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I’m co-chair of one of the committees for the upcoming self-study as part of the 10-year accreditation process at FA. The task of the committee is to evaluate the facilities and technology of the school, and how they support our educational mission. Now, I don’t want to prejudice the committee’s findings, and while it is quite obvious that our school has undertaken tremendous steps in recent years to improve our physical plant, the technology at our school always seems to be one or two steps behind what is needed.
The lack of functional and useful technology in the classroom is one of the loudest and most common complaints I hear from my colleagues around the school. But, when I talk to those in the administration and in the technology departments, I’m told about all the big changes that have happened and all the big changes that are coming. After many years, however, the gap between what “could be” technologically and what is “reality” in the classroom seems to be growing wider. Could it be that the leadership in our school is unaware of how quickly the revolution in education and technology is coming?
For the K-12 Online Conference, I listened to the podcast “Leading the Change:
Current leadership models are inadequate for disruptive innovations”
Scott McLeod of Iowa State University discusses the idea of “Disruptive Innovation” which is set forth in books by Clayton Christensen. The way that McLeod describes it, many existing organizations and institutions – even good and effective ones – often disappear completely in new markets.
McLeod points out many examples of disruptive innovations that have changed our lives rapidly in recent years: digital cameras, MP3 players, laptop computers, cell phones. Each one has swept aside existing technologies – and the institutions associated with them.
The organizations and institutions that disappear when the “game is changed” often die trying to make the new technology fit into an old pattern.
Now, what are the implications for the field of education?
Well, according to the podcast, the change in education has arrived. Personal learning is here. By 2019, on-line courses will have a 50% market share in high schools. One should not assume that the current educational model, built upon 19th century standards, is a “given” any longer. And, like it or not, all of this change is going to sneak up on educational administrators and smack them right between the eyes.
I take some comfort in the ways that I have seen how FA is ahead of the curve in many educational areas…in our new international studies program, in our well-established alternative school, and in our expanding AP program, for example.
But how can FA survive as an educational institution in coming years? Here are some suggestions, from McLeod’s podcast…
- Don’t wait until the technology is “good enough.” By that time, it is too late. We should be using it now.
- Start with underserved user groups (home schoolers, AP, alternative school).
- Use different measures for success.
- Allow the innovations to compete with the existing organization for students.
The lesson here is to move now, not later. And am I correct in assuming that this movement is going to come from within our school and not from the top down?
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I was hoping there would be a comment or two before I jumped in.
I see it as an encouraging sign that this class is being supported, as was the Alan November conference attended by four of us (with an open invitation to all), and my trip to D.C. to the ISTE (International Society of Technology in Education) Conference this summer. The trick will be to not drop the ball. Faculty who wish to incorporate more technology need to have support to continue to grow their new skills and curriculum ideas. Support from the administration, from IT, and support from each other also. I think we all can do it if we really want to. (That’s me, the eternal optimist!) We all need to keep communicating and work on collaborating with each other.
Speaking of Scott McLeod – he was at the ISTE conference, along with many of the leaders in ed tech. The book you brought up, “Disrupting Class” was mentioned quite often (and we just got a copy of it for the professional collection – so you can pick it up when school starts. Right now I have it
)
If you would like to read more from Scott, visit his blog at http://www.dangerouslyirrelevant.org/ . There you will find great reading and links to his presentations from the ISTE/NECC 2009 conference.
He is an incredibily smart man – and full of interesting ideas.
Leslie
You have just illustrated one of the most important points of the self-study process! We need to evaluate what we say we do and what actually happens in the classroom. One of my favorite phrases in the FA handbook is “teacher as lead learner”. For many teachers, this can present a frightening experience, not knowing the absolute answer when the students ask questions, or maybe giving incorrect information. As you stated though, we are no longer in the 19th century and so that model makes no sense for us. Learning is messy and teachers have to be willing to take risks to incorporate technologies into the classroom. Just the fact that we participate in the 23 things course is a start. I agree with Leslie, the trick is to not drop the ball.
Leslie, Heidi – Thanks both of you for your comments! And thanks also for all the leadership you have shown in pushing technology at the school (and also in so many other areas).
I tend to think that not only some of the administration, but also many of the teaching staff at FA will have to be “dragged kicking and screaming” into the 21st century. Change, after all, is difficult and scary at times.
I sense, however, that there is a groundswell of a movement for change happening at school. I’m encouraged by the quality and enthusiasm of many of our new hires in the faculty, and I’m excited to see all the sharing, collaboration, and use of new technology that goes on despite the foot dragging and inertia of some who are set in their established ways.
We will not drop the ball, and we’ll keep the flame burning brightly!