Eric C. Sheninger's Blog, page 51
October 11, 2015
Educators are the True Rockstars
"To recruit the brightest and best, teaching needs to be a high status occupation" - Lord Adonis
It is interesting how our culture works, especially here in the United States. We idolize those who entertain us such as actors, actresses, rockstars, and professional athletes to name a few. These people bring joy, and sometimes heartbreak, into our lives. With all the attention, time, and money that are put into our love for the entertainment sector, society needs to take a deep breath and reflect on our priorities. Should we be elevating these people to sometimes god-like status?
In my opinion and that of many others, there is no more important profession than that of education. It is the noblest of professions that quite frankly provides qualified candidates for virtually every job. Without educators would we have doctors, lawyers, engineers, politicians, electricians, mechanics, or anyone in the entertainment industry? Yet for all that educators do to mold and inspire young minds to think and make a difference in this world, their profession is constantly dragged through the mud. Our priorities are so out of whack and if things don't change fast it will become even harder to attract the best and brightest to work with our children. Not for nothing, but our kids deserve the best.
So what if we treated educators like professional athletes? Let's take a minute and see how things could look if our priorities changed.
Even though the video above is based on comedy, imagine if we viewed educators in a different light putting them on par with other professions and greatly above that of the entertainment and sports industries? We have a great deal to learn from other countries that value the role of educators above all else as noted by Peter Dolton:
Image credit: https://s-media-cache-ak0.pinimg.com/...
It is interesting how our culture works, especially here in the United States. We idolize those who entertain us such as actors, actresses, rockstars, and professional athletes to name a few. These people bring joy, and sometimes heartbreak, into our lives. With all the attention, time, and money that are put into our love for the entertainment sector, society needs to take a deep breath and reflect on our priorities. Should we be elevating these people to sometimes god-like status?
In my opinion and that of many others, there is no more important profession than that of education. It is the noblest of professions that quite frankly provides qualified candidates for virtually every job. Without educators would we have doctors, lawyers, engineers, politicians, electricians, mechanics, or anyone in the entertainment industry? Yet for all that educators do to mold and inspire young minds to think and make a difference in this world, their profession is constantly dragged through the mud. Our priorities are so out of whack and if things don't change fast it will become even harder to attract the best and brightest to work with our children. Not for nothing, but our kids deserve the best.
So what if we treated educators like professional athletes? Let's take a minute and see how things could look if our priorities changed.
Even though the video above is based on comedy, imagine if we viewed educators in a different light putting them on par with other professions and greatly above that of the entertainment and sports industries? We have a great deal to learn from other countries that value the role of educators above all else as noted by Peter Dolton:
"In recent years it's become a truism that attracting good quality and well-qualified people into teaching is accepted as the essential prerequisite to raising educational standards. In Finland and Singapore, teachers are recruited from the most-qualified graduates, all with a second degree. One obvious way these countries have attracted the best and brightest into teaching is by paying them well."The bottom line is that we won't improve the status of educators unless teaching and education in general is recognized as a worthy profession. It is time for society to shift it's priorities. In the short term let social media be your bullhorn to amplify the essential work you do for kids every day.
Image credit: https://s-media-cache-ak0.pinimg.com/...
October 4, 2015
Uncommon Learning
The world today is changing at a fast pace. We are seeing advances in technology at a frenetic rate, which is having a powerful impact on our learners. It is not that our students are actually learning differently per se, but the environment in which they are learning is dramatically different. The engaging aspects of technology today and ubiquitous access to information provide constant engagement to learners of all ages. They have embraced this digital world as it provides consistent relevance and meaning through an array of interactive experiences.
As a result, the job of schools and educators has become exponentially more difficult as a natural disconnect results when students enter their school buildings. This disconnect manifests itself, as the school environment is the exact opposite of this engaging world of which our learners are now a part. If students cannot learn the way we now teach or in the conditions that are prevalent, maybe we need to teach the way they learn and create a school environment that more closely aligns with their world.
Order your copy HERE
This book, Uncommon Learning, provides a process for schools to initiate sustainable change resulting in a transformation of the learning culture to one that works better and resonates with our students. It lays out the elements necessary for establishing innovative initiatives that will support and enhance learning while increasing relevance to personalize both the school and learning experience for all students. Uncommon learning refers to initiatives and pedagogical techniques that are not present in scale in a typical school or district. If present they are more likely to be isolated practices that have not become systematically embedded as part of school or district culture.
These initiatives allow students to use real-world tools to do real-world work, focus on developing skills sets that society demands, respond to student interests, empower students to be owners of their learning, and focus on ways to create an environment that is more reflective of the current digital world. They take advantage of an emphasis on deeper learning that new national and state standards provide while allowing students to demonstrate mastery in ways that not only prove attainment, but also afford them the ability to acquire and apply skill sets necessary in today’s digital world. New standards are not seen as impediments, but rather opportunities for students to demonstrate conceptual mastery in more authentic ways. In this book I present successful uncommon learning initiatives that I helped implement as a school principal as well as examples from other schools across the country. I also pull on leadership strategies presented in the best-selling book Digital Leadership: Changing Paradigms for Changing Times (2014).
Within a framework of uncommon learning initiatives, this book focuses on four key areas that are embedded within each chapter:
CultureRelevancePersonalizationSustainabilityAs Dr. Bill Daggett says, culture trumps strategy. Without the right culture in place it is difficult, if not impossible, to implement school or district initiatives at scale that personalize and individualize the learning experience for students while imparting relevance in the process. A culture needs to be built first where an initial shared vision is created around these focus areas. This book will assist you in not only developing a vision but also a specific plan for action that when implemented and subsequently monitored, will lead to the proliferation of uncommon learning practices.
The whole premise of uncommon learning is to increase relevance, add context, acquire then apply essential skills, construct new knowledge, and enhance critical literacies. Regardless of what standards you are accountable for, uncommon learning initiatives with and without technology can be integrated seamlessly to foster deeper learning. The book focuses on the following innovative practices:
Digital learning across the curriculum : Today’s learner yearns to use real-world tools to do real-world work. Effective digital learning environments focus on learning outcomes as opposed to the tools themselves. This chapter will address the basic tenet that the role of technology is to support learning, not drive instruction. The concepts of digital learning will be presented and discussed. Practitioner vignettes providing details on pedagogy, learning activities, and assessment will appear here and throughout subsequent chapters. Makerspaces : These spaces provide cost-effective ways for any school to transform a dull or underutilized space into a vibrant learning environment. These spaces compel students to create, tinker, invent, problem solve, collaborate, and think to learn. Makerspaces can be created on any budget and motivate students to learn on their own time. They also become supplemental learning spaces for science, technology, engineering, and mathematics (STEM)-related classes and courses. Blended and virtual learning : Traditional schooling, as dictated by brick-and-mortar buildings and mainstay pedagogical techniques, no longer meet the diverse learning needs of all students. This chapter will address how schools easily implement both blended and virtual learning opportunities to personalize and individualize instruction with technology. It also will discuss the flipped classroom approach. This new pedagogical technique continues to be implemented across the globe. Pulling from practitioner examples, this chapter will look at many variations of the flipped classroom with an emphasis on how educators themselves can create short, interactive learning experiences that provide more time for the application of concepts during class. Bring your own device (BYOD) : Many students now possess a powerful learning tool in the form of mobile technology. This chapter will address the potential challenges and advantages of implementing a BYOD initiative. Issues such as equity, infrastructure, policy development, digital responsibility, pedagogy, and tools will be discussed. The end result is creating an environment that empowers students to use the tools they possess as mobile learning devices to enhance learning, increase productivity, develop positive digital footprints, and conduct better research. Digital badges and micro-credentials : Digital badges are beginning to be embraced as a means to acknowledge a particular skill, accomplishment, or quality associated with learning. This chapter will look at how schools have begun to integrate digital badges to acknowledge the informal learning of teachers and formal learning of students. Academies and smaller learning communities : These programs represent a bold vision and direction based on student interests, national and global need, and intangible skills sets necessary for success. This chapter will examine how schools can create their own unique academy programs on a limited budget to expand course offerings, form mutually beneficial partnerships, and provide authentic learning experiences that students yearn for. Connected learning : Educators today can learn anytime, from anywhere, with anyone they choose. This paradigm shift eliminates the notion of schools being silos of information and educators feeling that they reside on isolated learning islands. Connected learning shatters the construct of traditional learning options such as conferences and workshops as the only viable means for professional growth. This chapter will provide a foundation for innovative learning using social media to form Personal Learning Networks (PLN's) that will continuously support uncommon learning.Schools have traditionally been designed to work well for adults, but the conventional school design hasn't always served our learners. Sustaining these outdated practices will not transform schools. Students today need to be empowered to take ownership of their learning in relevant and meaningful ways to prepare them for a constantly evolving world. It is my hope that this book will show readers how to cultivate shared ownership, respect, and trust, creating a school learning culture that students value and to which they want to belong in the digital age.
Readers will be exposed to a variety of successful strategies and initiatives implemented at schools with a focus on the purposeful integration of technology, a redefinition of learning spaces, personalized learning, and the whole child. I hope you enjoy my latest book and am proud that it has been endorsed by Dan Pink, Robert Marzano, Heidi Hayes Jacobs, Governor Bob Wise, Todd Whitaker, Andy Hargreaves, George Couros, Sue Gendron, Vicki Davis, Josh Stumpenhorst, Bill Daggett, Baruti Kafele, Dave Burgess, JoAnn Bartoletti, Yong Zhao, Tom Vander Ark, and Greg Toppo.
The motivation and the majority of the content for this book can be seen in my TEDx talk below.
Order your copy of Uncommon Learning today!
As a result, the job of schools and educators has become exponentially more difficult as a natural disconnect results when students enter their school buildings. This disconnect manifests itself, as the school environment is the exact opposite of this engaging world of which our learners are now a part. If students cannot learn the way we now teach or in the conditions that are prevalent, maybe we need to teach the way they learn and create a school environment that more closely aligns with their world.
Order your copy HEREThis book, Uncommon Learning, provides a process for schools to initiate sustainable change resulting in a transformation of the learning culture to one that works better and resonates with our students. It lays out the elements necessary for establishing innovative initiatives that will support and enhance learning while increasing relevance to personalize both the school and learning experience for all students. Uncommon learning refers to initiatives and pedagogical techniques that are not present in scale in a typical school or district. If present they are more likely to be isolated practices that have not become systematically embedded as part of school or district culture.
These initiatives allow students to use real-world tools to do real-world work, focus on developing skills sets that society demands, respond to student interests, empower students to be owners of their learning, and focus on ways to create an environment that is more reflective of the current digital world. They take advantage of an emphasis on deeper learning that new national and state standards provide while allowing students to demonstrate mastery in ways that not only prove attainment, but also afford them the ability to acquire and apply skill sets necessary in today’s digital world. New standards are not seen as impediments, but rather opportunities for students to demonstrate conceptual mastery in more authentic ways. In this book I present successful uncommon learning initiatives that I helped implement as a school principal as well as examples from other schools across the country. I also pull on leadership strategies presented in the best-selling book Digital Leadership: Changing Paradigms for Changing Times (2014).
Within a framework of uncommon learning initiatives, this book focuses on four key areas that are embedded within each chapter:
CultureRelevancePersonalizationSustainabilityAs Dr. Bill Daggett says, culture trumps strategy. Without the right culture in place it is difficult, if not impossible, to implement school or district initiatives at scale that personalize and individualize the learning experience for students while imparting relevance in the process. A culture needs to be built first where an initial shared vision is created around these focus areas. This book will assist you in not only developing a vision but also a specific plan for action that when implemented and subsequently monitored, will lead to the proliferation of uncommon learning practices.
The whole premise of uncommon learning is to increase relevance, add context, acquire then apply essential skills, construct new knowledge, and enhance critical literacies. Regardless of what standards you are accountable for, uncommon learning initiatives with and without technology can be integrated seamlessly to foster deeper learning. The book focuses on the following innovative practices:
Digital learning across the curriculum : Today’s learner yearns to use real-world tools to do real-world work. Effective digital learning environments focus on learning outcomes as opposed to the tools themselves. This chapter will address the basic tenet that the role of technology is to support learning, not drive instruction. The concepts of digital learning will be presented and discussed. Practitioner vignettes providing details on pedagogy, learning activities, and assessment will appear here and throughout subsequent chapters. Makerspaces : These spaces provide cost-effective ways for any school to transform a dull or underutilized space into a vibrant learning environment. These spaces compel students to create, tinker, invent, problem solve, collaborate, and think to learn. Makerspaces can be created on any budget and motivate students to learn on their own time. They also become supplemental learning spaces for science, technology, engineering, and mathematics (STEM)-related classes and courses. Blended and virtual learning : Traditional schooling, as dictated by brick-and-mortar buildings and mainstay pedagogical techniques, no longer meet the diverse learning needs of all students. This chapter will address how schools easily implement both blended and virtual learning opportunities to personalize and individualize instruction with technology. It also will discuss the flipped classroom approach. This new pedagogical technique continues to be implemented across the globe. Pulling from practitioner examples, this chapter will look at many variations of the flipped classroom with an emphasis on how educators themselves can create short, interactive learning experiences that provide more time for the application of concepts during class. Bring your own device (BYOD) : Many students now possess a powerful learning tool in the form of mobile technology. This chapter will address the potential challenges and advantages of implementing a BYOD initiative. Issues such as equity, infrastructure, policy development, digital responsibility, pedagogy, and tools will be discussed. The end result is creating an environment that empowers students to use the tools they possess as mobile learning devices to enhance learning, increase productivity, develop positive digital footprints, and conduct better research. Digital badges and micro-credentials : Digital badges are beginning to be embraced as a means to acknowledge a particular skill, accomplishment, or quality associated with learning. This chapter will look at how schools have begun to integrate digital badges to acknowledge the informal learning of teachers and formal learning of students. Academies and smaller learning communities : These programs represent a bold vision and direction based on student interests, national and global need, and intangible skills sets necessary for success. This chapter will examine how schools can create their own unique academy programs on a limited budget to expand course offerings, form mutually beneficial partnerships, and provide authentic learning experiences that students yearn for. Connected learning : Educators today can learn anytime, from anywhere, with anyone they choose. This paradigm shift eliminates the notion of schools being silos of information and educators feeling that they reside on isolated learning islands. Connected learning shatters the construct of traditional learning options such as conferences and workshops as the only viable means for professional growth. This chapter will provide a foundation for innovative learning using social media to form Personal Learning Networks (PLN's) that will continuously support uncommon learning.Schools have traditionally been designed to work well for adults, but the conventional school design hasn't always served our learners. Sustaining these outdated practices will not transform schools. Students today need to be empowered to take ownership of their learning in relevant and meaningful ways to prepare them for a constantly evolving world. It is my hope that this book will show readers how to cultivate shared ownership, respect, and trust, creating a school learning culture that students value and to which they want to belong in the digital age.
Readers will be exposed to a variety of successful strategies and initiatives implemented at schools with a focus on the purposeful integration of technology, a redefinition of learning spaces, personalized learning, and the whole child. I hope you enjoy my latest book and am proud that it has been endorsed by Dan Pink, Robert Marzano, Heidi Hayes Jacobs, Governor Bob Wise, Todd Whitaker, Andy Hargreaves, George Couros, Sue Gendron, Vicki Davis, Josh Stumpenhorst, Bill Daggett, Baruti Kafele, Dave Burgess, JoAnn Bartoletti, Yong Zhao, Tom Vander Ark, and Greg Toppo.
The motivation and the majority of the content for this book can be seen in my TEDx talk below.
Order your copy of Uncommon Learning today!
September 27, 2015
Leadership is a Choice
I remember back to my days as an elementary student. Boy did I have a warped sense of what leadership really was. Back then at recess leaders (on the playground that is) were perceived as those who had the most athletic ability. It was these individuals who were always in a position to select the kickball teams or control the organization of literally every activity. This was not only accepted, but also embraced by every kid. Herein lies the problem though. Social hierarchy determined how the teams would be organized. One by one kids were picked based on how well he/she could kick a ball. This always left a feeling of dread among those kids who were picked last every time. In this example I, like many of my fellow classmates, made the conscious decision not to step up and lead.
Image credit: https://www.haikudeck.com/learn-how-t...
Maybe the example above is not the best one to articulate my view of leadership, but then again maybe it is. Upon reflection it has taught me a great deal about what leadership is and most importantly what it isn’t. We first have to look at the underlying methodologies of how society determines or anoints leaders. There are many assumptions when it comes to leadership. One that is regularly portrayed is that leadership is somehow an inherent trait that is either passed down from generations or bestowed upon someone. There is no leadership gene that I am aware of and monarchies have for the most part become a thing of the past. Another prevalent assumption is that leaders are granted power and influence through their titles or positions. In some cases they might have power, but this begs the question as to whether having power is really a characteristic of our most effective and influential leaders.
We need to move past preconceived notions as to who qualifies as a leader. There is no ownership of leadership. It has very little to do with titles and positions, especially in the context of education. Do not accept the notion that all leaders are born or appointed to a position of power. Leadership is a choice and something that Stephen Covey has written about extensively.
Model expectationsTalk less and do moreNot only create a shared vision, but implement it as wellBelieve in taking calculated risksDo not fear failureAlways work on building positive relationships with othersCollaborate for the greater common goodConstantly learnHelp others see the value in changeFocus on solutions as opposed to excuses
Image credit: https://theconfidencepostlb.files.wor...
Everyone has the ability to lead and our schools need more educators to embrace this challenge. Never underestimate your own unique talents and abilities that can help shape the future of our schools to create a better learning culture that students deserve. Some of our best leaders are right under our nose – our teachers and students. Great leaders not only understand this, but also help these key stakeholders make the choice to lead.
Also check out this article - How to Be a Leader When You Are Not the Leader
Image credit: https://www.haikudeck.com/learn-how-t...Maybe the example above is not the best one to articulate my view of leadership, but then again maybe it is. Upon reflection it has taught me a great deal about what leadership is and most importantly what it isn’t. We first have to look at the underlying methodologies of how society determines or anoints leaders. There are many assumptions when it comes to leadership. One that is regularly portrayed is that leadership is somehow an inherent trait that is either passed down from generations or bestowed upon someone. There is no leadership gene that I am aware of and monarchies have for the most part become a thing of the past. Another prevalent assumption is that leaders are granted power and influence through their titles or positions. In some cases they might have power, but this begs the question as to whether having power is really a characteristic of our most effective and influential leaders.
We need to move past preconceived notions as to who qualifies as a leader. There is no ownership of leadership. It has very little to do with titles and positions, especially in the context of education. Do not accept the notion that all leaders are born or appointed to a position of power. Leadership is a choice and something that Stephen Covey has written about extensively.
"Most of the great cultural shifts — the ones that have built great organizations that sustain long-term growth, prosperity and contribution to the world — started with the choice of one person. Regardless of their position, these people first changed themselves from the inside out. Their character, competence, initiative and positive energy — in short, their moral authority — inspired and lifted others. They possessed an anchored sense of identity, discovered their strengths and talents, and used them to meet needs and produce results. People noticed. They were given more responsibility. They magnified the new responsibility and again produced results. More and more people sat up and noticed. Top people wanted to learn of their ideas — how they accomplished so much. The culture was drawn to their vision and to them."The most influential and impactful leaders I know are those who:
Model expectationsTalk less and do moreNot only create a shared vision, but implement it as wellBelieve in taking calculated risksDo not fear failureAlways work on building positive relationships with othersCollaborate for the greater common goodConstantly learnHelp others see the value in changeFocus on solutions as opposed to excuses
Image credit: https://theconfidencepostlb.files.wor...Everyone has the ability to lead and our schools need more educators to embrace this challenge. Never underestimate your own unique talents and abilities that can help shape the future of our schools to create a better learning culture that students deserve. Some of our best leaders are right under our nose – our teachers and students. Great leaders not only understand this, but also help these key stakeholders make the choice to lead.
Also check out this article - How to Be a Leader When You Are Not the Leader
September 20, 2015
Have Fun With Change
I have written a great deal about implementing change successfully over the years. 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 endures over time. Success 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. 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.
Image credit: http://www.brainyquote.com/photos/a/a...
The key goal for any change initiative is sustainability that results in an improved learning culture. This requires a mindset shift and many other important elements. The bottom line though is the fact that change is hard for both the initiator and those beings asked to embrace the new initiative. A simple solution, make change fun.
Dr. Angeline Lim and Dianne Conway discuss the importance of instilling fun into the change process:
So the next time you are faced with implementing the always challenging change process consider how you might positively influence behaviors, mindset, attitudes, and opinions through fun. This is not only an opportunity to be creative, but it can also go a long way towards building positive relationships with key stakeholders. For some more specific ideas make sure you read the article by Lim and Conway titled Five Ways to Use Fun For (a) Change. You might just have some fun yourself thinking about how you will help others embrace change in the future.
Image credit: http://www.brainyquote.com/photos/a/a...The key goal for any change initiative is sustainability that results in an improved learning culture. This requires a mindset shift and many other important elements. The bottom line though is the fact that change is hard for both the initiator and those beings asked to embrace the new initiative. A simple solution, make change fun.
Dr. Angeline Lim and Dianne Conway discuss the importance of instilling fun into the change process:
"Nearly every day, leaders must initiate and/or help to sustain some sort of change in others. This can be hard work! Often, leaders are taught to "overcome" the dark side of change such as resistance, pain, and the high probability of failure. Infusing fun into a change process helps to create a positive environment for change that contributes to its success."If you really want people to embrace change and get excited during the process add some fun factor. Take a look below to see what I mean.
So the next time you are faced with implementing the always challenging change process consider how you might positively influence behaviors, mindset, attitudes, and opinions through fun. This is not only an opportunity to be creative, but it can also go a long way towards building positive relationships with key stakeholders. For some more specific ideas make sure you read the article by Lim and Conway titled Five Ways to Use Fun For (a) Change. You might just have some fun yourself thinking about how you will help others embrace change in the future.
September 13, 2015
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:
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?
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?
September 6, 2015
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:
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)
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.
"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.
August 30, 2015
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:
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.
"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.
August 23, 2015
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.
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.
August 16, 2015
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.
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.
"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.
August 9, 2015
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.
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.
