Without Risk th…

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Without Risk there is no Reward

There is a great article in today’s Los Angeles Daily News entitled Don’t let fears stop necessary technology reform in L.A. schools: Guest commentary by Frederick M. Hess, Director of education policy studies at the American Enterprise Institute and John E. Deasy, Superintendent of the Los Angeles Unified School District. Hess and Deasy counter the negative press surrounding the recent iPad roll-out by describing the potential of leveraging technology to provide greater and improved opportunities for teaching and learning. They write that “it creates new opportunities for students to learn and grow; these opportunities should not be driven by community politics, grand promises or state procurement deadlines, but by helping students learn and teachers teach.”

However change is a messy process. Technological innovations don’t happen overnight. The Wright brothers began their experimentation with flight in 1896 and were not successful until 1902, no doubt after many many failed attempts. Thomas Edison had “1,093 patents for different inventions“, however many failed to see the light of day. There are many, many examples in nearly every industry, but we know in hindsight how technology has had a transformative effect.

I am not advocating to enter foolheartedly without sufficient planning for a 1:1 roll-out. To the contrary, we must develop clear expectations, identify, measure, and reflect on frequent benchmarks, and what I have not seen done enough, apply practices developed by change process sociologists and experts. When done with sufficient planning and visionary leadership, we can avoid simply layering technology upon existing classroom practices and achieve the true transformative potential of technology.

In summary, schools and districts need to adopt a change process theory model by treating the pedagogical shift to fully leverage a 1:1 environment to empower the learner to move beyond digitized worksheets and $1,000 pencils. However as with any innovation, leaders and stakeholders must also acknowledge a willingness to embrace some level of ‘mess’. We must attempt to plan for the 99% of what can/will happen and acknowledge that there will be unknowns along the way. Without risk there is no reward.

As Hess and Deasy state, this “should not hold students back from a 21st century learning experience”, and I couldn’t agree more.

The most succes…

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The most successful students are those who feel real “ownership” of their education

Thomas Friedman in his Op Ed post in the New York Times Can’t We Do Better? summarizes the results from “the Program for International Student Assessment, or PISA, which compare how well 15-year-olds in 65 cities and countries can apply math, science and reading skills to solve real-world problems” as “the most successful students are those who feel real ‘ownership‘ of their education. In all the best performing school systems, said Schleicher, ‘students feel they personally can make a difference in their own outcomes and that education will make a difference for their future.'”

Alan November has been asking for years, Who owns the Learning?, and the results of this assessment further confirm that this essential question is right on target.

So to take this to the next step, we as educators and educational leaders must continue to reflect on what we can do to empower students, teachers, and schools to own their learning. This is our challenge, and with access to a global network of subjects, resources, and people, we need to leverage technology to tap into students’ interests, make assignments more authentic, and use tools to create more powerful teaching and learning experiences.