Tag Archives: disruption

Getting Back Up on the Horse

I have not blogged since I’ll Have Another won the Kentucky Derby. Since then, much has transpired, and without going into details, I have neglected the duty to share my thoughts and ideas on learning (or actually the trends that will shape learning in the not-to-distant future).  As to not overdue it, this one will be quick and painless.

I finally finished Clayton Christensen’s book Disrupting Class: How Disruptive Education Will Change the Way the World Learns.  I am about fours years late but at least I have arrived. The most impactive take away from the book is the great concept of “hiring a job” or what has been coined as the “Milkshake Theory of Disruptive Innovation.” The video below does a really nice job identifying what “hiring a job” means and then explains what this means for human interaction.

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When we are attempting to predict human behavior, let alone disruptive trends & systemic change due to innovation, we must be critical, reasonable, and as unbiased as possible. We end up being far more prepared for the unexpected, and this, to me, is the most important, far more flexible and adaptive.  We may not know what schools will look like in 2025, but I can guarantee that by 2025 we will be wondering what schools will look like in 2050. It is our nature and it is driven by our sense of time, purpose, and curiosity. 

 

Technology is not Additive; it’s Ecological

I have recently been hired as the K-12 Technology Coordinator at Ruamrudee International School in Thailand. I prepared a vision for technology in education that has seen it’s fair share of revisions and reflections. I share it now, for the first time. I use technology because history has showed me that the brightest minds in the world have embraced technology for it’s practical application. I’m sure the late Neil Postman would agree that people should know a few things about technology.

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Education in the 21st century

Education in the 21st century is transforming at an unprecedented rate of change because the needs of learners have shifted toward skills that embody innovation and human experience. I see technology as a historical common phenomena that has peripherally (and continually) shaped the way people view themselves and the world around them. Science, travel, and commerce have evolved (while pushing boundaries) due to the simple implementation of a better, more sophisticated tool which has in turn accommodated progress and collective understanding. We are in a unique time in education and 2012 will most likely be a tipping year as tighter budgets and greater accountability force teachers into adopting new and better tools of instruction.

There is no escaping from ourselves. The human dilemma is as it has always been, and it is a delusion to believe that the technological changes of our era have rendered irrelevant the wisdom of the ages and the sages.

As a student of history, I have always shaped my understanding of human experience around three essential relationships: people’s relationship to their environment, to other humans, and to powerful ideas that have resonance and meaning. Human experience underlies all that we do as educators in preparing students for active participation in a global society. My vision for technology stems from my thinking about what I do as an educator in meeting the needs of my students. But I am not really supporting any real change if I am attempting to change the broken system called formal learning.

I believe:

1. The most up to date information is only accessible in real time. People are at a disadvantage when their information in outdated. This disadvantage can have a range of repercussions; more importantly, the formal learner must be equipped with the understanding of how to navigate the information available, appropriately use the information, and share their use with others.

2. The role of the teacher has shifted  to that of the learner, facilitator, and approximately nineteen other roles. Embracing the 21 roles of the teacher is an initial step toward identifying the value of new tools and ways of thinking in traditional classrooms.

3. Changing roles means changing personal/group habits, temporal/spatial structures, and (wait for it…..) philosophies.  If a teacher has not changed/modified their own philosophy, then everything else would be meaning less and lack motivation. Decision making demands input from all stakeholders regarding schedules, space, collaborative planning time, and data-driven instruction.

4. Former CEO of General Electric Jack Welch wrote, “If the rate of change outside an institution is faster than inside an institution, that institution is in peril.”  Here is the call for adoption of more progressive blueprints of instruction. Curricula are the most important factor in the success of learner. Good curricula makes a bad teacher effective, bad curriculum makes a good teacher ineffective. The call is for internal and external collaboration to streamline, implement, and celebrate mastery learning which is supported by innovative vehicles of social media and rapid communication

5. The commitment must be made institutionally and then recruit personnel that share the same values and vision. School leaders need to ask the right questions of their prospective hires and support a program of mutual sharing, collegiality, and celebration. I believe that traditional mindsets and external pressures weaken commitment to meeting students needs of the 21st century. I asked a Superintendent of a top school in NY if there were plans in his school to initiate a laptop/1:1 program and he cringed communicating the a general fear that students would misuse the computers. I believe that on many occasions we are only limited by our own thinking in what can be accomplished. It is criminal to pass this mindset onto the next generation.

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Technology in Education

Technology in Education should be explored and implemented to its innovative ends! Implementation of a one to one program requires appropriately support for effective use of the tool. While technology opens so many opportunities, I also believe that it is too often viewed as an end in itself rather than a means to an end—or both! Should technology simply replace all aspects of education for the sake of innovation? Who could propose such a preposterous measure? While teaching requires current instruments and connectivity to students, not all current instruments and student connectivity is enhanced by technology.  Like all good things in life, technology is yet another element to examine with an eye for balance. There is great educational and developmental value in students flexing such a critical eye on technology resources, determining effective and ineffective uses of technology in education and in life. There are a number of ethical issues just surfacing regarding technological innovations—issues of ethics that are far less supported by decades of moral and human values. These issues offer an opportunity for students to truly construct parameters for real-life ethical issues regarding how people use technology in the world, ultimately enhancing social awareness through the critical eyes of multiple students. My vision is that technology supports all three aspects of the human experience believing that teachers must evaluate the quality of their instruction through reflection and augmentation of the following:

  • Environment
  • Human interaction
  • Ideas

1. The focus is not technology integration, but transformation of the system based upon  connectivity, collaboration, communication, collegiality, community, and celebration. All words that start with the letter “C.”  The thinking that I support is one of personalized learning that  enables each student to take a customized path toward meeting high level standards. Flexible uses of time and space allow differentiated approaches to content, assessment, pacing, and learning style. This level of personalization, when combined with world-class standards, performance-based assessment, anytime/anywhere learning, deep student engagement and agency, and a comprehensive system of supports, is referred to as next generation learning (NGL); I whole-heartedly endorse choice in learning. This is how people refine their ability to dialogue, crowd source authentic problems, and innovate.

2. My vision supports an increasing emphasis upon practical and philosophical use of social media through pedagogy and project-based tasks that support a wide-range of 21st century literacies.  Everyone blogs in school and the blogs become a digital portfolio that allow for practicing of curation, construction, and written reflection. All important literacies can be supported and student writing will flourish through appropriate feedback. Institutionally, we shall support the Creative Commons mentality of sharing with proper attribution, while simultaneously contributing to specific learning communities. All teachers will develop a personal learning network for on-going professional development that continuously shares new resources and approaches while challenging existing thinking.

3. An emphasis on fast connectivity along with digital and technical support that minimizes breakdowns in classroom instruction and communication. Let’s double the bandwidth every year! Lets have a tech team within sections that have members representing each department. Super fast connectivity is vital for the uploading of media and information. I would like to see a schools become think tanks and centers of inquiry, where the intellectual challenges are practical and put the learner inside the dilemmas. New types of courses will emerge that will not only pique interest, but will require guest speakers, large amounts of data collection and storage, and creativity. Mental associations are the stuff of creativity and people must be given opportunities to be cognitively challenged.

4. Broadcasting & Vertical Initiatives will be much more pervasive in the future. Skill sets will become much more specialized and so a tiered system of service will most likely emerge. The best skill sets will earn premium wages for services. However, the services will stille be in great demand with the opportunities left available for those below the most sought after quite substantial. In addition, broadcasting will be far more reaching with specialization in a diverse and varied number of subjects. People will come to accept information from specific broadcast sources (youtube channels come to mind here), while the natural synthesis of ideas, interests, and subjects will create enormous opportunities for new areas of thought, exploration, and design. School wide programming where a common theme is shared and used to drive creative productivity and collaboration can happen with much more frequency in a connected learning environment where the school values are emphasized, supported, and aligned.

5. Ambitious Exploration and Experimentation should be encouraged and supported when ever possible. Teachers should feel free to try new methods and approaches to instruction if the methods emphasize challenging but engaging tasks. There are those that feel that some cultures do not embrace risk-taking, however that is a very subjective term. Anything novel requires some risk, other wise it would not be a challenge. There is a implied responsibility to address the needs of the whole student and experimentation and exploration are specific habits of mind that are generally valued by groups. I have blogged on this idea before but I am entirely certain that there must be opportunities throughout formal education for students to not only choose what they want to learn, but also plan how they will learn it. That is a pretty ambitious experiment for any teacher. The next generation of teacher should be able to integrate content, pedagogy, and technology CREATIVELY.

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It doesn’t matter if it is five, ten, or one hundred years, the developing mind will require a structure of learning that has leverage, is relevant, and is enduring. I will wager 50 bajillion Schrute Bucks that will include technology because technology has leverage, is always relevant, and seems to always pop up in the historical record as a major agent of change. Technology is not additive-it is ecological.

In short, we must prepare learners to critically embrace their futures, not our pasts!

Four Quotes to Consider from TechEx 2011

I had a wonderful opportunity to present at this year’s TechEx conference at Bangkok Patana School in Thailand on the topic of developing Social Studies units that address 21st century fluencies. Additionally, the real reason for attending the conference was to attend the workshops headed by Ian Jukes, a Canadian educator and trailblazer in the commitment to transform schools to meet the needs of a new generation of learners. I was able to attend 3 of the 4 workshops where I was able to come away with some outstanding ideas of how to approach 21st century learning by considering the shift from developing ‘knowledgeable’ students to ‘fluent’ learners. In the sessions I was able to live blog on Twitter while taking notes…..all from my phone. Below are some of the more important understandings fostered by the conference. As Ian made clear,  it is professionally unethical not to share new understandings with colleagues and with the PLN.

we are living in an age of disruption….

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Disruption is coming whether we are ready or not. I have always believed that creative destruction is an inevitable by-product of progress. Jukes pointed out six very compelling forces that will disrupt current human systems: Moore’s Law, photonics, the internet, bio-technology, nanotechnology, and infowhelm. that these forces are exponential significantly increases the likelihood that life as we know it is transforming in ways unimaginable not 50 years ago, but 10 years ago. Teachers that ignore the transforming landscape are unwittingly setting themselves up for replacement.

Teachers that can be replaced by computers SHOULD be replaced

The scariest dimension of this claim is that it is already happening. The rise of the creative class and the decline of the ‘low skill to no skill’ jobs has happened in my lifetime. There exist video lectures and podcasts that deliver information with enriching visuals and enlightened wisdom. Very soon the brightest minds and storytellers will be available for 99 cents on iTunes and the pod schools will emerge that bring like-minded learners into a shared space to collaborate and create based on interest, autonomy, and the drive for mastery. I think back to the movie Accepted where students wrote on a huge wall what they wanted to learn and then set about making it happen. They were in charge of their learning. I do not feel good teachers can or will be replaced. I can’t say the same for ineffective lecturers, non-creative lesson builders, or one-size fits all curriculum. Phasing out dead weight is all but assured once more innovative models emerge. A more promising approach is to allow students opportunities to plan their learning. The need a member of the creative class to facilitate this.

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If the rate of change outside an institution is greater than on the inside, then the future of that institution is in peril.

What I feel is the most enduring message of the presentation. This is actually attributed to former CEO of General Electric Jack Welch.  A succinct and broad idea, the evidence of this axiom is all around us and serve as warnings to the necessity to evolve individually and as members of in-groups. The one area that education should focus upon is right brain work, particularly since left brain work has been replaced or outsourced. This is a untapped reality for teachers stressing cognition in their classrooms. A teacher can build the ultimate puzzle that requires navigation of resources and knowledge, collaboration of multiple talents and skill sets, and culminates in creative/practical construction. Holding all this together is curiosity and that begins with questions….effective opportunities for inquiry that require divergent thinking solutions that incorporate right brain thinking opportunities. This is the change occurring outside of schools and makes 5 year old curriculum maps seriously out of date.

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To think schools are immune to disruptive change is naive.

History has shown over and over again that the one constant has been progress (for the lack of a better term). Whatever the argument, schools can not consistently meet the needs of entire societies without first considering what skills are necessary for the jobs that will exist in the future. It is possible to consider what types of skills will be emphasized in the future. The most obvious are in areas where skill sets are synthesized. Psychology, web analytics, social media, and logistics will all evolve into more specialized fields requiring creative thinking and design skills. Curiosity will push the boundaries of industry and societies will especially benefit from a creative class that will visualize and explain the emerging landscape of the world.

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I believe it’s time to consider the current job description of an educator with wider eyes and with more of our right-brain.