Tag Archives: innovation

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Education is not Classic Rock

rockThere are a lot of radio stations that play classic rock.  Catering to a demographic that grew up with that music, their popularity indicates that the target population continues to strongly support that format.  I am not sure to what degree those same listeners are hip to what is trending on DJ Booth or the content of Billboard’s Hot 100, but I suspect that the typical classic rock fan makes only the occasional foray outside of his or her musical comfort zone.

The same applies to technology.  Most people enjoy a comfort zone largely established during what I refer to as their technological formative years.  This time period varies from person to person but can typically include anything between adolescence and adult mid-career.

As adults become established in the workforce they tend to become proficient with the technology they need to carry out their jobs and build on that only when required to do so.  Outside of work, people will only adopt new technologies when there is a clear, immediate, and meaningful rationale.

Some of us have had the experience of attempting to introduce cell phones to elderly parents.  One does not have to ask too many people about this before encountering a story steeped in frustration.  Some seniors simply do not have a personal connection with such technology and as a result often resist efforts to help them adopt it.

Macintosh_Classic_2Likewise, mid career Gen X’ers and mid to late career baby boomers became adept at common technologies of the day, and are generally skilled at e-mail, texting, and recreational social networking.  But in many cases, emerging information and communication technologies have the potential to create anxiety and meet with resistance.  Unless a meaningful connection is made, this group is less likely than subsequent generations to be enthusiastic users of virtual meeting software or to actively engage in professional social networking.

In nearly all cases, there should be no pressure for people to step outside their comfort zone and engage in emerging technologies unless they realize some personal gain from doing so.  However, there is one field in which resistance to emerging technologies is completely unacceptable: education.

As educators, our chief responsibility is to build capacity, both in our students and in those around us. As learning leaders, we need to model lifelong learning. As teachers, we must prepare our students for a rapidly changing world.  We are not likely to inspire our students to engage with new technologies unless we ourselves set the example.

monitorWhile there are some self-motivated individuals who will find ways to consistently integrate current ICT into their learning, we do a disservice to students when we allow ourselves to be satisfied with our existing skill set.  We cannot require anything more from our students than what we ourselves possess. As educators, we must remain progressive, forward thinking, and never be satisfied with the status quo.  Contemporary, forward thinking educators do not consider technology in isolation from good pedagogy.

Education leaders at all levels must realize that they have an obligation to build capacity in their colleagues with the intent to driving growth at the classroom level.  They must commit to using their influence to continually move the school system forward, adopting and exploiting new information and communication technologies to benefit student learning.  Those who are not willing to make this commitment need to reconsider their role in education.

Classic rock has its appeal, but educators cannot remain rooted in classic practice.

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The Inseparable Nature of Pedagogy & Technology

innovateI am a member of a disappearing group of teachers. Our numbers are dwindling and we will never be seen in the school system again. What makes this group unique? We began our teaching careers in the pre-internet age.

For those whose journey has not paralleled mine, it is difficult to truly understand just how technology has revolutionized education over that period of time. We know that teachers have shifted from being those who impart knowledge to those who facilitate the acquisition of knowledge. We know that schools look nothing like they did even a few short years ago. But it is hard to fathom the degree that technology innovation has impacted upon not only pedagogy, but upon every aspect of schools and education.

PossessBuilding Capacity

It is critically important to embrace the use of technology to accelerate learning for students and staff alike. We cannot underestimate the importance of building capacity in staff so that they can, by extension, build capacity in their students. As Michael Fullan stated in “Coherence”: “We cannot give to others what we do not possess ourselves”. To that end, I have been very deliberate in maintaining a contemporary skill set and fostering the professional growth of those around me.

By way of example, we maintain a school blog at our school website. Every teacher is invited to make at least a single annual contribution. The intent is not to force teachers to write a blog – certainly, there is nothing to be gained from that in itself – but simply to give them the opportunity to take part in this experience and gain an understanding of how this tool can be leveraged to enhance the learning experiences they design for their own students.

As with any initiative, there is a varying level of uptake. However, it is encouraging that this initiative is now part of our professional school based conversation. It is on the table, so to speak, and ideally is something that teachers will increasingly consider as a tool in support of student learning as well as for their own professional growth.

Technological / Pedagogical Evolution

Remarkable changes have occurred in schools over the years. Classroom space was given over to computer labs that have since become obsolete. There has been a transition from desktop computers to laptops to hand held devices that were unimaginable just a few short years ago. Textbooks and binders are giving way to e-readers and OneNote. All through this, I have forced myself to get on board with those innovations that appeared to have the potential to impact on student learning. Just as importantly, I also gained a clear understanding of my obligation to foster the growth of the teachers with whom I work as well as my colleagues in educational leadership.

I understand that this is not an easy road for some. However, even when that is the case, at least some measure of forward progress must be evident. We do a disservice to our students when we fail to push our own boundaries or rely on what may be comfortable and familiar instead of keeping abreast of latest practice.

We do not live in isolation, and students everywhere are benefiting from innovation in technology implemented within the context of sound pedagogy. Who will foster this growth in your own students, if not you?

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Thank you, John Dewey.

Ripple_HallwayPutting Assessment in Context

It is at the conclusion of the semester that teachers are asked to make some of their most important decisions of the year. After months of creating engaging learning activities and working with students to provide them with opportunities to demonstrate knowledge of the learning outcomes, teachers must determine not only if the student has been successful in that regard, but also identify a grade which represents their level of achievement.

In most cases, it is a matter of identifying an accurate (albeit subjective) number that reflects where students stand relative to their peers. In others it involves a failing grade and accompanying commentary to justify that assessment. The world of assessment is far from black and white, and teachers often engage in an internal dialogue about what counts and what doesn’t, and wrestle with the how their assessment of the students’ abilities truly reflects what that student is able to do.

In some instances, the stakes are higher. A failing grade in a particular course can put a students’ graduation at risk. Rightly or wrongly, entrance into some post-secondary institutions is screened on the basis of high school marks.   The assessments that teachers make and the grades they assign can cause ripples well beyond the classroom.

The Big Question:

Some jurisdictions recognize a final mark must reflect teachers’ informed professional judgement. Where that is the case, there will be those occasions where one faces a dilemma, best captured in this question:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

When I pose that question, I prefer to qualify two key elements:

  • Has this student demonstrated a satisfactory understanding of the learning outcomes?

Assessment must be considered on a case by case basis. We need personalize student achievement by looking closely at the student whom we are assessing, and putting the learning outcomes in context.

John_Dewey

Inspiration from the Past

When confronted with such a task, I take my inspiration from a trusted source. In “How We Think”, John Dewey articulated a number of concepts that resonate across the years. These ideals continue to have relevance and certainly have influenced my own responses.

Dewey writes about context: how a poor performing student may, when confronted with a different set of circumstances may achieve quite well. The point is that our assessment of a student is only relevant within the context of that particular learning environment. It is imperative that this reality is reflected in our assessment. We must know “this student” for this to occur.

Dewey also warns us about preoccupation with external standards. It is paramount that we help students learn how to think. Process, not product, should be our focus. In that sense, our evaluation should reflect more upon the journey toward achieving the “learning outcomes” rather than on whether or not the student ultimately reached the destination.

Teachers have the difficult task of determining pass or fail, or identifying a letter or number that somehow reflects a student’s level of achievement. This can only occur when they have a sound knowledge of the student as a learner and can exercise their professional judgement in assessing achievement of outcomes.

The evaluation of student achievement is an imperfect process and the grades we assign have implications well beyond our schools and classrooms.

Our assessments of students must consider these realities.

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Outside The Comfort Zone: Helping School Systems Embrace Technology

????????????????????????????????Each year, our school division holds a “Summer Institute” for teachers, the purpose of which is to provide two days of professional development just prior to the start of the new school year. In examining the topics the Institute was considering last spring, I detected a lack of activities related to current learning technologies and, with a colleague, offered to fill the void.

Our offer was welcomed and despite the end of the school year being a very busy time, we managed to do some collaborative planning. My colleague is skilled at locating and implementing new learning technologies in the classroom. Selective about what she uses in the classroom, I suspect that for every app, program, or device that becomes a part of her teaching, many more fail to make the cut on the basis not doing enough to improve the learning of her students.

Take The Risk

I envisioned my role in the presentation would be less about new technologies and more about encouraging people to step out of their comfort zone. Changing our practice is rooted in risk taking. That can provoke a measure of anxiety in anyone, but even more so for teachers; the risks they take have the potential to impact on the students for which they are accountable. There is comfort in staying with the tried and true. What is to be gained from stepping away from that?

  • I often consider why, in this day and age, anyone in the educational system would not actively leverage the professional networking power of Twitter to build upon their skill set.
  • I wonder why they would not embrace powerful new communication technologies instead of relying on traditional but less effective technologies.
  • I reflect upon classroom practices rooted in traditional teaching which, while still valid, can be transformed through the use of common and easily accessed technological resources that are typically available in practically every classroom.

What’s Stopping You?

In all of these cases I believe that at least one of two conditions exists, which can be summarized by these statements:

  1. “What I am doing is working for me, so that is good enough.”
  2. “I don’t have the time learn all of this.”

Regarding the first statement, finding what works is important. But simply leaving it at that is not enough. We should expect more from people at all levels within the school system. A community of learners will continually seek out new and improved ways of doing things. From time to time that will mean changing long standing practice, as uncomfortable as that may be. Sticking with the status quo is simply unacceptable.

Regarding the second statement, it is true that time is at a premium. The challenge is to help people see how investing time in learning something new can lead to greater efficiency and actually save some of that precious time in the long run. Professional educators, of all people, should understand this. It is also not a matter of learning “all of this”, but selectively investing in those things which may yield the greatest return.

Inspiring Change

As I prepare for our Summer Institute presentation, I will need to focus on both of these statements. My task is to inspire people to look beyond the status quo and instill the confidence they need to make the leap to the next level. Professional development sessions like our Summer Institute are critical components in facilitating the system wide cultural shifts that are required for this to happen.

Some time ago, I wrote about exploiting technology for effective school administration. The barriers we faced then still exist today, but I am encouraged by the progress I have observed. That progress has only occurred where people have embraced the message I hope to bring to the upcoming PD session:

Take the risk, and leave your comfort zone behind.

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Why Good Ideas Die

Idea_BulbYou have a good idea.  You clearly see what your organization could gain from its implementation.  You feel that the benefits are so obvious that acceptance should be a  simple formality.  Yet when the time comes for you to formally share your idea, you find it is met with resistance, loses momentum, and fails to move forward.

We often encounter initiatives that do not have the legs to move beyond the conceptual stage.  This does not necessarily occur because the initiative did not merit consideration; it may simply be a result of poor promotion and failure to understand how to best navigate the political landscape.

The word politics is derived from the Greek word for citizens, and has to do with matters related to decision making.  Understanding the politics of an organization means understanding just how decisions are made.

We work in complex systems. A degree of political savvy is required in order to successfully navigate the road one must travel in bringing an initiative forward.  Having a keen sense of internal politics and organizational culture enables one’s ability to exercise influence and promote a particular agenda.

On the surface, it may appear that some ideas immediately establish traction and gain support.  A deeper analysis will reveal that it is rarely that simple.   Invariably, steps have been taken to do groundwork resulting in an environment in which the idea can flourish. Establishing support for an initiative typically involves the following:

  • Building Alliances

Organizations are driven by relationships.  How we interact with others sets the tone for when we, in turn, look to others for support.  That reality should come as no surprise, yet it is not uncommon for there to be a disconnect between what is put into a relationship vs what one expects to get out of it.

Building good will, establishing an emotional bank account,  creating connections; these euphemisms all speak to the same thing; maintaining a balance between what we ask of and what we offer to our colleagues.

  • Anticipating Obstacles

The worst thing one can do in bringing a new idea forward is to be blind to the potential obstacles to making it a reality.  Not everyone will share enthusiasm for a new idea.   If it threatens established practice or requires new learning, anticipate encountering an element of resistance.  Do not underestimate the possibility that obstacles may be less related to the idea and more related to the people behind them.  Failure to build alliances will minimize the likelihood of success in bringing an innovation forward.

A good innovator will recognize potential obstacles and plan accordingly.

  • Combating Resistance

Perhaps combat is too strong of a word, but that is the reality that the innovator faces in the absence of thoughtful advance planning.  Consider the source of resistance.  What pre-emptive moves could potentially lessen or eliminate opposition to the new idea?    Often, the road can be paved simply by doing a “soft sell” in advance.  This involves working the grass roots, sharing information and responding to concerns at the individual level.  A benefit of this approach is that one encounters resistance in advance and is provided an opportunity to either modify the proposal or develop sound counter arguments prior to putting the idea forward at a more formal level.

  • Showing Grit

The term “grit” has evolved to include a somewhat nebulous definition that encompasses elements of persistence, resilience, will, and a host of other characteristics that have at their root the notion of seeing something through to completion under even the most difficult of circumstances.  Anticipate the need to rely upon these qualities when bringing forward a new idea.  This is critical to building momentum and gaining acceptance.

Countless “good ideas” have died on the meeting table for lack of preparation.  Just as seeds grow best in fertile ground, so will innovations only take root when preliminary groundwork has been thoughtfully carried out.  Understanding the politics of the organization is key to being able to do this to greatest effect.

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The Right Tools for the Job: Exploiting Technology for Effective School Administration

In his Diffusion of Innovation theory,  Everett M. Rogers identified the characteristics of groups of people based on how rapidly they embraced an innovation.  Though his research was based on agricultural innovation, his theory holds true across disciplines.  Rogers’ five groups of adopters, from the most enthusiastic to the slowest to adopt included: innovators, early adopters, early majority, late majority, and laggards.

Yes, there are laggards in school administration, though I don’t particularly like the connotations associated with that word.  In most cases, those who are slow to apply new educational technologies have been so not because of any lack of skill or talent, but simply because in the complex world of educational administration, competing demands for time can place technology skill development well down the priority list.

Go with what you know…?

“Go with what you know“ can be a comforting concept.  It frequently occurs that we rely on our tried and true skill set.  Ironically, setting aside a portion of the day to become more proficient at exploiting technology for educational administration has the potential to free up valuable hours for the very functions that school administrators often feel they do not have enough time for.

Email overload, and what do do about it.

Take the wonderful world of email. How often to school administrators rely on this as the sole means of communication with staff and colleagues?  While email is an effective tool, it is woefully inefficient as a means of fostering dialogue amongst a group of people.  Yet because it is the tool we all know, it is frequently over utilized as a means of communication.

Ask a group of school administrators if they would like to reduce the volume of incoming email they face each day. The majority would likely indicate a desire to do that.  Show that same group how to use a discussion board however and only a handful, if any, will embrace and enthusiastically exploit this tool.  Whether it be the anxiety associated with trying something new, the comfort that comes with simply using what you already know, or a combination of those two factors, people will generally resort to their current practice unless the new practice is seen as simple and the advantages are made clear.  Unfortunately, not everything is presented in such a manner.

One highly underutlized resource is the above mentioned discussion board.  This tool is far superior to e-mail communication when the focus is on discussion or collaboration.  In a discussion board, all members can see the contributions and replies of all members.  A question posted on the board has the potential to generate multiple responses which frequently build upon each other to create a rich dialogue.

Discussion boards are also the place to post “information only” items.  I am in the practice of posting all in school memos on a discussion board that is accessible only to school staff.   It is my experience that such items frequently generate questions that I did not forsee.  One can be sure that if one person poses a question or seeks clarity about an information item, others were likely thinking the same thing.

We are frequently sent emails from the school district office with the directive to “forward to Science teachers”, or “forward to staff that you feel may be interested in this topic”.  I don’t have the time to do that, and neither does anyone else in my school need to take time to selectively redirect such messages.  We simply place them on the discussion board where the people that need to see such items may do so.

Also underutilized is the simple tool of instant messaging.  This is effective when you are seeking a quick answer to a direct question.  Whether it is by using a web based system that is frequently built in as part of a school district’s communications system or by text messaging with a cell phone, it is one of the most efficient ways to exchange a dozen or so words with someone with whom you need to connect.  It is immediate and avoids placing yet another email in someone’s inbox – an email that may or may not receive the time sensitive attention it deserves.

I realize that discussion boards and instant messaging are neither new nor cutting edge.  Yet I am frequently surprised to observe the extent to which people continue to rely on what they know and fail to use such simple yet effective resources such as these. Email is a great tool, but if it is the only one in your toolbox, you are likely not exploiting readily available communication technology resources as efficiently as you could be.

It takes more than a single hammer to build a house.  Likewise, a variety of tools are required for effective workplace communication.

Take time to make time.

School administrators should not be afraid to try out new resources as they become available.  One needs to critically analyze how any particular resource can impact on the task at hand and to understand that exploring the resource will take time.  However, investing that time has the potential to pay off in the long run.  Developing a repertoire with regard to technology resources will ensure that regardless of the situation, you will have the right tools for the job.