Teachers value technologies that assist their students in succeeding. When it comes to incorporating innovative pedagogical technology, however, many school authorities forget to seek the help of teachers. Some officials simply demand that the product be used, putting instructors’ autonomy in jeopardy. Others make a quick statement about the new technology without explaining how it operates, implying that little if any, teachers will continue to use it as the school year progresses.

Here are three simple recommendations for avoiding unpleasant eventualities and ensuring that your district gets the most out of its educational technology investment.

1. Educators should be Involved throughout the Whole Implementation Phase.

A district-wide or even a school-wide vote on the implementation of a given approach or technology is nearly always impracticable. However, the end-users—in this situation the teachers, be included at every stage of the process. On every committee that is constituted, teachers must be represented. Even if the process is still in the early stages of decision-making, each departmental or staff meeting should provide updates.

By involving teachers in this way, they will feel more engaged, and they will be better prepared when the modifications are enacted. There will always be a group of instructors who are resistant to change. However, engaging them implies you will know their views much before the launch date.

2. Enlist the Help of your Tech-Savvy Friends and Influencers.

When new goods and technologies are close to being released to the wider public, Silicon Valley frequently engages well-known technology aficionados to help spread the word and to boost the public’s excitement regarding that product.  It also enlists the help of well-known trendsetters on social media and other media channels to persuade others to jump on the bandwagon.

Such education technology aficionados and trailblazers might be found at your school as well. Determine who they are and provide them with the time and knowledge they require to generate enthusiasm and buzz as the execution process progresses. Allow them to submit feedback during meetings and via email.

Many individuals are apprehensive about being the first to attempt anything new. The goal of aficionados and zeitgeists is to show their fellow professors that they are not the only ones.

3. Allow External Trainers to do Training on your Campus.

A package of training sessions, delivered by corporate staff, is generally included in major educational technology projects. Even if those firm trainers have a lot of training expertise, teachers would probably be hesitant to listen to them if they spend only the sessions-time with them.

Teachers are most at ease when they’re dealing with folks they already know. So, before the sessions begin, give the teachers a chance to interact with the trainers. If the trainers of your company are unable to do so, request them to create a brief video to present to your instructors to introduce themselves. Your teachers will be familiarized with the trainers’ histories and personalities by the time they came on campus for the session. This increases the likelihood that the instructors will be able to retain the information.