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Worlds Day 1 Part 2: Sock Monkeys

As the day continued, they started matches. If you were watching on the live stream, you would have seen us in action! If not: You will see photos at the bottom and I will start to explain. The pit area is set up and ready to go! We will take some video tomorrow of what will be happening and why. It will you guys a more “behinds the scene” look of how much work it actually takes!P1080588(in the photo to the left, we are talking to Dark Matter…one the three teams from our Iowa Trio at the North Super Regionals. The three teams together were Finalist Alliance Award)

Our Qualification Matches are: 9, 25, 47, 57, 78, 91, 101, 122, and 132. Tune in tomorrow to the live stream. ‪#‎Support‬ Lets do this!

We only got to play the first two with the time allotted and we are currently in 8th place! We are 2-0 and extremely excited for tomorrow. Tomorrow will consist of many more matches, scouting, and going to the big dome (we are currently at Union Station)! At the  Edwards Jones Dome we will have opening ceremonies, a college/scholarship row, and we will be able to see the FRC (First Robotics Competition) and the FLL (First Lego League)… We will also be able to see the companies who helped sponsor this event and get a lot of one on one information from them.

I don’t really have a lot of information except for good news. The robot is still working great as well as the team members. Just remember: Gracious Professionalism and Continuous Improvement!

Thank you so much to the community/business’s who helped get us here! You guys mean SO much to us! #MonkeySwag #WorldChampionship #International #SUPERCOOLP1080583P1080584P1080586P1080587P1080589

A new resource: CASTLE Briefs

CASTLE Brief 03b.pngI’m pleased to announce a new resource today: CASTLE Briefs.

As our web site notes:

CASTLE briefs are intended to help practicing and preservice school administrators with various technology leadership issues. Between 500 and 2,000 words in length, CASTLE briefs attempt to answer the question, “What do school administrators need to know about this technology leadership topic?” Some CASTLE briefs are classic research or policy briefs; others may be more practice-oriented or focus on thought leadership in a particular area.

ANYONE may write a CASTLE brief. Sometimes we will extend invitations to authors but we also accept at-large submissions. We are open to your ideas about content, format, and style but please note that we frown upon commercial advertisements disguised as briefs. Images, audio, video, and other multimedia are welcome inclusions in a brief. We would prefer APA citation style for your references section. All CASTLE briefs will be made available under a Creative Commons attribution-share alike copyright license.

Our first brief is titled  for consideration.

I hope that you will consider contributing to the CASTLE Brief series, either by submitting a brief yourself or at least adding some ideas to the list of potential topics. If you’re a professor, note that writing a CASTLE brief would be a great assignment for your students! (hint, hint)

I’m looking forward to seeing how this develops!

McLeod Reads

TrappedThere’s a lot of stuff that comes through my Twitter stream. In addition to independent tweets, there also are my posts from here and Mind Dump, my Delicious bookmarks, things that I share from Google Reader, posts from the other CASTLE blogs, and so on. So I wasn’t surprised to get a message recently that said something along the lines of “I’m overwhelmed by your tweets. Do you have a ‘best of the best’ channel?”

Today I’m launching McLeod Reads (@mcleodreads), which is intentionally designed to highlight not only my own best writing but also the best of what I’m reading from others. I’m a huge fan of Flipboard and Instapaper. I also sometimes use systems like,, ZiteReadability, TweetedTimes, or Read It Later. My overarching goal for this initiative is to highlight things that I want to read using these tools.

What will be in the McLeod Reads stream? As you might imagine, there will be a lot of stuff related to schools, technology, and/or leadership. But there also will be stuff related to social media, higher education, economics, politics, graphic design, law, publishing and journalism, ebooks, photography, and so on. Sometimes it will be a short blurb or quote that I think is especially noteable. Much of it will be longer-form reading like you might see at LongreadsThe Browser, Longform, The EssayistThe Long Good ReadGive Me Something to Read, or The Atavist (you know, the stuff that you can really sink your teeth into).

So two Twitter feeds. What you see on @mcleodreads also will come through @mcleod. But most of what you see on @mcleod will never appear on @mcleodreads (i.e., no bookmarks, no unfiltered ‘bot’ tweeting, and no random conversations).

Will Richardson has his Instapaper feed. Carl Anderson has his Ed Tech Feeds twitter account. This is my attempt to create a purposeful, carefully-curated feed of some great reading. To start, I’ve loaded it up with some older posts and some things that caught my eye this morning (so apologies in advance if you’ve already seen much of what’s there now).

To see the unfiltered stream of what I’m sharing, subscribe to @mcleod. To see the unfiltered stream of what I’m reading, check out my shared feeds. But if you’re interested in a more curated experience, subscribe to @mcleodreads and try it out. Let me know what you think (good or bad). And we’ll see how this experiment goes.

Happy reading!

Free book (and e-books) from Jeff Utecht [LIMITED TIME OFFER]

ReachJeff Utecht is offering a free copy of his new book, Reach, until Friday, June 18. After then you can purchase a PDF or paper copy at a very affordable price (which is what I did because I want to encourage him to do more of this!).

You also should check out Jeff’s free e-books: Blogs as Web-Based Portfolios and Planning for 21st Century Technologies in Schools.

Jeff’s new book campaign illustrates that the Web makes it easy for us to share resources and gain visibility for our efforts. This is a wonderful (and previously unimaginable) thing. As Seth Godin notes:

Ideas that spread, win.

[and e-books are a great way to do this]

Is your school organization teaching its students to be EMPOWERED (not just safe, responsible, and appropriate) users of our new information landscape? Or is it still pretending that being findable on the Web – as an individual / company / agency / charity / NGO / etc. – is less important than, say, mastering those soon-to-be-forgotten fact nuggets?

Now accepting applicants for CASTLE’s Summer Book Club 2010 [due June 20]

Two years ago CASTLE hosted its first-ever online summer book club. We had over 105 individuals sign up to read and discuss Influencer: The Power to Change Anything. Last year we had our second online summer book club. Over 246 people signed up to read and discuss Why Don’t Students Like School? This year we’re going to have our third online summer book club, but it is going to be very different than what we’ve done before.

  1. We’re going to run two discussion groups. One for Iowa and one for the rest of the world. You must be an Iowa educator to be eligible for the Iowa group.
  2. We’re going to read two books instead of one: Education Unbound: The Promise and Practice of Greenfield Schooling and The Future of Management.
  3. Our discussions are going to be synchronous rather than asynchronous.
  4. Because of the discussion format, our groups are going to be smaller (no more than 9 individuals plus me) and thus are going to involve an application process.

EducationunboundWhy the changes in this year’s book club? Well, we had a very productive conversation when we talked live with each other in February 2009 here on campus about Seth Godin’s Tribes. More importantly, however, our first two book clubs were marked by widespread lack of participation (although we had great conversations with those who did participate!). In other words, people registered and bought (and even liked) the books, but rarely or never participated in the conversations. We ended up doing a LOT of logistical work for a relatively small number of actual participants. So this year we’re going to try something different…

Are you interested in participating?

Here are the guidelines for participation in this year’s book club:

  1. You must commit to reading BOTH books and participating in BOTH synchronous online conversations. Our conversations will occur on July 15 (Education Unbound) and August 12, 2010 (Future of Management). The World group will meet online from 5:30pm to 7:00pm Central. The Iowa group will meet online from 7:00pm to 8:30pm Central.
  2. You will need a webcam. You also will need a headset with a microphone OR regular computer / media player headphones plus the microphone that’s built into your computer. No matter what, you should have headphones (to avoid audio feedback). You should learn how to use these BEFORE the first online conversation. We don’t want to spend our time troubleshooting your equipment!
  3. After each online conversation, we will ask you to submit a 2– or 3–paragraph written reflection summarizing your thoughts at that point. That reflection will be due within a week of the conversation.
  4. FutureofmanagementIf you participate, you are granting CASTLE permission to a) make a video recording of the online conversation, and b) publicly release on this blog both the video recording and your written reflection under our typical Creative Commons license.
  5. We reserve the right to give your slot to someone else if you have trouble with these guidelines.

Are you sure you’re interested?

If you’re still interested in participating, please complete the online application form. Applications are due by 6:00pm Central on Sunday, June 20. You will be notified about your application status by 9:00am Central on Wednesday, June 23.

Please understand that we are going to have to make some difficult choices. We anticipate more applicants than we have eligible slots and extend our regrets in advance if you are not selected.

If you have questions, please leave them as a comment to this post. We’ll answer them in the comments area so that everyone can see our replies.

Happy reading! Looking forward to talking with you this summer!

Book review – The future of management

My goal for June: 30 days, 30 book reviews. This post is a review of The Future of Management by Gary Hamel (and Bill Breen). My short recommendation? This book was easily the best leadership book I read in 2009 and should be required reading for all practicing and preservice school administrators.

What I liked about the book

Hamel is one of the leading leadership and business scholars of our time; he has won numerous awards for his writing. As you read through this review, whenever you see the word company or business, substitute school organization. The essential premise of this book is stated early on:

What ultimately constrains the performance of [an] organization is not its operating model, nor its business model, but its management model (p. x). [Unfortunately,] the equipment of [current] management is now groaning under the strain of a load it was never meant to carry. Whiplash change, fleeting advantages, technological disruptions, seditious competitors, fractured markets, omnipotent customers, rebellious shareholders – these 21st-century challenges are testing the design limits of organizations around the world and are exposing the limitations of a management model that has failed to keep pace with the times (p. x).

In other words, as Charles Leadbeater says, “old groaning corporations are the wrong shape” for the fast-paced, ever-changing, innovation-driven, global economy in which we now live.

Hamel notes a number of new environmental factors that now exist for organizations, including reduced barriers to entry across a wide range of industries; a shift in bargaining power to consumers rather than producers; a world of near-perfect information; and the rise of more nimble, global competitors “eager to exploit legacy costs of the old guard” (pp. 9–10). He then goes on to describe why management, rather than other factors, is the key to resolving many of these dilemmas. He also outlines three formidable challenges that now confront organizations:

  • Dramatically accelerating the pace of strategic renewal in organizations large and small;
  • Making innovation everyone’s job, every day; and
  • Creating a highly engaging work environment that inspires employees to give the very best of themselves. (p. 41)

These ring true for school systems as well as corporations.

Hamel states that “if we were to measure the relative contribution that each of these human capabilities makes to value creation, . . . the scale would look something like this“

  • Passion 35%
  • Creativity 25%
  • Initiative 20%
  • Intellect 15%
  • Diligence 5%
  • Obedience 0% (p. 59)

The Future of Management, Gary HamelGuess which ones school systems reward, both for their students and their employees?

I liked Hamel’s emphasis on organizational learning. For example, he notes that “there is no surer way to undermine a new business venture than to measure it by the profits generated, rather than by the learning accumulated” (p. 225). Unfortunately, this happens all too often in the public schooling context when it comes to standardized testing results.

One section of the book profiles different companies that are management outliers and identifies some key management lessons to be learned from them. For example, a key idea from Whole Foods Market is that “the biggest obstacle to management innovation may be what you already believe about management” (p. 79). One of the key lessons from W.L. Gore is that “management innovation often redistributes power (so don’t expect everyone to be enthusiastic)” (p. 96). A key lesson from Google is that “experienced managers may not make the best management innovators” (p. 119).

The middle of the book had a statement that really resonated with me:

The people who have a stake in the old technology are never the ones to embrace the new technology. It’s always someone a bit on the periphery, who hasn’t got anything to gain by the status quo, who is interested in changing it” (pp. 127–128).

There are a small handful of us in educational leadership academe for whom this directly applies. We are trying to figure out how to publish or perish and become recognized as national experts in this new information landscape rather than the traditional one of peer-reviewed academic journals. We have little interest in burying our writing in places that educators in the field never read. We have little interest in writing that is disconnected from conversation and collaborative knowledge-building. We’re all in the first decade (or less) of our scholarly careers, however; we don’t have the legacy disability of having built our reputations in the world of ink on paper. Time will tell if we’re successful at challenging the old system or if we get beaten down and/or driven out by our collective peers.

Hamel notes that current management was built around some core principles: standardization, specialization, hierarchy, alignment, planning and control, and the use of extrinsic rewards to shape human behavior (p. 151). All of these are under assault in our new technology-suffused, hyperconnected, globally-interconnected society. Some of the new management principles that now are ascendant include variety, flexibility, activism, meaning, and organization for serendipity (p. 179).

Near the end of the book, Hamel postulates some key questions (and gives some potential answers):

  • How do you build a democracy of ideas?,
  • How do you amplify human imagination?,
  • How do you dynamically reallocate resources?,
  • How do you aggregate collective wisdom?,
  • How do you minimize the drag of old mental models?, and
  • How do you give everyone the chance to opt in? (pp. 189–190)

Those are great issues around which to invent the future of management.

Key quotes

The most critical question for every 21st-century company is this: Are we changing as fast as the world around us? (p. 42)


Regulatory barriers, patent protection, distribution monopolies, disempowered customers, proprietary standards, scale advantages, import protection, and capital hurdles were bulwarks that protected industry incumbents from the margin-crushing impact of Darwinian competition. Today, many of these fortifications are collapsing. (p. 48)

Does this sound like public schools to you? It does to me.


No one has a blueprint for building an innovators’ paradise. It isn’t just your company – every big organization is inhospitable to innovation. If you want to build an innovation-friendly management system, you’re going to have to invent it. (p. 84)


Some of your colleagues are likely to protest that while “it might work there, it will never work here.” When you’re up against a belief that seems set in concrete, it may be helpful to ask, whose interests does this belief serve? . . . It’s hardly surprising that most managers believe you can’t manage without managers. (p. 138)


Vociferous, honest dissent is not a hallmark of hierarchical organizations. . . . Adaptability requires alternatives. Alternatives require dissenters. (pp. 167–168) Does anyone suppose that pathbreaking innovation will come out of intellectually homogenous companies? (p. 175)

Questions I have after reading the book

  • How many public school systems have a hope of ever pulling off even a fraction of this?
  • What will it take for school leaders to recognize the organizational dangers that accompany
  • How long will it be before policymakers and parents recognize the limitations of current management strategies and begin advocating for something different?
  • Are ANY educational leadership preparation programs talking about this stuff?


In the first section of the book, Hamel notes that

When it comes to innovation, a company’s legacy beliefs are a much bigger liability than its legacy costs. . . . Few companies have a systematic process for challenging deeply held strategic assumptions. Few have taken bold steps to open up their strategy process to contrarian points of view. Few explicitly encourage disruptive innovation. (p. 54)

The challenge for all school leaders – and the university programs that prepare them – is how to initiate and sustain these kinds of changes. This is what I’m wrestling with as an educational leadership professor.

This is an excellent book. I have no hesitation giving it 5 highlighters (out of 5).


[See my other reviews and recommended reading]

Book review – Education unbound

My goal for June: 30 days, 30 book reviews. This post is a review of Education Unbound: The Promise and Practice of Greenfield Schooling by Rick Hess. My short recommendation? I believe that this is a book that will substantially stretch educators and policymakers and should be required reading for any university educational leadership program’s education policy course.

What I liked about the book

Hess’ essential premise is that we need more innovation and entrepreneurship in K-12 schooling. He believes that the “greatest challenge for teaching and learning is the creaky, rule-bound system in which they unfold” (p. 3) and that school organizations are “so hobbled [by various legacy characteristics] that even sensible efforts will fall short” (p. 3). He advocates for a greenfield approach to schooling, one that clears the ground for innovation and allows reform efforts to proceed unhindered by restrictive policies, mindsets, and other constraints.

Education Unbound, by Rick HessThis is not just a book about school choice. As Hess notes, greenfield approaches to schooling require “that choice be coupled with opportunities for entrepreneurs to enter the field, obtain resources, recruit talent, try new approaches, develop new products, compete fairly, and benefit from their successes. . . . [We] have paid little attention to the development of the infrastructure, quality control, and policy environment needed to turn school choice plans into greenfield” (p. 33).

In Chapter 2, Hess identifies four tasks that are crucial to greenfield educational reform: “removing obstacles, ensuring quality, and supplying both talent and financial resources” (p. 41). He then describes in detail in Chapters 3 through 6 the issues, the challenges, and some potential solutions in each of those four areas. Unfortunately, as Hess notes, “for all their virtues, [American] schools … are not noted for their embrace of creative problem solvers” (p. 1) and that “the vast majority of superintendents [and principals] have learned to regard precedent-breaking action as risky and conflict as something to be avoided” (p. 61).

I liked Hess’ recognition that we tolerate wide discrepancies in outcomes when it comes to public education but not when it comes to for-profit educational services. For example, he says that “in education, we … are much more squeamish about [for-profit] approaches that may yield uneven quality (even if we quietly tolerate massive mediocrity and unevenness among existing school districts)” (p. 85). I think that’s an important point worth emphasizing. We are so afraid that for-profit solutions will cause harm to students. Of course some will. They already do, and we should work to prevent those from happening as much as we can. But the same is true for public education. We shouldn’t stifle opportunities for innovation for some perceived notion of educational quality that, in reality, is also variable in the public sector. Instead, as he advocates, we need better oversight and better mechanisms for accountabilty, ones that go far beyond – and are more robust and complex than – the simplistic bubble-sheet accountability measures that we have now.

Key quotes

We routinely look at new learning tools and ask only how they might be used to improve traditional classrooms rather than how they might revolutionize schooling. . . . Technology is not a way to augment yesterday’s classrooms but rather a tool with which to revolutionize schooling. (pp. 27–28)


The dysfunction that limns our school systems is like the air we breathe. It’s so familiar and accepted that, after a while, we take it for granted. We forget that things might be otherwise – that there’s no reason choosing to be an educator should mean accepting bureacracy, standardization, and inept management. (p. x)


It is hard to see how even souped-up versions of existing approaches will recruit or prepare the kind of talent needed to fundamentally improve K-12 education. (p. 87)


[An] often overlooked operational barrier is the tendency of district leaders to regard staff time and salaries as sunk costs. . . . Districts typically do not eliminate teaching or staff positions, even if an innovation allows nine employees to accomplish what used to take ten. The result is that school and district leaders have a hard time seeing labor-saving technologies or services as cost-effective. . . . A management style that ignores cost efficiencies in staff time and salaries constitutes an enormous obstacle . . . Rather than ask whether a tutoring program would allow a district to reduce the number of paraprofessionals or whether a more sophisticated diagnostic tool might allow talented elementary teachers to accommodate more students, . . . officials seemingly operate from the premise that technology and service providers must “supplement but not supplant” personnel. (p. 59)


The failure of most [best practices-oriented reform] efforts is due to barnacles that encumber today’s school systems, including inefficient human resource departments, intrusive collective bargaining agreements, outdated technology, poorly designed management information systems, and other structural impediments. Greenfielders do not reject the utility of sensible best practices, but they question the assumption that the best practice mind-set will be enough to overcome these obstacles. . . . If we are to deliver transformative improvement, it is not enough to wedge new practices into familiar schools and districts; we must re-imagine the system itself. (pp. 6–7)

Questions I have after reading this book

  • What is the likelihood of us ever achieving even some of the greenfield approaches that Hess advocates?
  • What are the best ways to address the “supplement but not supplant” mindsent of school leaders, teachers unions, and policymakers when it comes to technology and personnel?
  • Can we get educators to recognize that digital technologies will supplant some of their work – and some of them – and that this will be a good thing for students?


I liked this book a LOT. I like any book that really stretches my own thinking and pushes me into new areas that I haven’t considered much. This is one of those books and I bet it will be for you too. I give it 5 highlighters (out of 5).


[See my other reviews and recommended reading]


This book was sent to me gratis by the publisher. I was not compensated in any way for this review and was not asked by the author or the publisher to write positively about this book.

Book review – Teaching with wikis, blogs, podcasts, & more

My goal for June: 30 days, 30 book reviews. Today’s book is Teaching With Wikis, Blogs, Podcasts, & More: Dozens of Easy Ideas for Using Technology to Get Kids Excited About Learning, by Kathleen Fitzgibbon. My short recommendation? Stay away from this book.

What I liked about the book

TeachingwithwikisThe only redeeming aspect of this book is that the author gives some ideas for classroom lessons and projects that may be useful for educators who are new to social media.

What I didn’t like about the book

There’s not much in this book. It’s only 48 pages long and is intended for grades 3 and higher. We bought this book thinking that it would be an interesting end-of-year gift for our son’s 4th-grade teacher. When it arrived from Amazon and we saw what it was, we gave her Will Richardson’s book, Blogs, Wikis, Podcats, and Other Powerful Tools for Classrooms, instead.

The back cover of the book says “This book of quick tips and practical ideas shows how to fuse technology with everyday teaching. Readers will learn ways to use presentation software, e-portfolios, digital cameras, interactive whiteboards, and other teacher-tested tools to enhance learning and motivate students.” What you get, however, is simplistic and fairly unhelpful.

Key quotes

Here are a couple of examples of what’s in the book…

Have students go online and find a free software tool for creating blogs. They name their blogs and create a blog address or URL. Encourage students to make the title catchy. Have students choose a template, a tool that creates the page where they write and categorizes content. Have students write their first blog posting. (p. 16)

That’s it. That’s the kind of advice you get for setting up your students’ blogs. If you can navigate these instructions successfully, you don’t need the book in the first place because you already know enough about blogs to make this happen.

Here’s another one…

Publish the podcast. Go to any free online server that provides a server for uploading audio files. (p. 32)

Again, I’m thinking that any educator that can do this successfully with the given instructions has no need for the book. The book is full of stuff like this.


I give this book 1 highlighter (out of a possible 5). I was tempted to give it 0, but there are some redeeming ideas for future lessons scattered throughout the book. As far as I can tell, there isn’t much other reason for anyone to buy this book. Whatever’s in here can be better found on web sites and blogs.


[See my other reviews and recommended reading]

Book review – Rethinking education in the age of technology

My goal for June: 30 days, 30 book reviews. Today’s book is Rethinking Education in the Age of Technology: The Digital Revolution and Schooling in America, by Allan Collins and Richard (Rich) Halverson. This book is a worthy addition to any school administrator’s nightstand and should be required reading in university educational leadership preparation programs or teacher education programs’ history of education courses.

What I liked about the book

rethinkingeducationThe authors blend a historical perspective on schooling with a keen understanding of the potential of technology for the present and future of learning. Notice the distinction between schooling and learning. In this book, that distinction is important. As the authors say early on, “It is time that educators and policymakers start to rethink education apart from schooling” (p. xiv, emphasis added). They also note that “most of the changes in the way people acquire information are occurring outside of schools” (p. 5) rather than in them.

Collins and Halverson state that our society already made the shift from an apprenticeship model of education to the universal schooling era. At present time we are living through a new shift: a move from universal schooling to an era of lifelong learning. This is resulting in big changes related to responsibility, expectations, academic content, pedagogy, assessment, location, culture, and relationships (see Chapter 6). The authors emphasize that the local school will not be replaced, but the role of new alternatives such as community-based learning centers where students and adults work side by side, workplace learning, home schooling, and virtual schooling “will make us rethink the dominant role of K-12 public schools” (pp. 3–4).

I liked how the authors devoted a chapter apiece to the arguments of technology enthusiasts (Chapter 2) and technology skeptics (Chapter 3). While they are admitted technology enthusiasts, I thought they did a pretty good job of presenting the opposing arguments fairly and thoughtfully, particularly when one also adds in Chapter 7, which addresses what we might gain and lose in a new educational paradigm. I also liked the discussion in the book about the growing disparity between the haves and the have-nots. As the authors note, “if educators cannot successfully integrate new technologies into what it means to be a school, . . . students with the means and ability will pursue their learning outside of the public school” (p. xv). We are not talking enough about these social justice / equity issues.

One of the key points of the book is that there are “deep incompatibilities” between current schooling practices and the “demands” of new technologies (p. 6). Significantly, the authors recognize that technology makes teachers’ work more difficult: it requires instructors to acquire new skills, undercuts the lockstep model of schooling, and undermines educators’ classroom expertise (p. 6). Many technology enthusiasts – including myself – often don’t pay enough attention to the complexity and difficulty of what we’re asking educators to do.

Halverson has done a great deal of work related to educational gaming. I’m glad that he and Collins integrated throughout the book some discussion of the enormous potential of computer simulations for both student and adult learning.

Key quotes

While the imperatives of the industrial-age learning technologies can be thought of as uniformity, didactism, and teacher control, the knowledge-age learning technologies have their own imperatives of customization, interaction, and user-control. (p. 4)


We are not going to fix education by fixing the schools. (p. 142)


Apprenticeship was not a viable pedagogy for mass schooling. . . . The pedagogy of computer tutors echoes the apprenticeship model in setting individual tasks for learners and offering guidance and feedback as they work. (p. 97)


We suspect that someday it will occur to people that these certifications are more valuable than high school diplomas, in the sense that they specify more precisely what a person can do in some area of knowledge. (p. 88) 

Questions I have after reading this book

  • How many parents will really pull their students out of school because of learning concerns? Will credentialing concerns, historical affection for local schools, and/or child care issues trump more abstract issues related to “learning?”
  • Could / will we create certificates of mastery in other fields like the ones that have been developed for information technology professionals? If so, will those eventually replace to some degree the credentialing role that typically has belonged to secondary and postsecondary institutions?
  • Will we see the re-emergence of the apprenticeship model, this time facilitated by online mentors, software, and/or simulations?
  • Are technology skeptics looking at and assessing relevant, appropriate student outcomes? For that matter, are technology enthusiasts?


This book was probably my favorite educational technology book that I read in 2009. I gave a copy to Will Richardson when he visited Iowa last December and he liked it too. It’s a very thoughtful, insightful work and I can’t recommend it highly enough. I have known Rich Halverson a long time and am absolutely delighted to award his book 5 highlighters (out of 5).


[See my other reviews and recommended reading]

Book review – Liberating learning: Technology, politics, and the future of American education

My goal for June: 30 days, 30 book reviews. Today’s book is Liberating Learning: Technology, Politics, and the Future of American Education by Terry Moe and John Chubb. I posted seven quotes from the book last fall. Several readers asked me to chime in with my opinion of the book. I’m finally getting around to doing so!

What I liked about the book

Moe and Chubb’s book can be summarized by two quotations from page 145:

  • To the powers that be, innovations of true consequence are not attractive. They are threatening – and they need to be stopped, whatever advantages they might offer to children and the nation’s education system. That is why, in state after state, what we see . . . [is] political action by the defenders of the system – mainly the unions – to defuse change and keep the system pretty much as it is.
  • There is . . . something unique about technology that sets it apart from the other sources of education reform. It is a social force that is essentially out of control. No one is in charge of it. No one can really stop it.

Chapters 3 and 5 elaborate most fully on the first premise. Chapter 6 is where the authors explain most of their second premise. I agree with the authors’ assertion that technology is

an exogenous social force that originates from outside the education system, is transforming nearly every aspect of American . . . life, and will keep transforming it in the decades ahead. (p. 151)

I liked the authors’ discussions of both virtual schooling and data-informed teacher evaluation. I didn’t always agree with what the authors said on these topics but they gave me much food for thought.

I also appreciated learning more about the two charter schools in Dayton, Ohio that the authors profiled. I’d like to learn more about those schools’ day-to-day operations in order to get a better sense of the students’ experience.

The authors gave me LOTS to think about in this book. Several of their perspectives on educational technology are ones to which I hadn’t given much attention. I’m not informed enough yet to have a definite opinion about some of their assertions, but at least I now know that I’ve got some new cognitive roads to travel.

What I didn’t like about the book

I was really excited to read this book after Chapter 1, which was a short, 12–page introduction. Chapter 2 was fine (and expected): a restatement of international test results and other indicators of American schools’ current struggles. Then I read Chapter 3, which was essentially a 27–page rant against teachers unions:

if anything is stone-cold certain about the current structure of power, it is that technological change is destined to be resisted by the teachers unions and their allies. This is “their” system, and they are compelled by their own interests to preserve and protect it. They will go to the ramparts to see that technology does not have real transformative effects. (p. 55)

Although I got the authors’ point (quite clearly!), and even agreed with some of what they said, I thought that the tone and overall approach of the chapter was over-the-top. Many educators will not make it through Chapter 3 because they’re too disgusted – not with what the authors say but how they say it. This is too bad because I think the book is definitely worth reading.

The other main problem I had with the book is that the authors seemed to make a large jump from correlation to causation in Chapter 5. They had several graphs that are intended to illustrate teacher unions’ resistance to desired reforms. However, I would have liked to have seen more concrete examples of teacher unions’ opposition to various educational technology initiatives. Although they do this somewhat within the contexts of virtual schooling and data-informed teacher evaluation, those are only two of the many, many issues related to P-12 educational technology. It’s a leap to say that unions’ objections to certain aspects of these specific reforms are equivalent to an overall resistance to technology integration in the classroom. I have yet to see many teachers unions at any level come out with explicit policy statements or bargaining actions against classroom-level uses of technology (if you have some, I’d love too see them).

Key quotes

See these quotes from last fall:


Teachers and administrators . . . are subject to expectations all around that they modernize their schools and keep up with the times. They also live in the same technologically oriented society that parents, students, and public officials do. . . .  they have good reasons to seek out technology on their own, and not to remain permanently stuck in the outdated pencil-and-paper mode of yesteryear. The problem, however, is that they only have incentives to make the most incremental of changes – changes that are helpful but don’t threaten anyone’s jobs or established routines. Their approach to technology is rooted in the status quo. It is about how to make the existing system work better without really changing it. (pp. 104–105, emphasis added)


The common theme [of student surveys] is one of frustration. Students complain that there are too few computers, too many limits on computer time and Internet use, and too little reliance on computers for class assignments and research. . . . What they want is a technology-rich educational environment in which they have the freedom to roam and discover and interact. What they get . . . are limited computer and Internet resources, lots of restrictions, teachers who lack knowledge and interest in technology – and an approach to education that looks pretty much as it always did. (pp. 105–106).


The long-standing idea that there is something intrinsic to schooling that makes it immutably labor intensive and immune to technological change is simply not true. Maybe it was in the past. But it isn’t now. Technology can be substituted for labor. (p. 157)

Questions I have after reading this book

  • Are teachers’ unions really against educational technology generally or do they only oppose specific aspects of specific reforms?
  • Are teachers’ unions really against educational technology generally or are they mostly ignorant of / apathetic about the true issues?
  • Are most teachers’ unions thinking or talking about educational technology issues and the potential impact on their classroom practice or job security? [I’m guessing not]
  • How long will it take for the elimination of geography and time as barriers to learning to truly impact most teachers’ jobs or school systems’ day-to-day practices? [the authors guess 20 years or more]


I give this book 4 highlighters (out of 5). Although the incessant bashing of teachers unions gets old pretty quick, the authors also gave me many new lenses through which to view educational technology policy and reform. Take Chapters 3 and 5 with a grain of salt, but don’t avoid the book because of them.

[See my other reviews and recommended reading]