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FOUR FRAMES – TROY SCHOOL DISTRICT

EA 7720 School as Formal Organization

Four Frames Assignment

Memo to the Superintendent

To: Dr. Richard Machesky

From: Brian Zawislak

Re: District analysis

Date: April 2019

Thank you for the opportunity to be part of a district team that has been asked to

research the one-to-one initiative at the high school level that is a challenge for our district. I

reviewed the topic that our focus group identified: “one-to-one technology.” In response to

your request, we followed the Bolman and Deal Four Frames analysis and included a research-

based response to this issue.

As indicated, I have included information that describes the Troy School District, the

one-to-one initiative at the high school level, and the implications as evident in each of the Four

Frames. A reference list is also included that cites all research used to defend the suggestions

related to this issue.

It is a privilege to be able to look in-depth at an issue that is a challenge for our district,

and to provide alternative means for a resolution that can move us forward in a positive

direction. I look forward to the April meeting in which we will present our responses in a public

forum.
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District Information:

The Troy School District (TSD), which is the 12th largest school district in the state of

Michigan, educates approximately 13,000 students. Geographically, the TSD resides in the city

of Troy, which is in central Oakland County. Troy is a suburban community whose residents can

be categorized as professionals, educated, civic and culturally minded. The district consists of

two, traditional high schools, four middle schools, and 12 elementary schools. Additionally,

there is an alternative high school and an International Baccalaureate high school that provides

specific learning opportunities for interested students. In the TSD, approximately 53% of the

student population is Caucasian, 36% are Asian, 5% are African American, 3% are Hispanic

decent, and 3% identify with two or more races. Over the past five years, enrollment in the TSD

dipped in 2014-2015 to about 12,500 students, however the student population has increased

over the past four years, to reach an all-time high. In that same time, the distribution of the

diversity has remained unchanged, however the population of English Language Leaners has

increased. Moreover, about 17% of students in the TSD qualify for free or reduced lunch.

Evidence about Technology:

The decision of a district to go “one–to–one,” which means providing a device for

learning such as a laptop or tablet for every student, is a complicated one. Millions of dollars

will be spent on the devices, and the economic consequences of a failed attempt for one–to–

one environments could have a serious impact on the Troy School District and its community

members. Nevertheless, K–12 students are exposed to technology and media at very young

ages, and in a meta-analysis of one–to–one literature, Zheng, Warschauer, Lin, and Chang
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(2016) concluded that laptops are redefining education as they afford new ways for students to

collaborate, share, and access information. Furthermore, access to devices can affect student

achievement and relationships while shifting pedagogies to a more personalized approach.

Although the use of technology varies from classroom to classroom, Penuel (2006) summarized

the positive effect one–to–one environments have had on student learning. Nonetheless, there

is still a socioeconomic divide between families that have access to technology and those that

do not (Oblinger, 2012; Warschauer, 2003). Furthermore, the divide is not just about devices,

but also about acquiring the skills needed to create digital content. It is equally important for

youth to both access tools and develop the technical literacy skills related to these tools

(Jenkins, 2009; Jenkins, Ito, & Boyd, 2016).

The Situation:

Back in the 2014 – 2015 school year, the Troy School District (TSD) implemented new

technology policies and procedures. All teachers were given an iPad to use in their classroom.

At the elementary level, the district purchased iPads for classrooms in grades kindergarten

through grade two. In addition, each student in grades three through five received their own

individual iPad. At the middle school level, students in grades six through eight also received

their own individual iPad. There were 2 reasons that the TSD distributed an iPad to each

student in grades three through eight. First, the district wanted each student to have an

equitable, educational experience, so if each student was working on the same device, they felt

like that would satisfy the first condition. Two, a core value of the TSD is to deepen the learning

for its students. As a result, providing a device to students would offer them an opportunity to

dig deeper into different content areas, which will enhance the teaching and learning being
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done in the classroom. Nevertheless, once a student completed eighth grade, they returned

their iPad to the district because, at the high school level, the district developed a “Bring Your

Own Device” (BYOD) policy to school knowing that over 95% of the students had at the very

least a phone to work with.

Unfortunately, BYOD brought along with it several issues. First off, the students at the

high school level no longer had an equitable, educational experience because some students

walked in to their classes with a sophisticated lap top, while others were only able to access a

hand-me-down tablet. Second, while the teachers at the middle and elementary only worked

with one operating system platform, the teachers at the high school level had to try to navigate

different platforms at multiple times because students who brought their phones had different

operating systems. Furthermore, when teachers incorporated technology into their classroom,

they used the iPad that was provided to them. While the technology worked smoothly on their

device, it often times was not compatible with the devices the students had due to the BYOD

policy. These experiences often frustrated teachers, students, administrators, and parents.

Therefore, the TSD is currently looking at adopting new policies where they provide a device to

each student at the high school level.

The Structural Frame

Organizations develop roles and responsibilities and then create policies and procedures

to harmonize those roles into a cohesive endeavor. According to Bolman and Deal (2013),

organizations can increase efficiency and enhance performance through specialization and
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appropriate division of labor. Therefore, educational leaders analyze a situation from a logical,

fact-oriented lens.

Given the facts in the situation, the Troy School District (TSD) will need to develop a plan

to ultimately make a decision about whether or not they go toward one–to–one and, if so,

which type of device they will purchase. The TSD will need to bring together a committee of

teachers, administrators, students, parents, and community members to discuss what one–to–

one may look like in the classroom. Furthermore, the TSD will need to organize a time table

and select who the point person will be in the district. Moreover, the TSD will need to find

teachers willing to pilot the devices and develop a clear structure for the pilot that will provide

them with good data to make an informed decision. The TSD will also need to develop tools for

collecting data from different interest groups by writing surveys that are logical and stick to the

facts. By developing tasks that go along with goals for a decision, the TSD should be supplied

with abundant information to utilize the structural frame when making a decision about the

one–to–one initiative along with which device to purchase. Peterson and Scharber (2017)

suggested to begin with the vision for learning, not the technology. In order to move forward

with a decision, the TSD needs to set their emotions aside and consider the facts while keeping

their core values and goals in mind.

The Human Resource Frame

The human resource frame centers on what organizations and people do to and for one

another (Bolman & Deal, 2013). Bolman and Deal (2013) also noted that the frame is built on

core assumptions. Mainly, people and organization need each other, yet organizations exist to
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serve human needs. There needs to be a good fit where individuals find meaningful and

satisfying work and organizations get the talent and energy they need to succeed (Bolman &

Deal, 2013). Therefore, an educational leader using the human resource frame will ensure that

students, teachers, administrators, parents, community members, as well as other stakeholders

feel respected, listened to, and valued in the district.

As mentioned previously, the Troy School District (TSD) will need to work with students

and teachers through the pilot program. Teachers can pilot two devices with their class to see

which device the students and teachers prefer. Following the pilot, these groups have been

surveyed about their experience. In addition, teachers can supply work done with these groups

compared to the work done in a traditional classroom. Moreover, parents can be surveyed

about the types of devices they think might be best for their child’s educational experience. At

this point, the TSD needs to gather all the data, and organize the thoughts and themes to make

a decision about whether or not they incorporate one–to–one environments at the high school

level, and which device would best meet the students’ needs.

The Political Frame

From the political viewpoint, organizations are made up of groups of people with their

own interests. Often times, these groups have differences and are seeking resources, which are

scarce. Consequently, it is up to a good educational leader to recognize these groups and

develop strong ties to negotiate compromise whenever necessary (Bolman and Deal, 2013).

The educational leader should do their best to distribute resources in a fair and methodical

way.
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Where there are competing interest groups, conflict will arise. As a result, the conflict

will more than likely result in developing policies to negotiate a compromise between the

groups. In the current issue, it is quite possible that the teachers develop a passion about one

particular device because it may provide applications to deepen student learning, which is a

core value of the district. Nevertheless, the students might lean toward another device that

develops digital content, which will make their work more personalized and meaningful, and

will ultimately provide a deeper learning experience. There is a danger with politics because

showing too much favoritism to one side can leave another group feeling undervalued.

Consequently, the TSD needs to consider whether or not compromise is in order when making a

decision about the one–to–one initiative and the devices that go along with them. For

example, if the previous situation occurs between the teachers and the students, the TSD needs

to look at the types of applications that can be accessed by the laptop. If the applications being

used on the iPad can also be used on the laptop, then that will make for a simple negotiation

because both interest groups can feel valued and heard.

The Symbolic Frame

By looking at the symbolic perspective, an educational leader needs to focus on inspiring

others giving them a higher purpose. The leader will regard the organization’s history into

account, as well as, other artifacts to motivate their employees. These artifacts carry meaning

to everyone in the organization providing additional motivation.

While a teacher may be hesitant to change their pedagogical approaches, each student

having access to a device creates fertile environment for new approaches to teaching and
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learning (Penuel, 2006). The Troy School District (TSD) needs to use this fact, along with their

own value of empowering students to connect learning to their world to inspire students, staff,

and parents about adopting one–to–one devices. Therefore, referencing the blue pillar of the

TSD’s road map to become world class by 2020, which advocates for empowering students,

provides a symbol as a frame of reference to inspire that work as well. Moreover, the TSD

needs to reveal how historical work in the district has been cutting edge to both the profession

and the students. Therefore, continuing that type of work by adopting a meaningful one–to–

one setting can enhance experience for their own students while providing an example of how

one–to–one might look for another district.

Conclusions

Developing one–to–one environments can seem like a lengthy, grueling endeavor.

There are many stories of failed one–to–one initiative because the structural frame was

solidified, yet the human resource frame was ignored. Furthermore, based on information

from the middle and elementary schools in the Troy School District (TSD), it can take years

before using the technology becomes the norm. In fact, there will more than likely be push

back from the high school teachers because the TSD has developed a reputation for being an

educational leader across the state and country, so why would we need to change at all? That

being said, if we continue to do what we have always done, and the world speeds ahead with

technology, then we would be doing our students a disservice. Consequently, educators will be

forced to move away from the comfort zone to use pedagogical practices that are meaningful

and personalized to students.

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Therefore, to properly implement one–to–one environments, it is recommended that

careful, structural planning needs to take place that develops commitment by all involved. This

planning includes what personnel should be included, who the point person should be, what

the timetable looks like, which devices should be considered, and how data should be collected

for the initiative. However, it should be noted that while planning the structural framework for

the plan, our vision for learning should be at the forefront of our thinking. After taking care of

the structural needs, voices need to be heard. In order to be responsive to needs and goals of

the individuals working in the TSD, it is recommended that the TSD gather data via

observations, anecdotes, surveys, and artifacts from students, teachers, parents, and

administrators. Moreover, as recommended by Peterson and Scharber (2017), student focus

groups and teacher interviews need to be completed to make an informed decision. From a

political perspective, it will be important for the TSD to communicate the need for piloting the

initiative to teachers, students, and parents, as well as the findings from the pilot along with the

overall decision about one–to–one. It is recommended that the overall decision provide

teachers, students, parents, and community members a sound rationale of the why the

decision was made and to incorporate how the decision made about the initiative go along with

the values and symbols the TSD hold near and dear to their heart, mainly empowering students

and supporting teacher growth.

After analyzing the proposal from all four frames described by Bolman and Deal (2013), I

am confident that the comprehensive investigation will provide the district with all of the

necessary information to make a change that moves toward one–to–one environments at the

high school level. Therefore, I look forward to discussing the next phase of the initiative, which
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will be to decide what device is the best solution for our students, and for planning professional

development that incorporates technology into the high school classrooms in a meaningful way

for the teachers in Troy.

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References

Bolman, L., & Deal, T. (2013). Reframing organizations: Artistry, choice, and leadership. San

Francisco, CA: Jossey-Bass

Jenkins, H. (2009). Confronting the challenges of participatory culture: Media education for the

21st century. Cambridge, MA: MIT Press.

Jenkins, J., Ito, M., & Boyd, D. (2016). Participatory culture in a networked era. Cambridge, UK:

Polity Press.

Oblinger, D. (2012, October). Is it age or IT: First steps toward understanding the net

generation. Retrieved from http://www.educause.edu/research-and-

publications/books/educating-net-generation/it-age-or-it-first-steps-toward-

understanding-net-generation

Penuel, W. (2006). Implementation and effects of one-to-one computing initiatives. Journal of

Research on Technology in Education, 38(3), 329–348.

Peterson, L., and Scharber, C. “Lessons from a One-to-One Laptop Pilot.” Computers

in the Schools 34.1-2 (2017): 60–2), p.60–72. Web.

Warschauer, M. (2003). Technology and social inclusion: Rethinking the digital divide.

Cambridge, MA: MIT Press

Zheng, B., Warschauer, M., Lin, C., & Chang, C. (2016). Learning in one-to-one laptop

environments: A meta-analysis and research synthesis. Review of Educational Research,

86(4), 1052 – 1084. http://dx.doi.org/10.3102/003465316628645.