Tag Archives: vision

Calling all bloggers! – Leadership Day 2014

August 15 is the 8th anniversary of my blog. So, once again, I’m inviting everyone who’s interested to help me celebrate by participating in Leadership Day 2014!

Over the past 7 years, we’ve had nearly 500 Leadership Day posts. That’s awesome because, to paraphrase what I said seven years ago,

many of our school leaders (principals, superintendents, central office administrators) need help when it comes to digital technologies. A lot of help, to be honest. As I’ve noted again and again on this blog, most school administrators are still struggling with

  • what it means to prepare students for the digital, global world in which we now live;
  • how to recognize, evaluate, and facilitate effective technology usage by students and teachers;
  • what appropriate technology support structures (e.g., budget, staffing, infrastructure, training) look like or how to implement them;
  • how to utilize modern technologies to facilitate communication with internal and external stakeholders;
  • the ways in which learning technologies can improve student learning outcomes;
  • how to utilize technology systems to make their organizations more efficient and effective;
  • and so on…

Administrators’ lack of knowledge is not entirely their fault. Many of them didn’t grow up with computers. Other than basic management or data analysis technologies, many are not using digital tools or online systems on a regular basis. Few have received training from their employers or their university preparation programs on how to use, think about, or be a leader regarding digital technologies.

So let’s help.

How to participate

  1. On Friday, August 15, 2014, blog about whatever you like related to effective digital leadership in schools: successes, challenges, reflections, needs, wants, resources, ideas, etc. Write a letter to the administrators in your area. Post a top ten list. Make a podcast or a video or a voice-narrated presentation. Highlight a local success or challenge. Recommend some readings. Create an app, game, or simulation. Draw a cartoon. Do an interview of a successful technology leader. Respond to some of the questions below or make up your own. If you participated in years past, post a follow-up reflection. Whatever strikes you.
  2. The official hashtag is #leadershipday14
  3. TO ENSURE THAT WE CAN FIND YOUR POST, please complete the online submission form (also available below) AFTER you post, including a short teaser that will drive traffic to your post. Everyone then will be able to see your post in the complete list of submissions. If you want to link back to this post or leave a link to yours in the comment area, that’s okay too!

Some prompts to spark your thinking

  • What do effective P-12 technology leaders do? What actions and behaviors can you point to that make them effective leaders in the area of technology?
  • Do administrators have to be technology-savvy themselves in order to be effective technology leaders in their organizations?
  • What are some tangible, concrete, realistic steps that administrators can take to move their school organizations forward?
  • What are some tangible, concrete, realistic steps that can be taken to move administrators themselves forward? Given the unrelenting pressures that they face and their ever-increasing time demands, what are some things that administrators can do to become more knowledgeable and skilled in the area of technology leadership?
  • Perhaps using ISTE’s Standards for Administrators (formerly the NETS-A) as a starting point, what are the absolutely critical skills or abilities that administrators need to be effective technology leaders?
  • What strengths and deficiencies are present in ISTE’s Standards for Administrators?
  • What are some of the biggest challenges and barriers to administrators being better technology leaders (and how do we address them)?
  • What are some of the lessons that we have learned over the past year(s) regarding technology leadership?
  • What is a technology tool that would be extremely useful for a busy administrator (i.e., one he or she probably isn’t using now)?
  • What should busy administrators be reading (or watching) that would help them be better technology leaders? What are some other resources that would help them be better technology leaders?
  • How can administrators best structure necessary conversations with internal or external stakeholders regarding technology?
  • How should administrators balance enablement with safety, risk with reward, fear with empowerment?
  • When it comes to P-12 technology leadership, where do we need new knowledge, understanding, training, or research?
  • What are (or might be) some successful models of technology leadership training for school administrators?
  • How might preservice preparation programs for administrators better incorporate elements of technology leadership?
  • When you think of (in)effective P-12 technology leadership, what comes to mind?

Here are the 491 ABSOLUTELY EXCELLENT posts from the past seven years (491!)

A badge for your blog or web site

This year’s badge is themed around harnessing powerful ideas. Click on the image to get the full-size version. Feel free to use it as desired!

Leadership Day 2014

I hope you will join us for this important day because, I promise you, if the leaders don’t get it, it’s not going to happen.

Participant checklist

Should our first goal really be to preserve the structure?

Justin Schwamm said:

Two decades ago, before the great push for higher standards and more accountability, there was a tacit agreement in most factory-model schools: “Just close my door,” said Ms. X, “and let me teach, and don’t bother me because I’m busy.” “Just keep them busy and quiet,” responded her Powers That Be, “and show up for the Special Training and the Scheduled Meeting, and make sure the Relevant Paperwork is in the file.” Within that tacit agreement lay a great deal of freedom and opportunity … for innovation or for more of the Same Old Same Old. As the Relevant Paperwork was complete and the busy, quiet students weren’t roaming the hallways, teachers and students could be as innovative and creative as they wanted.

But then came higher standards and more accountability … and in themselves, those aren’t bad things. But if you operate from a hierarchical individual point of view about leadership and learning, the only logical pathway to higher standards is to command and control them into existence … and the only way to achieve accountability is to ramp up the inspection and testing. I was intrigued to see an article from EdSurge about how and why Rocketship Education moved away from an experiment they’d tried this year … an experiment that seemed to produce positive results of various kinds. The problem? “The lack of a formal structure made it difficult for Rocketship to replicate and control quality,” especially with younger teachers who “rely on pre-determined schedules and procedures, with clearly defined expectations about their work, in order to focus on building basic teaching skills.”

In other words, the promising innovation didn’t fit the existing institutional structure. If you’ve ever worked in a hierarchical structure, you know how important it is to preserve the structure. It takes a great deal of work by Relevant Powers to make anything else as important as preserving the structure.

via https://joyfullatinlearning.wordpress.com/2014/07/16/where-and-how

Ed tech behaviorism

Audrey Watters said:

I look around technology today (tech and ed-tech) and I see an incredible reverberation of the work of the behaviorist BF Skinner, for example. Now if you turn to “education theory programs” in “academia,” you’ll find that Skinner isn’t so “hot.” He hasn’t been for decades. He was resoundingly dismissed in tech circles too via Noam Chomsky. And yet, all around me, I see Skinnerism – click-for-immediate-feedback. People as pigeons. Zynga. Farmville. Gamification. But without the language and the theory and the history to say, “hey we recognized in the mid-1960s that this was a wretched path, one with all sorts of anti-democratic repercussions,” we’re not just making the same mistakes again, we’re actually engaging in reactionary practices – politically, pedagogically.

It matters what we know about the history of education. It matters what we know about the history of technology.

via http://www.hackeducation.com/2014/06/07/what-should-technologists-know-about-education

Which vision are you selling?

Blindfold

Are you selling a vision of student empowerment? Of kids as autonomous, self-directed learners who are thinking deeply, collaborating to make societal contributions, and using digital technologies to do powerful, meaningful, and authentic work?

Or are you selling a vision of recall and regurgitation? Of kids as passive listeners, masters of basic skills, and completers of worksheets, end-of-chapter review questions, and bubble tests?

Or maybe you’re selling a vision of fear? Of students as untrustworthy, of the Internet as dangerous, and of technology as a nuisance, a distraction, and the cause of numerous social evils?

Or perhaps you’re selling a vision of compliance? Of policy mandates and directives, of educators and schools as helpless victims, of students as voiceless, powerless recipients of “do what we tell you or else” educational systems?

Which vision is more in line with the realities of today and tomorrow? Which vision – future-oriented or nostalgic, progressive or replicative, brave or fearful, innovative or compliant – better meets the needs of kids and society?

Which vision are you selling? (and which one do your kids and community deserve?)

Image credit: Blindfold game 1, Lee Carson

Replication or empowerment?

Let go

We’ve got to decide if our vision for educational technology is around replication or empowerment. And if it’s about empowerment, then guess what? We’ve got to give up the things that we do that feed replication. We can’t hang on to all of those and get to where we’re trying to go.

What are we going to give up? 

Image credit: Let go, Andrew Mitchell

Visioning for desired awesomeness [ACTIVITY]

I asked 3 questions of the educators in charge of their district’s upcoming 1:1 student computing initiative. They worked in small groups and used editable Google spreadsheets to record their responses…

  1. If our 1:1 initiative is wildly successful, what will we see? We tried to create vivid, concrete images that were emotionally resonant, thus helping with meaning-making. We took our answers and lumped them into ad hoc categories on a separate Google document (e.g., student independence and self-direction, student interaction and collaboration, learning cultures and processes, digital citizenship and information literacy, management and support). We now had a basic picture of desired awesomeness.
  2. What will we need to do to ensure our envisioned successes? We focused on the success enablers that will lead to the positive outcomes and desired results that we identified in Step 1. [Not shown in results: We also put those into an effort-impact matrix to see which ones were easy wins or were more difficult but worth the hard effort (and which ones weren’t).]
  3. Why will our 1:1 initiative fail? Instead of doing a postmortem afterward, we did a premortem up front to identify reasons that the initiative will fail. We wanted to identify the success blockers that will get in the way of what we envisioned in Step 1.

We then took the responses in Steps 2 and 3 and organized them by Bolman and Deal’s leadership frames. This helped us identify main themes, see patterns, and think about necessary action steps across the spectrum. See our final results.

See the documents that we used to facilitate our work

Tips: Two to three sentences for each response – not single words or short phrases – to facilitate depth of understanding and conversation. After each step, have them look at the other groups’ responses and discuss, first in their small group and then as a large group. Have a separate notes document ready to capture thoughts that emerge from those large group discussions. Working through the three spreadsheets takes 2 to 3 hours; this doesn’t include writing up the final results.

Thoughts, reactions, questions, or comments?

Success enablers and blockers

The magic formula for technology failure?

I’m cleaning out my home office and I found this note I hastily scrawled while traveling somewhere:

Lack of vision + inadequate infrastructure + no training + poor implementation + insufficient ongoing support + refusal to change = tech success!

Does this sound like your wishful school or district? Hope not!

Making judgments about technologies we haven’t used and don’t understand

George Couros says:

“Kids don’t have enough balance.”

“We are dumber because of technology.”

“People are disconnected from one another because of how we use technology.”

“Technology kills our face-to-face interactions.”

In my travels, I have heard all of these arguments.

You will hear people say things like “Twitter is stupid.” Just to clarify, Twitter is a thing and can’t be stupid. It is the equivalent of a student not understanding math and then saying “math is stupid.” It is often our lack of understanding that leads us to make statements like this, which I made myself. One of the questions that I ask people when they make these remarks is, “from your use of Twitter, tell me why it is stupid?”, which is sometimes followed by, “Well, I have never used it.” That would be the equivalent of me saying that a Lamborghini handles terribly. I could say that, but I have never experienced driving one, nor have I ever done any research on the vehicle.

via http://georgecouros.ca/blog/archives/4271

If you’re afraid of change, social media is a distraction and a risk

Seth Godin says:

If you’re eager for change, every bit of information and every event represents an opportunity to learn, to grow and to change for the better. You hear some advice and you listen to it, consider it (possibly reject it), iterate on it and actually do something different in response.

On the other hand, if you’re afraid of change or in love with the path you’re on or focused obsessively on your GTD list, then incoming represents a distraction and a risk. So you process it with the narrative, “how can this input be used to further what I’ve already decided to do?” At worst, you ignore it. At best, you use a tiny percentage of it to your advantage.

via http://sethgodin.typepad.com/seths_blog/2013/11/your-incoming-process.html

Two awesome tech leadership webinars for our Connected Educator Month book club

McLeod Lehmann book

At 7pm Eastern on Monday, October 28, we launch the fourth and final Connected Educator Month book club. Contributors Joyce Valenza, Kevin Jarrett, Richard Byrne, Kristin Hokanson, and Stephanie Sandifer will join Chris Lehmann, Sheryl Nussbaum-Beach, and myself for a 1-hour online discussion of technology leadership issues. We will discuss topics from our book, What School Leaders Need to Know About Digital Technologies and Social Media, as well as anything else that we or our audience brings up. Please join us!

At 7pm Eastern on Monday, December 2, our book club will conclude with a second webinar. Joining Sheryl and I that evening will be Doug Johnson, Steve Dembo, Dean Shareski, David Jakes, and Pamela Livingston. Hope you’ll join us for that one too!

And, in between, we’ll be talking about the book in our online discussion space. Learn more about the book club and sign up to participate with us. See you online!

[It’s been a good month for our book. Not only did the U.S. Department of Education pick our book to be one of the four featured for Connected Educator Month, last week the Illinois Principals Association offered a copy to every attendee at its annual conference. Woo hoo!]

Switch to our mobile site