Technology development is evolving toward meeting organizational and user needs for interaction and collaboration. Until recently, many technologies were designed with one user at a time such as software for word processing, databases, and spreadsheets (Mankin, Cohen, Bikson, 1996; Lipnack & Stamps, 1997). The one-dimensional approach to technology development has expedited using technology as simply "electronic chalk" in schools rather than truly enhancing teaching and learning. Administrative approaches to infusing technology has resulted only in accomplishing the same old processes of collecting and disseminating information.

Technology’s ability to provide teams with access to information, resources, data, tools, and people is becoming common place, and increasingly team capacities are being augmented with the use of technologies. New systems for supporting teams will be mission-focused and will also be user-driven because the people who use them will be critical to their success. Teams need to be able to guide system design and selection so that the technology can be applied to improving their team and individual work (Mankin, Cohen, and Bikson, 1996; Ashkenas, Ulrich, Jick, and Kerr, 1995) as well as enhancing processes of teaching and learning. A major goal is to create technology systems that can communicate with each other for connecting teams of students and teachers instead of users having to use inefficient channels such as having to meet face-to-face or transmit information via hard copy. Integrated systems of networks connected to other networks eliminate users having to use extra steps that hamper their performance and that increase the likelihood of making errors. The technology design needs to enable users of one system to communicate and work with users of other systems.

One certainty about technologies is that they will change. The state of the art systems being implemented today could be out-dated before they have had a chance to produce their expected returns on investment. Therefore, systems should be designed for change so that schools can incorporate emerging technologies as they become available. As with user-driven systems, user-modifiable systems should offer users a flexible system that can be applied to teamwork. In considering future needs, the system must be flexible so that the users can adapt them to match their needs on a continuum of change. These types of flexible systems enable users to learn and potentially identify applications and adaptations for future development.

Much consideration needs to be given to the simultaneous development of human factors and technological systems. The human factors require as much planning as technical design for enlisting user acceptance and creating a sustained use of the application. The introduction of team technologies by an influential person such as an educational leader who is trusted and empowers employees can assist initiation and implementation of new technologies (Fullan and Stiegelbauer, 1991).

Characteristics of Technology Team Needs

Technology teams need access to and ability to work with information resources, people, and other units throughout and outside of the school system,
Technology teams need the ability to merge data and tools amongst the team as well as to merge with those outside of the team,
Technology teams need to be free of constraints due to location of resources,
Technology teams need technology that does not limit teams in working with each other, in what they work on, and in what information and tools they share.

Checklist for Success in Technology Teaming

Identify and communicate the need to all team members and potential team members. Demonstrate common trends in emerging technologies and how the technologies are impacting everyone's personal and professional lives.
Define and articulate the purpose of technology teaming and provide guidance and assurance of feasibility. Demonstrate how computer-mediated communications (CMCs) can positively impact the school system and how collaborative activities and technology-teaming through computer-supported cooperative work (CSCW) can produce higher performance of teams within the school system - Virtual Teaming
Identify the infrastructure needed for connecting everyone. Consider platform, hardware, and software. Demonstrate various software packages for connecting everyone in the school system. Consider intranet and internet technologies such as hyper-text markup language (HTML), and browsers such as Netscape® and Microsoft's web browser Internet Explorer®.
Provide leadership and staff development for successful implementation and use. Demonstrating technologies should be done under the guise of staff development. Staff development activities that involve performing real work (authentic learning opportunities) are most successful. Faculty and staff experiences that demonstrate the potential of the technology under situations that produce real personal benefits will greatly influence the institutionalization of the technologies.

Cautions with Technology Implementation

$ Expect many questions from stakeholders. New users are usually skeptical at first.

$ Expect slow progress toward widespread use of new technologies. New technologies will disrupt the "old way" of doing things.

$Expect manipulation from major resistors of change and from those who are first to state that "it's never been done that way before."

$Expect fear of technology (technophobia) from those who have a general suspicion of change involving technology.

Adapted from Lipnack and Stamps, 1997 and Mankin, Cohen, Bikson, 1996.

Last updated: March 10, 1998

Technology Teams