We need leaders who understand how to manage the opportunities of this historic transition. While it is not uncommon to find amazing pioneering educators on any one campus, it is more difficult to find whole campuses that have scaled the innovative practice across their entire faculty. Leadership will make the difference to the rate and distribution of these powerful innovations.
Transforming our education system is not so much an intellectual/intelligence problem as it is an emotional one.
From a management perspective, it is much easier simply to add technology to do exactly what has been done before—the same curriculum, same assessments, same schedule, same assignments—than to fundamentally redesign the work and the culture of learning. While there are benefits to automating certain aspects of teaching and learning, we will need leaders who can create professional cultures of innovation where faculty members feel supported in fundamentally redesigning the work to make it more rigorous, creative, and motivating.
What are we currently doing within our curriculum that we could be doing better by using technology?
What have we never done before that technology uniquely enables to enhance teaching and learning?
Decision Tree to start a conversation
The questions that leaders should ask themselves include:
Are we adding unique value to what we are doing as a school or district when using technology?
How can we ensure these changes are scaled throughout the organization?
This feels like Scott’s framework but the questions aren’t as clear. Assumes a common understanding of the jargon.
One of the most important skills we can teach our students is how to ask creative, innovative, and even impossible questions. “The new answers are the creative questions,” Wolfram says.