Enthusiasm and collaboration is infectious
My Most Important Theory is collaboration. It is impossible to overstate the positive impact that teacher cross-pollination can have on the educational environment of a school. There has been a lot of focus on the importance of this idea in recent years (Musanti & Pence, 2010). Musanti & Pence (2010) point out that knowledge is produced largely by means of social interactions. This being the case, the interactions of teachers regarding questions and discoveries in the arena of educational technology can only act as a catalyst for even deeper understanding in the classroom.
Parnell (2011) reinforces the point by disclosing that we grow as educators by means of collaboration with colleagues. The resulting professional growth, then allows teachers to better help students attain deeper understanding, thus building upon the affective and cognitive experience of the learner.
When a small group of teachers try out a new technology tool and dream out loud about possible classroom applications, both the teacher and the team benefit. The teacher gets to air-out the possible outcomes, both good and bad, while refining the concept prior to presenting the tool to students. The team benefits from the enthusiasm of having a colleague instruct them on a great new idea while building the possibility of spreading the use of the tool to their classroom as well.
Collaboration can help all involved see new horizons and new approaches to material and tools (Grossman & Arnold, 2011). Collaboration in educational technology is one of the rare cases in which “Hey, Y’all! Watch this!” can and will end well.
References:
Grossman, E. & Arnold, D., (2011) A Habit of Collaboration: Using Technology While Building Professional Relationships during Teacher International Journal of Instructional Media, 38, (4). P 311+
Musanti, S., Pence, L., (2010) Collaboration and Teacher Development: Unpacking Resistance, Constructing Knowledge, and Navigating Identities. Teacher Education Quarterly. 37.(1) P 73
Parnell, W., (2011) Teacher Collaboration Experiences: Finding the Extraordinary in the Everyday Moments Early Childhood Research & Practice, 13, (2).
Ozolnieks 
Matt,
I agree with you 100%.When we actually see something working (especially working well) for someone else, we want to try it ourselves. Several years back I went to a week-long training session for math and science teachers. We had daily classes from fellow math teachers and NSA employees. I came home charged up for the new school year. My teaching changed that year, probably the most it ever changed at one time. I remember that week as one of the most fun training sessions I have ever attended. Partly this was because I was with people whose minds worked a lot like mine, which hardly ever happens. But also it was because of the enthusiasm generated by seeing ideas that had been proven effective in classrooms.
Thanks for your post,
Alma
Matt,
I agree with you 100%.When we actually see something working (especially working well) for someone else, we want to try it ourselves. Several years back I went to a week-long training session for math and science teachers. We had daily classes from fellow math teachers and NSA employees. I came home charged up for the new school year. My teaching changed that year, probably the most it ever changed at one time. I remember that week as one of the most fun training sessions I have ever attended. Partly this was because I was with people whose minds worked a lot like mine, which hardly ever happens. But also it was because of the enthusiasm generated by seeing ideas that had been proven effective in classrooms.
Thanks for your post,
Alma
Inasmuch as enthusiasm is contagious, false enthusiasm has the inverse effect.
Hi Matthew,
Your points are very clear and well stated. I believe that in order to have a positive experience with collaborative efforts all members must be active and not have the attitude that other members will do all the work. I’ve had one positive experience with a collaboration and the rest have been negative which has caused me to become negative toward collaborative efforts and it affects all group efforts that I involved in. According to Schuett, Selin, and Carr (2001), in order to have a positive collaborative effort, careful consideration must be given in developing an environment for the individuals involved and that interpersonal communication is vital to have positive collaborative efforts (p. 591).
Blessings,
Sarah
Schuett, M. A., Selin, S. W., & Carr, D. S. (2001). Making it work: Keys to successful collaboration in natural resource management. Environmental Management, 27(4), 587-93. doi: http://dx.doi.org/10.1007/s002670010172
Sarah,
You highlight a cornerstone of collaboration: there is no room for passivity. All members of the team must have full buy-in to the collective values and goals of the organization. They must also assent to the critique of others. Listening and contributing must be equally valued.
When all of this fails, there is always retrospection. Taking the time to chronicle the pros and cons of all we do, and then, perhaps a year later, bring out the notes and discuss them all over again. Sometimes the passage of time will bring more rational tones and perspective.
Matt