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- Author:
-
Theodore Creighton
- Subject:
- Social Sciences
- Institution Name:
- Connexions
- Collection:
-
Connexions
- Grade Level:
- Post-secondary
- Abstract:
Ever so eloquently, Phillip Schlechty (1997) discusses five types of actors participating in any change process. It is important for school leaders to understand these different actors and their needs, desires, and roles in the process of any implementation of program development. Every school has trailblazers: teachers and staff who willingly venture into the unknown, such as the implementation of technology. Education leaders are remiss if they do not provide opportunities for trailblazers to be out in front of innovation efforts. Pioneers, though as adventurous as trailblazers, need assurance that the implementation of technology is worth the effort. Settlers, the third type of actors, need more detail and more specific direction than do either trailblazers or pioneers. Resisters (called stay-at-homes by Schlechty), are simply satisfied with the status quo and see no reason to change their thinking or strategies for doing things. Though the principal must provide opportunities for resisters to see the advantages of technology implementation, resisters are generally not a threat to innovation. The danger of course, is to neglect resisters for fear they join the forces of the fifth group of actors, the saboteurs.
- Course Type:
- Learning Module
- Languages:
- English
- Material Type:
- Readings
- Media Format:
- Text/HTML, Downloadable docs
- Conditions of Use:
-
Creative Commons Attribution 2.0
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their individual restrictions.
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