schedule/Catalog	Course-developing instructors
Share models of design and content with other developers working on similar courses.	To provide a cohesive and collaborative series of courses, based on successful design	Course-developing instructors, the CNTT program coordinator, and the Distance Learning Committee and Director
Use creativity and innovation in course design and content delivery methods.	To increase interest and student success	Course-developing instructors, the CNTT program coordinator, and the Distance Learning Committee and Director

Instructors will use an Integrated Course Plan for Online Courses to outline and track their course development progress (Harapnuik, 2016). These Course Plans, as they are completed, will be part of the monthly progress review. Besides the course design, content, and progress information they provide for the instructor and the program, Course Plans may also be useful in sharing innovative formats and/or media for content presentation with other colleagues for their courses.

INTEGRATED COURSE PLAN FOR ONLINE COURSES (TEMPLATE)

Module	Learning Goal	Assessment Activities	Learning Activities
1	Learners will …	Online pre-tests, labs, quizzes, worksheets, and/or tests; Class discussions, blogs in Blackboard.	Read textbook chapter(s), online materials. Watch podcasts of lecture. View online videos. Participate in weekly Adobe Connect sessions.
	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.
2	Learners will …	Online pre-tests, labs, quizzes, worksheets, and/or tests; Class discussions, blogs in Blackboard.	Read textbook chapter(s), online materials. Watch podcasts of lecture. View online videos. Participate in weekly Adobe Connect sessions.
	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.
3	Learners will …	Online pre-tests, labs, quizzes, worksheets, and/or tests; Class discussions, blogs in Blackboard.	Read textbook chapter(s), online materials. Watch podcasts of lecture. View online videos. Participate in weekly Adobe Connect sessions.
	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.
4	Learners will …	Online pre-tests, labs, quizzes, worksheets, and/or tests; Class discussions, blogs in Blackboard.	Read textbook chapter(s), online materials. Watch podcasts of lecture. View online videos. Participate in weekly Adobe Connect sessions.
	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.	Update development progress here, deleting this cell when development is complete.

Influencer Strategy Part B - Motivating and Enabling Vital Behaviors

The success of the online curriculum development project will depend on careful attention to all Six Sources of Influence as explained and outlined by Grenny and Patterson (2013). The motivational and ability domains of influence are further sub-divided into influences of Personal Motivation, Personal Ability, Social Motivation, Social Ability, Structural Motivation, and Structural Ability, which must all be addressed thoroughly, both to remove or anticipate those influences which are driving the wrong behaviors and to establish those influences which will drive the right, or vital, behaviors.

Personal Motivation. To show colleagues the intrinsic value of online course development, they will take a quick student survey asking whether students have had to change their course or work schedules and/or expected graduation dates because classes are not available and whether they would benefit from having online options. The Online Instructor, our successful Positive Deviant, from other program will speak about her success and the increase in the number of new students taking both online and face-to-face courses. Historical day- and night-class enrollment figures will be shared, as additional evidence that there need to be more choices for students.

Personal Ability. So that instructors will feel that they are able to build online courses, there will be general Blackboard and specific Lecture Capture and Podcast training through the Department of Distance Learning. To ensure that instructors will not be overwhelmed, they will act as lead developers for only those courses which they have already taught face-to-face. Finally, during progress meetings, the Distance Learning director and instructors will share proven design ideas so that the overall curriculum will have continuity in design and structure and so that no instructor will have to start from scratch. New and innovative ideas can be brainstormed in the scheduled meetings or in collaborative work times. Instructors will be able to keep on track with their Integrated Course Plans.

Social Motivation. The first, or Beta, online course will be created by Instructor Bonnie Cobb and Lauri Arnold-Calder, formal and opinion leader and director of the program. To model the course-building process, the Beta course developers will enlist help of those instructors who are not yet working on their own courses. All instructors in the program, who will eventually develop courses, will be included in the progress meetings from the beginning of the project, to help generate excitement, ideas, and motivation before they begin work on their own courses.

Social Ability. Instructors who are best at certain content creation skills, such as creating labs, capturing lectures, designing Blackboard structure and gradebooks, etc., will share, teach, and/or provide their skills with other developers. Instructors creating their first online course will work with an instructor who has completed and launched an online course, who will act as a mentor and/or co-developer.

Structural Motivation. Information detailing the additional compensation that is given per semester for each online course taught will be provided to instructors as an extrinsic incentive to create and teach online courses. The lead developer for each course will be given the option to teach the first semester of that course. If the lead developer chooses not to teach the course first, then those developers and/or colleagues who provided support for the course, if qualified, will be given the option to teach the course.

Structural Ability. So that help may be given easily, all developing instructors will have observer access to Blackboard base (test) courses during development.      Co-developers who are working together on courses will have instructor access to those courses.

To keep the “big picture” in mind, a chart listing courses in development, their developers, expected semester rollout, deadlines for submission for review and approval, and progress will be posted in Room 103.

Monthly progress meetings will be calendared by the Program Director on all developers’ Outlook calendars and timely email reminders of the meetings will be sent to developers and the Distance Learning Director.

For ease of access, training content, course content, and other work-in-progress will be saved and shared in the program’s Office 365 SharePoint folder.

Each semester, the deadlines for (1) submission to the Distance Learning committee, (2) submission to the Vice President for Student and Academic Success, and (3) courses to be included in the Course Schedule/Catalog will all be communicated by email and calendared in Outlook for developers.

Following is The Six Sources Strategy Matrix, originally designed by Grenny and Maxfield (2013), and modified for our project.

The Six Sources Strategy Matrix

	Motivation	Ability
Personal	·  Student survey whether students have had to change their course/work schedules and/or their graduation semester due to unavailability of classes, and whether they would benefit from online options. ·  Have Online Instructor in other program (Positive Deviant) speak about the increase in number of new students taking both online and face-to-face courses. ·  Share day- and night-class enrollment figures, as evidence that there need to be more choices for students.	·  General Blackboard training by Distance Learning ·  Lecture Capture and Podcast training by Distance Learning ·  Instructors will act as lead developers for only those courses which they have taught face-to-face. ·  During progress meetings, Distance Learning director and instructors will share proven design ideas so that overall curriculum (and students) will have continuity in design and structure and so that no instructor will have to start from scratch. New and innovative ideas can be brainstormed. Instructors will be able to keep on track with their Integrated Course Plans.
Social	·  Bonnie Cobb and Lauri Arnold-Calder, formal and opinion leader, and director of the program will create the Beta online course. ·  Beta course developers will enlist help of those instructors who are not yet working on their own courses. ·  All instructors, who will eventually develop courses, will be included in progress meetings, to generate excitement, ideas, and motivation before they begin work on their own courses.	·  Instructors who are best at certain content creation skills, such as creating labs, capturing lectures, designing Blackboard structure and gradebooks, etc., will share and/or provide their skills with other developers. ·  Instructors creating their first online course will work with an instructor who has completed and launched an online course to act as a mentor and/or co-developer.
Structural	·  Distribute information detailing the additional compensation per semester for each online course taught. ·  The lead developer for each course will be given the option to teach the first semester of that course. If the lead developer chooses not to teach the course first, then those developers and/or colleagues who provided support for the course, if qualified, will be given the option to teach the course.	·  All developing instructors will have observer access to all Blackboard base (test) courses in development. ·  Developers who are working together on courses will have instructor access to those courses. ·  A chart listing courses in development, their developers, their expected semester rollout, deadlines for submission for review and approval, and their progress will be posted in Room 103. ·  Monthly progress meetings will be calendared by the Program Director on all developers’ Outlook calendars. ·  Timely email reminders of the monthly progress meetings will be sent to developers and the Distance Learning Director. ·  Training content, course content, and other work-in-progress will be saved and shared in the program’s Office 365 SharePoint folder. ·  Each semester, the deadlines for (1) submission to the Distance Learning committee, (2) submission to the Vice President for Student and Academic Success, and (3) courses to be included in the Course Schedule/Catalog will be communicated by email and calendared in Outlook for all developers.

Conclusion

      Because the online curriculum development project has not begun, we do not have perfect information about possible attitudes or commitment to it. Though this strategy attempts to predict and prevent any adverse behaviors that might develop, there may be additional behaviors that need to be addressed once the project begins. The strategy can and probably will be modified as the project progresses. As crucial moments arise, we hope to address and influence the behaviors we need to successfully implement our project.

References

Distance Learning Instructor Handbook - Lamar Institute of Technology. (n.d.). Retrieved January 29, 2017, from http://www.lit.edu/common/pdfs/Distance_Learning_Handbook.pdf

Grenny, J., & Maxfield, D. (2013). How to 10X Your Influence (Rep.). Retrieved February 18, 2017, from VitalSmarts website: https://www.vitalsmarts.com/influencerreport

Grenny, J., & Patterson, K. (2013). Influencer: the new science of leading change, second edition. McGraw-Hill.

Harapnuik, D. (2016, September 27). EDLD 5304 Leading Organizational Change [Syllabus]. https://sacs.lamar.edu/opa/syllabi/public/lamarsyllabi.php.

What’s Your Why, How, and What?

This post cites compelling reasons why our Computer Networking and Troubleshooting Technology program should begin now to integrate online courses with existing face-to-face courses at Lamar Institute of Technology. 

Why Introduce Online Course Offerings into the Computer Networking & Troubleshooting Technology Program (CNTT) at the Lamar Institute of Technology (LIT)?

Why:  Lamar Institute of Technology believes that the quality education we provide enables a diverse student population to achieve its education goals, with a focus on innovative education.

How:  We respond to community needs by designing curriculum and instructional methodologies and providing the technological equipment relevant to changing society.

What:  We provide online course offerings in order to best serve our students with reliable, continuous, and flexible methods of instruction.

In our Vision and Mission Statements, the Lamar Institute of Technology stresses the commitment to reach our diverse population, with a focus on embracing innovation. (Lamar Institute of Technology). The goal to serve all our students, in their differing situations, requires the adaptability of “thinking outside the box,” which should include teaching “outside the classroom.”

First, in Southeast Texas, Summer and Fall semesters are sometimes affected by mandatory hurricane evacuations. To maintain continuous instruction during those evacuations,  students enrolled in face-to-face classes could be switched over to the online course counterparts. Without online course offerings, several weeks of the semester can be lost, resulting in students who eventually fail, drop classes, or even leave college. To provide continuity when disaster strikes, we need to recognize the urgency of developing those counterparts now.

Second, LIT struggles with the ongoing problem of retention of working students. Many of the CNTT Program’s students have full-time jobs and attend LIT part-time. Every semester, we lose students who would otherwise continue in the program but cannot, due to their conflicting work schedules. The introduction of online course offerings will allow students to enroll in online courses when necessary, encouraging retention. Each student we lose should trigger a sense of urgency to retain the ones who remain.

Finally, the introduction of online course offerings in the CNTT program could (1) increase student enrollment due to more courses being offered and (2) support the growing popularity of our existing dual-enrollment high school programs and the expansion of dual-enrollment into yet more area high schools.

Vision and Mission Statements - Lamar Institute of Technology. (n.d.). Retrieved January 22, 2017, from http://www.lit.edu/about/MissionStatement.aspx

The Introduction of Online Course Offerings into the Computer Networking & Troubleshooting Technology Program at LIT

NOTE: The following project plan outline was written as an assignment for my EDLD 5305 - Disruptive Innovation in Education course. It is at this time a proposal; it is not as yet being implemented at Lamar Institute of Technology. 

The Computer Networking & Troubleshooting Technology (CNTT) Program at the Lamar Institute of Technology (LIT) is researching a proposal to supplement some of its face-to-face courses with online offerings. There are several reasons why this program improvement should be undertaken. First, the innovative online programs at institutions such as Southern New Hampshire University and Western Governors' University (LeBlanc, 2013) may be similar to and may compete with our program offerings. We need to remain competitive. Second, LIT has a problem with student retention, many times due to students' work schedules. Online courses can remove the dilemma of having to choose between work and school. Although online courses have even lower retention rates than face-to-face courses, proper course design can aid in keeping students in college (Poll, Widen, & Weller, 2014). Faculty responsiveness has also shown to be key to student retention (Norris, 2014.)

Third, we would have the opportunity to expand our dual-enrollment program to more high schools if online courses were available. Finally, mandatory evacuations for hurricane strikes would not affect even face-to-face courses that could be switched over to Blackboard access.

The online and/or hybrid courses would not replace the existing face-to-face courses, but would be alternatives for those students who prefer them or who are unable to attend the entire program of traditional classes. In some cases, such as summer semesters, online courses may also be available when their face-to-face counterparts are not usually offered, dependent on available faculty. Hybrid courses, which are defined as at least 51% face-to-face in format, will be developed when hands-on laboratory work requires attendance on campus for occasional class periods.

The following outlined plan will be re-evaluated formally by the Head of the Business Technology Department and the Director of the Computer Networking & Troubleshooting Technology Program each semester.

Current Course Evaluation and Instructor Training: Spring 2016

• Planning meeting with Business Technology Department Head, CNTT Program Director, Distance Education Director, CNTT Instructors to evaluate order of online course preparation, methods for development


• Training for instructors in Panopto to record lectures, stream videos, build YouTube channels


• Certified Online Instructor Training for instructors in Blackboard and to set up Course Tools for communication, collaboration, content delivery, and assessments


• Training for instructors in Program's choice of virtual lab method (TestOut, Wiley, in-house), may vary by subject 


• First beta online course developed


• Review and approval by Distance Education Committee


• Course Catalog and Class Schedule include new online course offering for Fall 2016; advisors notified of online course availability

Beta Semester: Fall 2016

• First online course offered in Fall 2016 Course Catalog


• Students advised on special online learning instructions, e.g., minimum computer specifications


• Orientation for Online Classes for students taking online course


• First online course taken by students


• Online course evaluation survey developed (specific to online format)


• Formal evaluation of online course; recommendations and adjustments made; first set of courses chosen for online preparation


• First set of courses prepared for online offering, available in catalog for Spring 2017

First Semester: Spring 2017

• First set of online courses in course catalog


• First set of online courses taken by students


• Evaluation and adjustment processes


• New additional online/hybrid courses made available for Fall 2017


• (Summer offerings of beta online course and first set of online courses as instructors are available)

Future years: Fall 2017 +

Continue introducing online versions of additional courses as instructors are available, introducing hybrid courses where face-to-face format is not fully required, and re-evaluating all courses and overall program each semester

Update

December 14, 2015: 

After receiving helpful peer reviews and invaluable discussions with and input from my Program Director, I have made several adjustments, some major and some minor, to the above project plan outline. Discussions will continue in January of 2016, when the first formal meeting can be scheduled.

If the proposal plan is approved, the rest of the Spring 2016 steps will be followed. If the plan is not approved, pending changes, then the plan will be re-evaluated and edited to meet the requirements of the Department, Program, and Distance Education Committee. If the plan is not approved at all, suggestions for future viability will be requested.

References

LeBlanc, P. (2013). Disruptive Technologies and Higher Education. Stretching the higher education dollar: how innovation can improve access, equity, and affordability. Cambridge, Massachusetts: Harvard Education Press, [2013].

­Norris, T. (2014). The role of technology in student success. Community College Journal, 85(1), 14-15. Retrieved from http://search.proquest.com.libproxy.lamar.edu/docview/1560745289?accountid=7043

Poll, K., Widen, J., & Weller, S. (2014). Six Instructional Best Practices for Online Engagement and Retention. Journal of Online Doctoral Education, 1(1). Retrieved December 11, 2015, from http://jode.ncu.edu/sites/default/files/sites/all/default/Articles/Six_Instructional_Best_Practices_for_Online_Engagement_and_Retention_Poll_Widen_Weller_2.pdf

My Learning Manifesto

Articles about emerging issues and trends in digital learning and leading can quickly become outdated. When revisited only a few months later, what is emergent now may well be replaced by the newest, latest, and most innovative technology. This post will address two of these trends: mobility and The Cloud; trends that have come to be correlated in many applications, and whose paths of development and usage will continue to progress exponentially.

Mobility

The rapidly-accelerating trend toward the universal and inescapable use of mobile devices actually started years ago with the advent of the notebook, or laptop, computer. Although laptops may seem heavy and cumbersome to today’s digital consumers, when compared to the very-stationary desktop computer, the laptop computer was a mobile wonder. Of course, it is not as portable as today’s hand-held mobile devices:  the cell phones, the smart phones, the iPads, and the tablets. Today’s hand-held devices are loaded with apps that can work independently, connect to a school network, or connect to the Internet. Software companies, developers, and even tech-savvy teachers are writing apps to integrate the devices with content into all grade levels and all subjects. Deciding which digital tools and content to access may be a difficult choice for technology administrators and educators, but the more difficult mobility integration challenge may be in how to achieve the usefulness of the devices as digital tools without the distraction of inappropriate or irresponsible usage.

As an educator, you may also need to address several questions about mobile devices as you decide how to adopt their use in your schools. Will you have students “Bring Your Own Device” (BYOD)? How will you avoid the disparity and Digital Divide which might be brought on by BYOD? Or, will you provide 1-to-1 standardized devices for everyone? How often will you commit to upgrading 1-to-1 devices? Either way, will your wireless infrastructure be robust enough for the first day of classes? Who will train your faculty? Who will train your students? The more resources you commit, the more resources you may find you need to commit. Research and planning are key, as is having the right personnel in place.

The Cloud

Another emerging global trend in technology that I have been personally adopting this school year, with both Google Drive and OneDrive, is “The Cloud.” Cloud solutions first became popular as remote alternatives to in-house storage of files, email, and sometimes applications. Businesses could now access their data over the Internet. Although there was not actually “The Cloud” by name yet, after Hurricane Rita hit Southeast Texas in 2005 and left many of the region’s school districts without email for several days, the Region V Education Service Center implemented an off-site email “cloud” service in North Texas, well out of hurricane range, to prevent another interruption of service.

The Cloud now serves as much more than just a place to keep files. Schools may use Cloud solutions for school administration software where they communicate with parents, students, and teachers; for grading software; for classroom management software, or for access to online textbooks. The parents and students are accessing the information over the Internet, as are the faculty and staff. The hosting server hardware and software are maintained off-campus as part of the Cloud service. Software vendors, educational websites, and entrepreneurial teachers might be hosting lesson plans, programs, and assessments that can also be accessed through the Cloud.

Although the expansion of mobile devices and the expansion of Cloud solutions began on parallel paths, more and more the combination of the two, when implemented in technology integration, means that students and educators will be have global access at all times. This can be a wonderful resource, but it can also be a cause for concern. 

Ensuring safe practices

How do we ensure safe practices for our students when using mobile devices to access resources, especially those beyond the control of the school network? Students have generally heard of many of the external threats, such as identity theft, spam, viruses, spyware, and scams, but they may not be as knowledgeable about phishing or other security issues. Online predators could present the biggest external threats to a child, I believe, because they hold themselves out as someone trustworthy, usually as another child. The internal issues of sexting, cyber-bullying, harassment, and generally inappropriate postings are all unacceptable behaviors that must be outlined in advance with students.

A Special Agent with the FBI came to speak to the students both at my children’s middle school and their high school about Cyber-safety. She also held an evening session with parents about what they could do to prevent unacceptable online behavior from home. This was all leading up to the issuance of school-owned iPads. Rules and consequences were outlined and students and parents had to sign an agreement. Again, the planning aspect is important prior to implementation.

Who will plan, implement, support, and teach?

Back in 1997, my professional development was almost exclusively informal, collaborative among colleagues, or self-taught. A certified teacher who also knew how to program was a rarity. What I have seen in the last eighteen years, since I began teaching with technology, is both the inevitable integration of digital learning into curriculum and the supply-and-demand growth of educational software and digital tools. What I see now as the most important up-and-coming resource in digital learning and leading is that person who has acquired technological, pedagogical, and content knowledge, and thus has the ability to integrate technology into subject areas appropriately. She uses digital tools to enhance and accelerate learning. What I would like to see, in the future, is that the person who possesses this integration skill just happens to be every teacher in the building. It can be and should be every teacher who comes out of a teacher-education program these days. Of course, the specifics of how to integrate would be different on every campus, but a new teacher should understand the value of integration, the ways to start implementing it, and the digital tools at her disposal. Eventually, technology directors could serve as guides, not teachers. Teachers would share and work collaboratively with new tools and software. 

If the responsibility of a teacher is to present the best possible environment for learning, then certainly the integration of technology to support and enhance learning is part of that responsibility. The key for educators is to never stop learning, because technology never stops changing.