The Learning Generation model identifies and creates conditions where innovations for using technology emerge in small teams of 3 to 7 educators. The model uses a multifaceted implementation with programmatic reform, enhanced infrastructure, technology enriched field placement, ongoing technical support, robust web communications, and Innovation Cohorts. Ideal cohorts include teacher education and liberal arts faculty, pre-service student(s), practicing teachers and K-12 students. Cohort development evolves through seven stages: 1) genesis, 2) consultation, 3) planning, 4) initiation, 5) action, 6) assessment and 7) celebration.
Phases in Implementing the Learning Generation Model
- Assemble the core implementation group.
The Learning Generation model uses a small core group of educators to guide implementation. This group sets policy, coordinates outreach to other educators, communicates with the administration and advises personnel who support the cohort in initiating and implementing their innovations.
- Assess institution needs.
Evaluate the unique capabilities and needs of your teacher educational program and institution. Examine technology plans, coordinate with other support groups, and determine the type of support that is needed. For instance, you might note that there is a priority to improve the use of technology in communicating with placement schools, to engage students in creating technology-rich portfolios, and/or to make better use of online course support systems.
- Evaluate and advance faculty and student abilities and interests.
Conduct surveys and interviews to assess the abilities, attitudes and preferences of students and faculty in the use of technology in teacher education. The Learning Generation model depends on the active involvement of faculty and students. Follow up the analyses of institutional priorities and participant attitudes with round-table discussions, presentations at faculty meetings and class discussions.
- Enhance technical infrastructure, if needed.
The Learning Generation model is flexible and specific infrastructure requirements will vary for each institution. Use this opportunity to examine technology inventories and ensure that the infrastructure exists to support your team's vision. If infastructure support is limited, this systemic model is flexible enough to makes effective use of the infrastructure that you have in place.
- Evaluate support in technology integration education and enhance if needed.
By this stage the anticipated needs of faculty and the hardware and software infrastructure needs should be clear. It is time to determine how to provide the technology skills training and education in the use of new technology integration strategies. In some cases this can be accomplished through personnel resources that are already available. Some questions to answer are: Who will train and support the students to ensure they have the needed technology skills? Who will promote the activities and answer faculty questions about setting up a cohort? Who will help to assure that the cohort innovations are captured and disseminated?
- Establish a system for communicating goals, procedures, activities and accomplishments
The project goals, operational procedures, events and accomplishments should be clearly communicated to all constituents. Early on establish both a public and internal web presence to communicate the project goals, activities and accomplishments. The public web site (e.g. http://learngen.org/) includes a description of the model, the cohort planning documents, examples of cohort activities, scholarly support for research, and online resources for developing technology skills and technology integration strategies. The internal site includes policy, procedural and in-progress documents.
- Develop or adopt a technology skills enrichment program for students.
The Learning Generation model relies on students to pioneer and develop uses of technology with the faculty and other members in their cohort. Provide these students with the support that they need to make use of the hardware and software that will be available to the cohorts. In addition to working with their cohorts, these teacher education students should have additional time to learn together. The solution may include an educational technology courses during the early phases of the program where the students serves to infuse technology integration strategies throughout the program as they serve as cohort team members an/or participate in subsequent course.
- Pilot test of the model.
Select a small number of faculty and students to pilot test your implementation of the Learning Generation model. It is not necessary to select people who have high levels of technology expertise. Rather, it is important the individuals in the pilot program have a clear vision, are motivated to succeed and are willing to serve as models for the full scale cohort implementation.
- Announce availability of the program.
Use examples of products created by the pilot cohorts as an opportunity to announce the program. Consider having members of the first cohorts present their work and experiences at special gatherings or faculty meetings. Explain how others can be a part of your program and clearly specify a contact person.
- Support the cohort development
Each cohort will need different levels of support. A description of this process can be found under Cohort Process and examples of the cohort activites appear at the Innovation Cohort Teams.
Conditions conducive to the successful implementation of the model include:
- A core group of educators who are interested in advancing technology integration in teacher education.
- An ongoing effort to improve the teacher education program.
- A successful internship placement program with K-12 schools.
- An administration committed to supporting technology integration by enhancing faculty equipment, classroom technology and technology support personnel.
- An educational technology course that is part of the teacher education curriculum and other educational technology courses.
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