{"id":430,"date":"2021-02-14T19:43:58","date_gmt":"2021-02-15T03:43:58","guid":{"rendered":"https:\/\/malat-webspace.royalroads.ca\/rru0164\/?p=430"},"modified":"2021-02-14T19:43:58","modified_gmt":"2021-02-15T03:43:58","slug":"change-theory-in-bc-dl-schools","status":"publish","type":"post","link":"https:\/\/malat-webspace.royalroads.ca\/rru0164\/change-theory-in-bc-dl-schools\/","title":{"rendered":"Change Theory in BC DL Schools"},"content":{"rendered":"
\"Change

Image Change by Angel Miller from Flikr.com<\/p><\/div>\n

Changes in Change Theories<\/span><\/h3>\n

Just as there is rapid progress in technologies, so is there progress in change theories and models. According to Al-Haddad and Kotnour (2015) change theories have become more flexible in response to more varied contexts, by extending the focus from an individual to the organization as a whole and even the pressures beyond the organization. In the educational technology field there exists the contradiction of fast paced technology with slow educational procedures which is exacerbated by the conflicting notions of entrenched tools and the need for readiness to implement successful change. <\/span><\/p>\n

Urgent Change<\/span><\/h3>\n

The current context of BC\u2019s public schools is especially unique due to the urgency to adapt to the global pandemic last year. Urgency, the first stage of Koffer\u2019s 8-stage theory of change, as as a motivator towards change. While 2020 was definitely a year for urgent change, this change is not the kind leaders should strive for as it was in response to an emergency with the goal to continue education, not develop any long-lasting educational progress. During this transition, Distributed Learning (DL) schools had a smoother transition, but also teachers and learners were held to pre-covid standards. This resulted in an increase to the unbalance between face-to-face and online schools.<\/span><\/p>\n

Beyond the emergency response to a pandemic, the context of BC public Distributed Learning high school <\/span>provides additional challenges such as a heavy reliance on Learning Managment Systems (LMS) and external content such as Western Canada’s Learning Network. I selected key<\/span> elements of change theories that are most pertinent to this context:<\/span><\/p>\n