Ask Vital Questions

To change systemic behaviors in organizations, first, ask vital questions that pertain to each of the 6 target areas of behavior. Understanding the details of what needs to be addressed and providing possible solutions will help a change initiative be more successful.


  1. How do teachers use technology in their personal lives?
  2. Do they like using it?
  3. Do they have enough time in class to use technology with students?
  4. Do they see value in using it in the classroom to teach more than academics?
  • Identify several ways all teachers rely on technology on a personal level and look for an opportunity to bring that benefit into the classroom for students.
  • Seek to understand why teachers like or dislike technology and build solutions that make all experiences with technology – positive and productive.
  • Acknowledge the time constraints teachers have and create inefficiencies that help them manage their workload. Show them ways to use technology to benefit students in this same way.
  • Clearly and regularly communicate how technology affects students lives in and out of school. Establish clear moral obligations teachers carry as influences to guide students in the decisions they make while using technology. Connect these reasons to the personal beliefs teachers have about Catholic education.



  1. Can teachers use the technology available in the classroom?
  2. Do they know how to choose the best technology resources for building lesson plans that include integrating technology?
  3. Do teachers understand how to connect the mission statement categories (academic, social, emotional, spiritual, physical) with technology use and in planning lessons that include technology?
  4. Are teachers skilled in teaching students to use technology?
  5. Do teachers know how to measure the outcomes of lessons that include technology?
  • Discretely assess the level of skill (regarding comfort/confidence) and technical knowledge teachers have about using the features of devices, software, and web technologies.
  • Identify key factors for building effective lessons that include technology and survey teacher awareness. Provide templates and support for developing lessons that include these essentials.
  • Establish a list of student behaviors that occur with technology use that teachers can influence through lessons at school. Connect these behaviors to the mission statement categories (academic, social, emotional, spiritual, physical).
  • Provide effective training and practice opportunities to students to learn to use, and learn to teach the use of technology.
  • Create an expectation and mechanism for teachers to measure the effectiveness of learning through the use of technology.



  1. Are teachers encouraged by their peers to use technology, use it “effectively”?
  2. Do teachers share their ideas for technology integration openly?
  3. Do social norms include using technology to teach the mission categories (academic, social, emotional, spiritual, physical)?
  4. Do teachers measure how technology impacts learning?
  • Establish goals and venues for teachers to share their ideas, lessons, and outcomes with all teachers.
  • Reward teachers who focus on building technology awareness and skill among co-workers.
  • Establish an expectation, support process, and reward system for linking the mission categories to authentic learning opportunities that allow students to practice positive technology behaviors in and out of school.
  • Identify a team to create measurement criteria and methods for identifying learning outcomes that use technology. Provide incentives for these leaders.
  • Provide evidence of schools, programs, lessons, that successfully achieve the desired outcomes for using technology in teaching. “Others schools like is do this.”


  1. Are leaders (positive deviants and culture busters) working with others to establish technology “norms”?
  2. Do teachers have to opportunity to exchange ideas during the school day?
  3. Can teachers model for other teachers?
  • Create regular opportunities for peer-to-peer interaction to discuss technology integration.
  • Support and encourage teachers to model technology use in all campus locations.
  • Create a space to share ideas and lessons plans – both physical and electronic.
  • Reward leaders for helping others to reach technology goals.
  • Publicly acknowledge teachers who create lessons that encompass


  1. Are there rewards—pay, promotions, performance reviews, or perks? • Are there costs? • Do rewards encourage the right behaviors and costs discourage the wrong ones?
  2. Does the school monitor or hold teachers accountable for technology integration?
  3. Are guidance and training made available at all levels of the school on all technology used by teachers?
  4. Are all stakeholders involved to some degree in the decisions surrounding technology and its uses?
  • Establish rewards that consider the personal motivations of teachers and their reasons for choosing Catholic Education.
  • Identify arbitrary costs associated with technology use in the classroom and dedicate funding allocations for teachers
  • Include technology integration with performance assessment
  • Communicate with stakeholders about integration and designated focus of classroom technology at all levels of education, and promote successes throughout the Diocese


Questions: Does the environment (tools, facilities, information, reports, proximity to others, policies, work processes, etc.) enable good behavior or bad? • Are there enough cues and reminders to help people stay on course?

Is the school investing in the knowledge base of its administrators and technology team leaders?

Strategies: Create controls for teachers to manage web filter activities that allow technology to be used without interruption

Incorporate technology integration and the technology standards of the state into performance expectations of classroom teachers at all levels

Provide professional development annually for teachers and technology leaders in target areas

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