Eric C. Sheninger's Blog, page 51

Why Personalize

How we best learn has been a hot topic for many years. As most would agree experiences that are relevant, practical to our needs, meaningful, and applicable drive learning.  The ability to acquire and construct new knowledge, then apply it in ways to solve complex problems, is at the heart of what education has been tasked with accomplishing. This lofty goal has fallen way short of expectations as our education system has changed very little over the past 100 years.  As a result of mostly the one-size fits all approach, students enter an environment where not only their needs are not met, but there is very little motivation to learn. With this stark reality in place, changes in schools and instruction are definitely needed to better meet the needs of all learners.

Now don’t get me wrong, significant progress has been made over the years with the work of Carol Ann Tomlinson regarding differentiated instruction. Wikipedia provides a very concise summary of this approach:

"A framework or philosophy for effective teaching that involves providing different students with different avenues to learning (often in the same classroom) in terms of: acquiring content; processing, constructing, or making sense of ideas; and developing teaching materials and assessment measures so that all students within a classroom can learn effectively, regardless of differences in ability."

Is differentiation enough and why has it not been incorporated at scale? Time might be one issue as well as a lack of resources to implement this approach consistently.  Another factor is the apparent lack of focus on what students are really passionate about and aligning this to their learning interests. Personalized learning builds on the important foundation that differentiation provides by factoring in the individual interests and preferences aligned to specific student needs.  Wikipedia provides this synopsis:

"Personalized learning is the tailoring of pedagogy, curriculum, and learning environments by learners or for learners in order to meet their different learning needs and aspirations. Typically technology is used to facilitate personalized learning environments."

The concept of personalized learning continues to evolve.  Be sure to check out the working definition and critical questions to consider compiled by Education Week.  As the definition continues to evolve so does the potential in schools to embrace this uncommon learning strategy. When implemented with purpose and in a pedagogically sound way, technology can not only support, but also greatly enhance learning for all students in appropriate situations. Personalized learning represents a movement from the “what” to the “who” as a means to facilitate student ownership of the learning process.  


Image credit: http://assessment.tki.org.nz/
This shift not only results in a refined focus, but also some important benefits such as:
Knowledge and how it is usedAuthentic, relevant, real world contextsBuilding on diverse strengths/needs of all studentsFostering independence and self-directed learningOwnership of learningDifferent ways to facilitate learningUse of tech to support and enhance learningA more personalized approach to learning can result in increased relevance and value for students leading to better outcomes and results.  Advances in technology now allow educators to personalize learning through both blended and virtual pathways.  For many students these changes can definitely enhance and improve their learning experience.  However, personalized learning and technology for that matter do not represent a silver bullet to all the woes that our education system currently has. When implemented correctly and appropriately aligned to deeper learning outcomes this approach can lead to deeper engagement and demonstration of what students know and can do.

For a more comprehensive guide on personalized learning click HERE.

What are your thoughts on personalized learning? Is it just another catchy fad or a legitimate approach to move schools forward through?

Design Empowers Learning

All one has to do is look around and see the amazing changes that are taking place in workspaces across the world.  I have always been enamored with what Google and Pixar have done to improve working conditions for their employees.  An article from Hongkiat provides some insight on why these changes have been made:

"Thanks to corporate giants like Google and Pixar that have demonstrated tremendous success despite their unconventional workplaces, more people are embracing the idea that creative work environment helps stimulate minds and inspire innovation. From simply ditching the crisp white walls for graphical wallpapers to a total overhaul of the office layout, we are all trying to break the mold and introduce a unique working environment to the team, and hopefully inspire some genius ideas along the way."

Make sure you check out some of the other amazing designs that are featured in that Honkiat post. What we are seeing are some exciting changes by organizations. To get better results they incorporate elements that foster creativity, collaboration, flexibility, and communication. This is not only a great concept that has become a reality in the real world, but it also makes sense.  Who wants to go to a job all day and sit in a hard chair at a desk in a suffocating cubicle while being rained on by effervescing light? Not my idea of a perfect job and I bet many of you reading this post feel that same way.  As expectations related to producing better outcomes change, businesses have capitalized on a design trend that has led to improved results.

Now with all this being said let’s take a look at our schools.  What does a school look like? Well a school silly. This was not a trick question, but a stark reminder of an issue that really needs more attention.  Do kids really want to sit at uncomfortable desks aligned in rows with loads of artificial light? If you think so then I challenge you do take the place of one of your students not just for a day, but an entire week.  Sit in that uncomfortable chair until your back and neck are killing you and then ask yourself why we do this to kids. Design issues extend well beyond that of classroom. The internal structure of most schools does very little to reflect real-world skill sets and expectations. 

Things need to change if we are serious about student learning and emerging research supports this. The Huffington Post summarizes a study by Barrett et. al (2012)

"The yearlong study by the University of Salford's School of the Built Environment and British architecture firm Nightingale Associates examined 751 students in 34 classrooms across seven primary schools for the 2011-2012 academic year. Students were assessed at the beginning and end of the year for academic performance in math, reading and writing, and classrooms were rated on environmental qualities like classroom orientation, natural light, acoustics, temperature, air quality and color. The researchers found that classroom architecture and design significantly affected academic performance: Environmental factors studied affected 73 percent of the changes in student scores."

These findings also suggested that the architecture and design of a classroom could have a 25% impact (positive of negative) on a student’s academic performance.  With this being said schools must be more proactive by putting in the time, effort, and resources to create classroom and school environments that are much more conducive to learning. When making decisions about classroom and school environment take the following into consideration:
FurnitureLightingTechnology for learningTemperatureLayout to support essential skillsAcousticsColors
Image credit: http://nextgenlearning.org/
For a great example of all these elements in action take a look at Clark Hall. I was fortunate to get a tour of this amazing space that was built next to the high school with former Gahanna Principal Dwight Carter. Clark Hall epitomizes the types of learning spaces that are not only possible, but also ones that will help students achieve the type of results applicable to the real world. 

Clark Hall (image credit: http://www.dispatch.com/)
Clark Hall (image credit http://www.ohm-advisors.com)
Clark Hall (image credit http://www.ohm-advisors.com)
Other districts are embracing design changes in their buildings.  As part of the Albemarle County Schools (VA) commitment to their students they have developed the Seven Pathways to Life Long Learner Competencies, which clearly emphasizes the importance of design principals and thinking.  Check out how teacher Michael Thornton is creating space for risk in that district.

How might you change the structure and function of your classrooms and buildings to better support learning? Where are areas of opportunity?

P.S.Barrett, Y. Zhang, J. Moffat and K. Kobbacy (2012). "An holistic, multi-level 
     analysis identifying the impact of classroom design on pupils' learning."        
     Building and Environment.

Get Your Brag On

That’s right folks; I just stated that you need to brag more. However, it might not be in the context that you think. Bragging has been notoriously frowned upon by society for ages.  The Free Dictionary defines bragging as to talk or write about oneself in a proud or self-impressed way. This can, and most often does, backfire as Susan Kraus Whitbourne writes:

"Almost no one likes a show-off but almost everyone likes to show off, at least a little.  Some showing off happens by accident and some in a deliberate attempt to manipulate others. In either case, though, you run the risk of looking a bit too satisfied with yourself if not downright conceited. The best way to brag about yourself to others is probably not to brag at all."

No one likes a person who brags excessively and just about all of us have been guilty of this at some point or another.  Alina Tugend highlights some of these in an article on the etiquette of bragging:

"Susan A. Speer, an associate professor of psychology at the University of Manchester in England, has found that “self-praise” is still considered largely unacceptable. Speer looked at a variety of data, from psychiatric interventions to everyday conversations, that involved self-praise. In her study, published in Social Psychology Quarterly, Speer discovered that in almost every case, indirectly or directly praising oneself seemed to violate social norms. People responded to self-praise negatively, she said, or, more subtly, with a long silence or a roll of the eyes."

So if bragging is so bad why am I telling you to do more of it? The bottom line is that schools do not brag enough about the great work happening every day, and as a result they pay a steep price.  With a growing negative education reform rhetoric led by politicians and special interest groups and media outlets determined to cover mostly negative issues, the cards are stacked against schools.  As I have stated for years, if you don’t tell your story someone else will. If you let this happen then the majority of the time the story that is told about your school is not even close to the realities that are taking place.  

Image credit: http://www.themavencircle.com/wordpress/
Schools and educators don’t brag enough about the positive impact they are having. My call to action is for all schools and educators to brag more. Whether you believe it or not, your work matters. Actually it really matters. As opposed to theory and talk, educators are constantly implementing ideas and strategies while finding success in the classroom. This work matters and in itself is a story worth sharing as they can not only provide needed support for others who are looking for successful ways to improve teaching, learning, and leadership, but also inspire a pursuit of innovative change. Being humble during a challenging period for public education will get you nowhere fast.  Thus, you can sit by idly while a narrative is created for you or you can chose to be proactive by tactfully bragging about the work of your school.  

Don’t stop with what is going on at your school or in your district.  I also want you to brag about your own powerful work and how it is impacting kids.  There should be no shame at all in sharing and promoting your own accomplishments.  I totally understand that the ultimate reward for an educator is the impact that he or she has on students.  However, I also feel educators work way too hard and are never appropriately acknowledged for all the awesome work they do. Thus, it is quite ok to give yourself a public pat on the back once and a while. 

Here are some quick tips that will help you brag appropriately so that stakeholders positively perceive it:

Be tactical by proactively sharing your school’s success stories. If you are sharing your own successes do it in a way that does not involve heavy self-promotion.Know when to promote successes. As far as your school goes this should happen often as there is always amazing things happening on a daily basis.  In terms of your own work, think about how the accomplishment will move the profession and others forward. Success is never a solo act.  Discuss achievements in a team-centered way. Give compliments to others at your school and over-share their accomplishments. There is nothing better than bragging about the work others are doing at your school to enhance learning and positively impact the life of a child. Make goals for improvement. When the time arises to get your brag on always follow-up your stories and statements with areas for growth and improvement. Focus on the voices and work of colleagues and other educators. Social media provides the means to share the awesomeness of your face-to-face colleagues as well as members of your Personal Learning Network (PLN). Build on your positive attributes. We are more inclined to praise others than ourselves. Never be afraid to celebrate positive aspects that define your school and own work.
Share until it hurts (in a positive way), but be careful not to cross the line where the message is conveyed in a boastful way.  Education needs more positive stories to move from perception to reality. It is time to get your brag on.

A Model to Solve a Few Professional Learning Challenges | #digilead

This past April I was fortunate enough to have been asked to speak at the Moanalua High School Professional Development Conference in Honolulu, HI.  It was an incredible opportunity to get back to Hawaii for a professional event as opposed to a vacation.  This was the fourteenth time the school had put on the event and it was awesome to see and meet so many passionate educators on a Saturday.  Besides the great learning and connecting that took place that day, the number of educators who traveled to the event from the neighboring islands impressed me.  Many of these dedicated educators flew in early in the morning and flew back later that evening while others stayed over night in local hotels.  Talk about making a commitment to grow and get better!


Image credit: http://www.ccl.org/leadership/images/...
As impressed as I was about seeing educators travel from neighboring islands to take part in and present at the event, I could not help but feel a bit sad.  My sadness arose from the fact that these educators had to make an additional financial and time commitment to travel to this conference in Honolulu.  This is when it struck me how difficult and challenging it is for educators from Hawaii to not only attend events on Oahu where they are mostly held, but also the mainland of the United States.  When you look at major conferences such as ASCD, ISTE, NASSP, AASA, and NAESP to name a few they are always held on the mainland.  

Cost of travel and the time difference prohibit the majority of educators from HI to participate in, and take advantage of, these events as well as countless others.  This is not fair to say the least. As much as Personal Learning Networks (PLN’s) as well as other blended and virtual options have begun to compensate for the challenges that isolated and rural areas of the world face, many educators appreciate and still find great value in face-to-face learning experiences.

As I reflected upon this professional learning conundrum that Hawaiian educators as well as those in rural and isolated parts across the globe face, I came up with a possible solution.  In my new role with the International Center for Leadership in Education (ICLE) I saw an opportunity to address the main challenges of time, distance, and money that face educators. I floated along the idea to some HI educators about bringing a two-day Digital Leadership & Learning Academy to some of the islands. After overwhelmingly positive feedback, I pitched the idea to ICLE and immediately got the green light to begin planning these events.  

I am proud to say that our first academies will be held this fall on the islands of Oahu, Maui, and the Big Island.  The hash tag we will be using is #leaderedHI.  Registration is open for any and all educators from Hawaii or even beyond to attend these events. For more information and to register click HERE. You can view the agenda there as well as the learning outcomes for the two-day events, which are also listed below:
A vision to create a culture focused on rigor, relevance, and relationships that is enhanced by technologyPractical support for using digital technology to engage stakeholders, improve communications, and enhance public relationsInnovative approaches to create learning environments for today’s connected studentsConcrete strategies to drive meaningful school change in the digital ageA professional learning and action plan that will empower facultyWays to create structures and supports for engaging learning spaces that reflect the real world environment students will experienceIt is our hope that these hands-on, interactive events will provide a powerful learning experience for a fraction of what it would cost to attend events in larger mainland cities. Attendees will not have to front any money for travel and lodging as each event will be commuter friendly. In the future we see this as a solution not just for the Hawaiian Islands, but other isolated and rural areas across the United States and world. If your school or organization is interested in hosting a Digital Leadership and Learning Academy let me know.

When Vision Isn't Enough

There is often a great deal of emphasis on establishing a vision when beginning the change process and rightfully so. Great leaders understand the importance of a shared vision and the need to articulate lofty goals and resulting outcomes. They are forward thinking, which turns out to be a highly admirable trait right up there with honesty as described by James M. Kouzes and Barry Posner. The authors explain that in order to effectively lead change, a shared vision has to be created.

"The only visions that take hold are shared visions—and you will create them only when you listen very, very closely to others, appreciate their hopes, and attend to their needs. The best leaders are able to bring their people into the future because they engage in the oldest form of research: They observe the human condition."

John Ryan elaborated on the topic and how leadership success always starts with a vision. He writes:

"Great leaders give real thought to the values, ideas and activities they’re most passionate about–and those are the things they pursue, rather than money or prestige or options forced on them by someone else. The visions these leaders have can be–and, in fact, should be–challenging to put into action. They realize them only by setting realistic, demanding goals and then going after them relentlessly, with the help of other talented men and women who are equally committed and engaged."

In his article he states that compelling visions can truly change the world. But staying invested in them can be extremely difficult when hard times arrive. The real work and testament to great leadership is moving past the visioning process by developing a strategic plan to turn vision into reality.  I have been a part of, or witnessed, one too many visioning exercises that focused on the formation of a mission statement.  What resulted for the most part was a hollow vision that was not supported by action.  Many, including myself, would consider this a waste of time.  I would even go as far to say that getting people in a room for countless hours to develop a paragraph of jargon-filled sentences is more indicative of a boss as opposed to a leader.  Mission statements and just a vision do not lead to sustainable change. Forward-thinking visionaries who persistently strive to implement a vision through actions do.



Whereas developing a shared vision is an attribute linked to all great leaders, the best leaders ensure that a strategic plan is developed and then meticulously implemented.  A vision has to result in a plan, which provides a focus for the change initiative.  The plan then has to be monitored and evaluated if the desired outcome is sustainable change that leads to transformation.  The real work comes after a vision has been established.  David Taylor outlines ten crucial elements to successfully move from vision to actionable change:

Make it a priority – make innovation a priority for the organizationStrategize strategic success – understand how the vision aligns with the strategic goals of the organizationCommunicate a new reality – communicate to the organization what achieving the vision will meanInspire the team – the leaders must inspire the organization to move from where they are to the promise that the vision bringsEmbrace the vision – the vision should be discussed and supported at all levels of the organizationBe loud and proud – speak about the new changes whenever possibleSpread the word – communicate the vision at every opportunityOwn it and live it – leaders must live the vision and not just pay lip service to itDrive the train, don’t watch the parade – leaders must get their hands dirty and get involved with the details. Don’t just delegate everything
Great leaders are never satisfied by just developing a shared vision. They work tirelessly to model expectations during the planning and implementation phases of the change process while empowering others to embrace change. It is easy to talk the talk. Great leaders walk the walk while helping others experience greatness and success along the way.  Don't settle for anyone else's vision or even your own if it is not persistently put into action.  Great visions can, and will, lead to the development of a legacy.  Your legacy will be defined by how well you positively impact the lives of others. 

An Evolution in Mobile

As some of you may recall, I was part of the Board of Advisors of a start-up named Beeonics. The company was a Do-It-Yourself (DIY) app building company, where schools, like the one I used to be Principal of at New Milford High School in NJ, could build their very own app. The beauty of the platform was it allowed regular, non-technical people – like teachers and leaders – to build apps without knowing or understanding code.
Over the past two years the way we deliver content and other features through mobile has evolved and Beeonics has also evolved by starting a new journey.
Recently, Beeonics re-branded itself to Gadget Software and has focused its business to develop mobile software specifically to schools – with a product called SchoolBuilder. What does that mean? It means it took the baseline foundational technology built within Beeonics, and focused the last six months of engineering time and development to create cloud-based software 100% for the education market.

In the short amount of time in becoming Gadget Software, the SchoolBuilder platform is tremendous. Some of the new folks behind Gadget Software saw a great opportunity to build out a new type of mobile network for schools to better communicate with parents, for teachers to develop more feature rich content for students, and to create a bridge from high school to higher education and beyond. In a nutshell, they have helped to virtualize the school environment inside and outside the halls. Their platform also provides modules for field trips, sports, and clubs, as well as safety.
Finally, they have turned their technology upside down and are developing STEM curriculum that provides the gateway to coding and computer science through mobile application composition, design, and development. As much as they see a great opportunity to mobilize schools, they also see this new opportunity to teach students about mobile before they even learn to code – ultimately reducing the intimidation factor that some tech can have on kids. This new type of classroom and mobile lab is one of a kind and I have yet to see anything like it.
The Gadget team identified the growing need for schools to move into this new mobile ecosystem where the smart phone is now the computer in your pocket, where parents are looking to find out specific school information at their fingertips and students can engage with teachers by utilizing the most native device known to them.
I thought the Beeonics platform was a great tool, but what Gadget Software has done with SchoolBuilder is eye opening and can give schools a very simple solution to their communications and learning needs very quickly. They already have a number of schools utilizing the software and I encourage you to at least visit their site and see if they have something that can help you with your mobile strategies.
Because of where they have taken this technology, I was eager to stay on their Board of Advisors. Feel free to reach out if you are attending an event where I’m speaking or I’d be happy to put you in touch with the folks building SchoolBuilder.

Leading With Video

There is no denying the power of video in society.  In a 2014 Forbes article, Richard Tiland makes some significant points when it comes to video and leadership. For example:

The use of video is so ubiquitous in our everyday lives; it has become part of our subconscious. We don’t even realize how much we know and learn from video—news, commercials, documentaries, even YouTube.  

As Tiland continues to explain, the use of video in society extends well beyond entertainment:

It has become a critical component in business, politics, communication, social media and even in music.   We need video to market and sell products, promote new ideas and share beliefs.

This paradigm shift has resulted in one of the most powerful tools available to leaders across the globe as explained by Tiland:

Ultimately, therein lies the power of video—the ability to effectively share beliefs and impact audiences worldwide from the comfort of their homes to the screens of their smart phones 24 hours per day, 7 days per week!

Image credit: http://success8760.com/wp-content/upl...
Digital leaders know full well the power of video. As principal I routinely used video tools to improve communications, enhance public relations, and create a positive brand presence.  Leaders today can harness mainstay video tools to build better connections and relationships with all stakeholders while telling the story of their school/district in a way that was never possible. Video tools can also be used as pivotal learning tools that save precious time and money.  Below I break down four main categories of digital tools:

Archived video (moderate/long length)

YouTube has long been the video tool of choice for digital leaders. Principal Tony Sinanis has used it as a communication tool for years by having his elementary students deliver morning announcements.  As principal I used a tool called ZippSlip where I could record video messages to my parents that were then embedded as YouTube videos right into the email.  Using YouTube as a public relations and branding tool is a seamless shift when leaders record and then share school events focusing on students such as art shows, concerts, athletic events, and award ceremonies.  For videos longer than fifteen minutes leaders can take advantage of Vimeo for free.  Want to learn something new? Check out YouTube EDU.

Archived video (short length)

Tools such as Vine and Instagram have revolutionized the way leaders can share innovative practices in brevity.  With only six and fifteen seconds respectively, these tools can capture short highlights that demonstrate the awesomeness occurring in our schools every day. These short video clips go a long way towards building a brand presence that extends well beyond a local school or district.  With such a short window to record, the excuses not to use these tools quickly fades. Check out how Laura Fleming uses Vine to showcase what her students are creating in the school's makerspace.  Want to use short video to support your learning? Well the popular walkie talkie app Voxer has you covered.  Voxer now allows users to take and share videos up to fifteen seconds in length.

Live video

Ustream set the standard for streaming video live, even in HD. When my New Milford HS students engaged in a book discussion on Drive with Dan Pink, I streamed the session live using this free tool and archived it to share with my superintendent and BOE.  The latest rage is Periscope, a free, live video streaming app for iOS and Android device.   As a “live video streaming platform”, educators can transmit live recordings of themselves to Persicope and Twitter followers.  Since Periscope is owned by Twitter it automatically links to your Twitter account.  Users get a notification anytime the educators you’re following do a live transmission. Periscope is great for catching glimpses of live presentations at conferences or sharing knowledge instantly using the power of video. You can re-watch any video from your followers for 24 hours after the live broadcast, but after that they disappear and are not permanently archived.  For more information on Periscope check out these great resources:

Periscope: top tips for using Twitter’s latest appThe Scoop on Periscope: Broadcast Live Video to the WorldPeriscope the School
Videoconferencing

Free applications such as Skype and Google Hangouts allow leaders to easily connect with both experts and practitioners. We used videoconferencing in my district to make better use of our precious time. In lieu of face-to-face meetings where we had to leave our buildings, I suggested to all of the building leaders across all schools to meet via Google Hangouts. The free group video chat feature was a game-changer for us.

Great leaders always strive to continuously improve professional practice.  Don't neglect the power of video to become a better communicator, learn on the go at times convenient for you, become the storyteller-in chief, and construct a school/district brand that will build greater support and appreciation from all stakeholders.

Musings on Leadership, Change, and #EdTech

As I am driving my SUV and family guinea pig from Staten Island, NY to Texas (more to come on this later) I took the opportunity, when my father was at the wheel, to peruse my professional Facebook page.  As I looked through my updates I noticed that I had posted quite a few quotes, ideas, thoughts, and opinions on leading change.  The idea then popped into my head that I should archive all of these in a blog post. Maybe some of you will find value in them (or maybe not). 

Image credit: http://www.changefactory.com.au/
Without further ado:

Leadership is not a popularity contest. Make the tough decisions instead of trying to please everyone. 

Great leaders build capacity in others knowing full well that it takes more than one person to successfully implement change. 

A testament to true leadership is one's ability to not just initiate change, but also sustain it. 

If you don't tell your story someone else will. Digital leadership is about becoming the storyteller-in-chief to take control of your public relations and build a positive brand presence. 

Reach for the sky and experience your potential. Reach for the stars and discover unlimited potential. 

Success is achieved when you zero in on a goal with an undeniable focus and a determination to overcome an array of challenges. 

Real change comes from colleagues modeling expectations to others, not from those with titles. 

Respect is a fickle thing. It is not earned through opinion, talk, and putting down others, but rather example and action. 

If you truly believe a certain way is better put that belief into action to inspire others to change. 

Don’t just give opinions. Illustrate how your opinions have been implemented in some way to change educational practice. 

Technology will not revolutionize education. Educators who effectively integrate technology to enhance and support learning will. 

Actions speak louder than words, sound bites, and rhetoric. Model for others and change will follow. 

Don't ask others to do what you won’t. 

Digital leadership is about working smarter, not harder, by enhancing professional practice with the assistance of technology. 

You can complain about the decisions made by someone else or take the initiative and make your own. 

As a leader if you are making students conform to your views and ideals about the structure and function of school without their input you have it all wrong. You work for them; it's their school, and most importantly their voice matters! 

Stop telling people what they need to do and instead take them where they need to be. 

Digital leadership is not an add-on or about giving one more to do. It is a natural compliment to the work school leaders are already doing. It is time to do what you do better. 

An idea is wasted if it is not acted upon leading to change in culture and/or practice.
Instead of conformity, rules, and maintaining status quo schools need to focus on choice, ownership, and autonomy. 

Don't expect others to change professional practice if you are not modeling those same expectations. 

Engagement, relevance, and fun are great, but make sure there is observable evidence that students are learning when integrating technology.

I hope you enjoyed some of my thoughts based not only on observation, but also practical experience implementing and sustaining change in schools. I now encourage you to add your thoughts below.

Be Wary of Putting the Cart Before the Horse

"Unless you get instructional design right, technology can only increase the speed and certainty of failure" - William Horton

As budgets expand or money becomes available at the end of a school year, the knee jerk reaction of many schools is to go all in and spend it as quickly as possible.  With advances in affordable technology, such as the ultra-cheap Chromebook, it has been tough for schools to resist spending these funds on devices.  Now don't get me wrong, I am all for schools increasing student and staff access to quality technology. However, the cart before the horse scenario has played out in so many schools across the globe. The end result has been a massive influx in tools, but a clear lack in vision and planning as to how these powerful tools can, and will, actually impact learning. In some cases the technology resides unused in classrooms and schools due to the cart before the horse approach. There is nothing transformational about this.

There are many technology frameworks out there for schools to refer to such as SAMR, TPACK, and the TIM. The SAMR Model has provided us with a good lens to observe firsthand the need for proper planning prior to investing large amounts of money on technology.  This by no means is a perfect framework to guide the effective implementation of technology initiatives, but it does give us a good idea of what should not be taking place.  I have visited one too many schools where I have seen time and time again devices being used in ways that serve as a direct substitute for the same ineffective practices that we are trying to move away from. Technology in itself will never transform teaching and learning. Students, teachers, and leaders who effectively integrate technology with purpose aligned to learning and leadership outcomes will.

The quote at the beginning of this post from William Horton provides an important reminder of the critical need for teachers to be supported in proper instructional design prior to any massive technology roll out. We found great success at my school during our digital conversion by focusing on a pedagogy first, technology second if appropriate mindset.  Not only was there a focus on solid instruction, but we also provided numerous supports for our teachers in the form of ongoing and job-embedded professional learning opportunities. If the expectation was to integrate technology with purpose to support and/or enhance learning we made sure everyone was prepared to do just that.  As Michael Fullan has stated, pedagogy is the driver and technology the accelerator. 
Image credit: Shelly Terrell
It is not just teachers that need work on instructional design when it comes to effectively integrating technology.  The same goes for school leaders who also deserve support in the form of professional learning so that they can properly observe and provide valuable feedback to teachers when technology is being integrated in lessons.  Ultimately it is a leader’s overall responsibility to make sure technology purposes are having an impact on learning. Thus it is wise to put them in a better position to do just that.

The critical need for learning doesn't stop with teachers and leaders. It also extends to students and parents. As learning changes with successful technology integration and students begin to have more access to technology, a golden opportunity arises to not only address critical digital literacies, but also responsibility. When rolling out either Bring Your Own Device (BYOD) or 1:1 initiatives create programs to prepare students for the purposeful use of technology to support their learning. In the end this will mitigate many issues before they arise. At my school I met with all the students in large-scale assemblies to educate and reinforce the role of mobile learning devices at the beginning of the school year. Having parent programs in place is also vital to the success of any major technology initiative. With large scale purchases they will want to know the impact on learning and others will need guidance on the how teaching and learning is now changing.

The importance of getting instructional design right cannot be stressed enough.  Don't fall victim to the cart before the horse scenario. If you or your school has the ability and funds to purchase technology, don't rush to get it into the hands of staff and students. Take the time to develop a shared vision and plan for integration that aligns with sound pedagogy. Consider using the trudacot developed by Scott McLeod and Julie Graber.  This discussion protocol will allow you to work on instructional design within the context of student agency and higher-order thinking skills.  Provide professional learning opportunities before, during, and consistently after the roll out.  After a focus on instructional design, work with students and parents to build broader support. In the end this will help to not only make the implementation process easier, but also to have your technology initiatives primed to get results.

Make Change Stick

“When obstacles arise, you change your direction to reach your goal; you do not change your decision to get there.” – Zig Zigler

Change in any organization is an arduous task at some point, especially during the initial implementation stage.  The onset of the process is typically fraught with challenges such as overcoming the status quo, a mentality of if it isn’t broke why fix it, fear, a void of leadership somewhere in the hierarchy of schools, lack of knowledge on initiating change, no clear vision, too many initiatives at once, naysayers/antagonists, and a one size fits all approach.  One must realize that change is really hard and a commitment to see the process through is vital if the end goal is cultural transformation that sticks.  

Success also lies in a leader’s ability to make difficult decisions when needed. Leadership is not a popularity contest.  True leaders make the tough decisions instead of trying to please everyone.  I fell victim to the allure of putting popularity first early in my career as a young principal.   It took some self-reflection, after realizing that the school was stuck in a rut, to get myself on track and do the job that I was getting paid to do.  From that point on several change initiatives were implemented and sustained resulting in a culture that worked better for our students and staff.  In the end, real leaders take action and their ability to be catalysts for change are not defined by a title or position. They are defined by the example they set.

One must develop a mindset for change.  This process begins with an examination of why change does not work in organizations and then looking more closely as to why it has failed in your school or district.  The challenges described in the first paragraph provide a good starting point, but by no means are an inclusive list as each school/district has it’s own set of unique roadblocks. Pinpoint areas of potential difficulty beforehand that morph into challenges or excuses such as time, lack of collaboration, finances, limited support, poor professional development, resistance, mandates/directives, and frivolous purchases to name a few.  Once the challenges and potential obstacles are in front of you, begin to develop a road map for change using the following questions:
Where do we begin?What are the school factors that influence student learning and ultimately achievement?How do you change culture and move past the status quo?How do we get educators and school systems to embrace change as opposed to always fighting for buy-in?There are many frameworks and ideas on change leadership.  You can’t go wrong with the work of Michael Fullan and his Six Secrets of Change. When I began to develop a shared vision and strategic plan for change with my staff back in 2009 I referred to the Katgar Model of Change. 


While there is virtually no elaboration that I could find on this model an image provides some detail on the elements that are essential to successful change in any organization.  The central tenets of leadership described in this model center on why change is needed.  Effective leaders develop a shared vision with input from all stakeholders, including students.  They then craft and implement a plan for action that supports the purpose for the change. The glue that holds the entire process together is a leader’s passion for how the change will positively impact students and staff.  The Katgar Model for Change then identifies five essential elements that leaders can focus on to ensure success:
Strategy – After developing a shared vision a plan for action has to be developed.  The plan not only identifies the purpose and focus for the change, but also provides methods to monitor to ensure successful implementation and sustainability.  Always model the expectations you have for others.Communication – You won’t find an effective leader who is not an effective communicator.  The art of communication allows leaders to accomplish tasks and get things done, pass on important information, acquire information, develop a shared vision, reach many decisions through consensus, build relationships, and move people to embrace change. Leaders in the digital age leverage available technology to transform communications.People – Successful change initiatives rest on moving the masses, but you must begin at a foundational level. This can best be accomplished by building positive relationships at the individual level.  Empower staff to embrace change by putting them in a position to experience the value firsthand for themselves.  Provide autonomy to those who are already on board while focusing more time and effort supporting staff who are not yet willing to change.The Work and Fun – With any change initiative ensure that a solid foundation aligned to teaching, learning, and leadership is in place. It is always good practice to align the work to the latest research and best practices.  As change takes hold have fun by celebrating the successes of your staff and students.  Nothing moves change along better than showing people how proud you are of their hard work.  This will also assist in motivating others to embrace the change effort.Learning – The best and most effective leaders never stop learning, as they understand that there will always be work to do, not matter how much success is encountered.  As Antoni Cimolino states, “There is something to be learned every day, both by looking in the mirror at yourself and by looking at the people around you.” Today’s leaders have a great advantage when it comes to learning and that is social media.  The ability to learn anytime, anywhere, anything, and from anyone through Personal Learning Networks (PLN’s) is a leadership game changer.A great deal of effort, time, and hard decisions embody every successful change effort. With this being said it is imperative that the changes being implemented stick.  Hargreaves and Fink (2004) provide some key points on sustaining change that will enable you to develop a clear focus during the initial visioning and planning process:
Improvement that fosters learning, not merely change that alters schooling.Improvement that endures over time.Improvement that can be supported by available or obtainable resources.Improvement that does not affect negatively the surrounding environment of other schools and systems.Improvement that promotes ecological diversity and capacity throughout the educational and community environment.If you are serious about implementing change then lead with conviction so that your efforts result in sustainability.  Just the willingness to change doesn't cut it. Making change stick is what separates great leaders from the good ones.