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Posts Tagged ‘technology’

How do we effectively help students harness the benefits of our digital world, while easing the negative effects of technology and making sure that children are equipped with important foundational skills like reading, writing and math? This question is often top of mind for those concerned about the impact of technology on students, particularly in our district, where we continue to lead on the adoption of digital tools for the classroom.

There are two prominent issues around technology that I hear concerns about, and we have also seen these same issues play out in the news on a regular basis. One is related to the content to which young people are potentially exposed, and the other has to do with too much screen time. I’ll take these two in order to address some aspects of both.

Internet Content

Many people believe that we can and should filter out the worst of the internet, and certainly, the provincial government and district technology teams spend time ensuring that accessible sites within our network are safe and educational. But in the real world, always-on access is a very real issue, and students participate in the digital conversation beyond our walls. Just as you wouldn’t send a child to walk to school without instructions and some certainty that they understand and can handle the risks, students need to harness the skills that allow them to use technology responsibly, safely and ethically.

Neither teaching nor parenting is an easy job, and most everyone would agree that it would be irresponsible to leave the role of responsible technology use up to a software package. In a similar vein, blanket internet blocks do not work, partly because students are very adept at getting around such restrictions and then sharing that information with their peers. In an era of fake news and alternate facts, the best defense is to guide and lead the conversation on digital citizenship, so that students can safely and successfully navigate the digital landscape at all times.

This is not a ‘one and we’re done situation’. Our teacher-librarians from every school, already this year, have had a special session on digital citizenship, since these specialized teachers play a key role in literacy and research. We use a common language and have a consistent approach around the district. Responsible Use is addressed. Using sources like Media Smarts our schools teach kids:

• how to recognize false content on-line
• how to make privacy decisions on-line
• about cyberbullying
• about excessive internet use

In West Vancouver, students learn how to find and validate sources and use the vast promise of technology to design, produce, collaborate and demonstrate their learning. This is a vital skill, and parents and educators who share concerns about student well-being and success should embrace the promise and the challenges that technology in education brings. Fear of the unknown is certainly a factor in some quarters, but for those unfamiliar with technology, or the policies and best practices in place, there are resources that can help.

Time Spent on Devices

There is no doubt that everyone is spending more time on their devices, and if it’s purely about consuming rather than creating, that can become a problem. Like I am sure many of you, I am concerned about the mindless consumption of so many (kids and adults) in our world. But the solution is to invest more time in areas like intelligent consumption, rather than resort to punitive measures.

At school, before we implemented bring your own device across all of our schools, we spent considerable time developing the skills of our staff, with a heavy focus on our role as ‘digital citizenship leaders’ – teaching the basics of online ethics, intelligent consumption, intellectual property, online safety and ‘netiquette’. Doing this well means less time spent policing the use of devices and more time getting the most out of what technology can help us do. As opposed to mere passive consumption and entertainment, we ask students to create, produce artifacts, collaborate and demonstrate their learning. They will be doing even more of this as we continue to implement the Applied Design Skills and Technologies curriculum at higher grades.

The International Society for Technology in Education (ITSE) is an excellent resource on technology in schools, and is referenced frequently in our district. The “standards for students” are very helpful, as the document establishes several principles, one of which includes the need to teach good digital citizenship. Schools, in partnership with parents, are doing precisely this work. The aim is to have students “recognize the rights, responsibilities and opportunities of living, learning and working in an interconnected digital world, and act and model in ways that are safe, legal and ethical”.

Schools often require that students unplug and/or close their cases. One example of this in action is what West Bay Elementary School has done by creating “phone lockers” so that students can use them when they will be used for learning, and store them safely at other times. At the same time, we value the importance of face-to-face time and focus heavily on other areas of literacy and basic foundational skills – like math lessons in the forest, reading stories to younger students and encouraging the use of our public libraries.

As to what parents choose to do when children are not in our classrooms, our district innovation support leader, Cari Wilson, mentions a number of great resources, along with several age appropriate tips for leading digital literacy in her recent blog post.

Once students go to secondary school, I believe they need to have greater ownership over these decisions. This can be hard, for us in schools, and for parents at home. On the home front, I think it is crucial that parents act as good models for the use of technology.

With four school aged-children myself, these are conversations that are not just part of my work life, but also my home life. For us, we have a series of rules at home, and they apply to both adults and children:

• no cell phones in the bedrooms so we don’t get distracted at night
• we uninstall some Apps during vacation or other times to limit distractions
• we talk about which Apps we will put on our devices – and which ones we won’t
• we don’t talk about getting phones until at least in high school

Excessive consumption is a tough pattern to break, once it’s set in. But it is up to each of us to model and guide the young people in our care, and we urge every parent to take an active leadership role.

Conclusions

I am amazed at the work students are creating, that we could not have even imagined a few years ago. I see students building and programming robots, creating videos they share with the world, and digitally connecting across the district and around the globe. I also think there will be far more technology in our schools (and our lives) in 10 years than there is today. We have a responsibility to see that as technologies shift, we find ways to use it, and not be used by it.

Thanks to West Vancouver Communications Director Bev Pausche who assisted with this post.  A similar version of this post was also published on our District website.

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The Hat Rule

I loved the hat rule.

As a teacher it was a great rule – it was so easy to tell which students were not in compliance – “Hey, take off your hat!” What was also great about it was that if a student continued to be non-compliant, I didn’t really have to deal with it.  I would just forward the issue on to the vice-principal of the school for them to deal with. What a great system!

Of course there were debates at staff meetings about whether hoodies were hats, what about toques in winter, or if students were outside but participating in a course if the hat rule still applied. Really, it seemed like everyone on staff liked the hat rule.

Once I became a vice-principal I started to like the hat rule less.  All of the sudden all these teachers were referring names of students to me they saw wearing hats.  Other staff members were getting in confrontations with students over hats.  And the initial reaction I was having with students was not “Good Morning” but “Take off your hat”.

This is not a post about appropriate dress nor am I trying to elicit responses about how much better it would be if students respected authority like we romanticize they used to do.  It is not really about hats at all.

We love things that are simple to think about.  I was recently giving a talk about technology and about how messy it is.  Giving students the same technology is not the answer, nor is there any real prescription about how much technology they should be using or the kinds of tools they should be using.  It is messy.

And this messiness can create anxiety for all of us.  We like things that are simple to think about.

And technology, like many things in education is not simple.  There are no easy right and wrong answers.  There are multiple approaches that can be effective.  The same can be said for literacy instruction, supporting aboriginal students or building a vibrant arts program.

I loved the hat rule because it was simple.  It was easy to tell which students were in compliance.  If I walked through the halls and no students were wearing hats, I could have a sense of accomplishment that I was making a difference.

It is not as easy to walk through the halls of a school and know if all students are learning or being successful.

In retrospect, we spent a lot of time talking about hats at staff meetings – I wonder what it would have been like if we spent the time dedicated to “no kids will wear hats” instead dedicated to talking about “all kids will be successful”.

We would love simple answers in education and unfortunately we selected an occupation that is full of messy, tricky and nuanced challenges.

As I said, I am not trying to pick on those of you who love a hat-free building.  Having some simple rules of manners and civility can be good for students and staff.   It is important though to think about if we are talking about issues because they are the easy ones rather than the important ones.

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mission-accomplished

So just what does a 2003 George Bush speech have to do with the state of technology in BC?  I think we could make the argument that it is “Mission Accomplished” when it comes to going digital in British Columbia schools.  There has been some amazing work done over the last 10 years.

At the recent Computer Using Educators of British Columbia (CUEBC) Conference I described the shifts I have seen in the last decade.

  • In our schools we largely now have reliable internet connectivity.  Changes to the province-wide system and investments made in communities mean that most schools in most communities have stable and reliable connectivity.
  • Most schools in most districts have found ways to get devices into the hands of teachers.  While it is not perfect, many districts have programs that see teachers getting laptops (or at least dedicated desktops) as part of their work.  This was rare a decade ago.
  • Bring-Your-Own-Device plans for students have moved from “pilot programs” to being quite the norm in many schools.  With considerations of equity, schools have found ways to ensure all students have digital access through lending programs, helping with financing for families and creative partnerships with the community.
  • We have stopped banning phones or disallowing other internet devices at school.  A decade ago, phones would often be collected in a principal’s desk.  They are now seen as a tool for learning – though generally not as good a tool as a slate or laptop computer.
  • Social Media is built-in as part of school and district communication strategies.  And generally, we are seeing students behave far more ethically in these spaces than a decade ago.
  • We have got passed the idea that we need to chase around “blocking” sites like YouTube and focused on education.
  • Wi-Fi is almost expected throughout a school system.  If I go into a school without wi-fi I am very surprised.  Again what a difference a few years makes.

And I am reminded that these statements are more true in some places than others.  I get that.  With challenging budgets and unique community factors these ideas may not be as absolute in some places as others.  What is true is that the philosophical battles have been decided.  Students and teachers having access to devices, with reliable connectivity to the internet is a good thing and something we want for everyone – and this was not an easy place to land.  Many of us spent hours in discussions about the “need” for technology in schools, or a range of related topics.

But back to George and the photo.

It would be easy to put together a talk and roll-out a mission accomplished banner in British Columbia when it comes to technology.  Like George and others saw, the real challenges were to come after the banner ceremony.  We have a tremendous opportunity now in British Columbia.  We have had the hard conversations and debates around technology.  We have made huge strides with the “stuff” in the last ten years.  We arrive at today with classrooms that look different at the same time as we are working through revised curriculum.  What an opportunity that we have a set of digital tools at our disposal just as we are reflecting on the what and how of our teaching.

West Van teacher Keith Rispin asked a really good question in his blog recently: Is it my imagination or have things started to stagnate in the world of Educational Technology? I think we have made tremendous strides with technology but the best work is ahead of us and the time is now.  I have seen far too many people give each other high-5’s because they got SmartBoards in all their classrooms.  We need to be better than that.

In the talk at CUEBC I also argued that people didn’t really want the “stuff” but they wanted the fulfillment of the promise of relevent, engaging and connected learning.  A great barrier of the early part of this century has been we didn’t have the stuff and the stuff we had didn’t really do what we wanted.

While not perfect, we are moving past that.  These are exciting times – let’s not roll-out the Mission Accomplished banner, but rather focus on taking advantage of the current opportunities.

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ComputerVSPaper-640x229I have an anti-technology bias.

There I said it.  I am working on it.

This is probably a strange statement to see coming from me.  I have hundreds of blog posts that might suggest just the opposite.  I have been a regular cheerleader for the power of digital tools in the classroom.  I have hundreds of emails coming and going each day and get jittery when my iPhone battery falls to 20%.

Maybe it is age, maybe it is complacency, or maybe it is easier to just fit in with the crowd – but too often recently I have taken a jaded, and sometimes cynical view of technology, and that needs to change.

My friend and colleague Dean Shareski made a great presentation early in the summer at a conference hosted by the BC Principals’ and Vice-Principals’ Association where he argued that sometimes actually it is about the technology.  A regular line in most of my talks over the last few years, and one that gets repeated over and over again by many others is “it is not about the technology”.  And Dean is right, it is kind of about the technology sometimes.  And just like I know I am about to be mightily disrespected when someone starts a sentence with “No disrespect intended” many of the awesome examples shared after someone says, “it is not about the technology” really wouldn’t happen without the technology.

The distinction being made is that the goal is the learning and the technology is there to support the learning.  It is an argument that Michael Fullan has been making for a number of years focused on the right and wrong system drivers.  I think we can let people off the hook when we too casually say “it is not about the technology” – because sometimes it is about the technology.  Whether it is new portfolios, connecting with students across the world or getting feedback from a public audience, to some degree, it is about the technology.

Another interesting point that Dean made was that all the talk about technology disrupting communities – the same could be said for books and newspapers in previous generations.  With books and newspapers, people no longer had to connect face-to-face to receive information.  There are many photos like this one circulating on the internet that we romanticize as the good ol’ days:

reading

While at the same time when we see a family like this, we shake our heads and wonder why they can’t just be “present” with each other:

Family using cell phones at home. Children, parents. Technology.

And if Dean hadn’t done enough to make me come to grips with my growing anti-technology bias Pokémon Go came along and I felt like an old man wanting to yell at the neighbourhood kids to get off his lawn and stop making so much noise.  I went out for a walk at 10 PM and the community was full of mostly young people searching for Pokémon.  I was shaking my head – great –  another example of kids wasting time on their phones.  It took me until the following day to actually realize how awesome this was.  Young people were out walking, exploring, connecting and having fun.  If they had clipped a treasure map out of the local newspaper I would have thought it was awesome.  But there was my bias on display.

I have been reading a lot from Peter Diamandis, Clay Shirky and others lately to challenge my complacency.  Their thinking have helped me get back on course.  I am an unapologetic believer that the future is exciting, and that technology plays an important role in opening up amazing opportunities for our schools and beyond.  And so I will spend a little less time shaking my head at those on their Smart Phones, or playing the latest online game.

It is easy to slip into a “glass is half empty” mindset.

I know, everything in moderation – but sometimes it is about the technology and there is a lot to be excited about.

 

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West Van Image

Checking in on what our leaders are writing about gives a great sense of the current topics and issues percolating in our schools.  In the age of encouraging our students to be public digital writers, we are so  fortunate to have a number of our leaders modeling the way.  What is so interesting is that the ideas from our schools are influencing each other and one feels the diffusion of new ideas and practices.

Bowen Island Community School is one of many schools in our district looking at the shift to learning commons.  School parent, Tess McDonald, recently wrote a guest post on the shift that is taking place.  The parents are clear partners in the shift.

Libraries are turning into Learning Commons; places with flexible furniture that can be moved around to accommodate small or large groups. They have books on movable shelving that doesn’t block the natural light, areas for creating multimedia presentations, listening to guest speakers, using technology that may not be in every home, and yes, reading. There is a librarian but he or she isn’t wearing tweed, but an imaginary super suit! This person is an expert about books and writing, and finding information, and connecting people to the right source, and helping them see bias, and questioning ideas. This person is ready to help you create and question and connect too. (Here is where I admit that, after reading Seth Godin’s blog post on the future of the library, I wanted to become a librarian. It is here, if you are interested).

Another district-wide effort has been in the area of self regulation.  In classrooms and schools across the district the work on Stuart Shanker and others is coming to life.  Cypress Park Vice-Principal, Kimberley Grimwood, has been a leader with this work and recently described what it looks like in the classroom:

We have embraced a number of programs and practices to help teach our students about emotions, mindfulness, and social thinking. In addition, the IB program integrates many self-regulated learning components each and every day.  Specifically it helps to develop the cognitive domain and reinforces reflective practices to allow students to continue to develop their ability to be metacognitive (to think about their thinking). You may see students taking a moment to breathe along with our MindUp chime, or express which zone they are in according to the Zones of Regulation. Or, they may tell you how their engine is running thanks to the Alert Program.  While self-regulation is not a program or a lesson plan, it is a lens through which we are viewing students’ behavior and through which we are teaching them to view their own behavior.  No longer is a behaviour good or bad, but rather we want to understand why, and provide students with tools and strategies to make good choices and to be successful learners each and every day.​

Lions Bay Principal, Scott Wallace, used the blog of the primary school to describe the seemless transition that takes place for young learners between all the different offerings in the school.  It is a true community hub:

Lions Bay Community school is a shining example of quality early childhood education.  Nestled in the woods along Howe Sound, the outdoors provides a perfect backdrop for a child’s self-exploration.  In fact, all three facets of this learning environment; the Before/After School Program, facilitated by the North Shore Neighbourhood House (NSNH); the Preschool for 3 and 4 year olds, supported by a parent run Board; and the Primary school, part of the West Vancouver School District, are all interconnected.  Each unique program draws on the same philosophy that a child should learn to explore their natural environment and ignite their curiosity.  The adults that assist the children at each level are committed to fostering the child’s sense of wonder and provide opportunities and resources to investigate their questions.  For children and parents this seamless organization provides for optimal learning.

There is a lot of interesting work taking place with assessment and reporting in our district and around the province.  While student-led conferences are not new, they have definitely moved more mainstream over the last couple years.  Ridgeview Principal Val Brady makes the case for why they can be so valuable:

Students should be included and actively involved in the process of evaluating their own learning and sharing their perceptions of their progress with their teachers and parents. When students are meaningfully involved in this way, they deepen their understanding of the learning and evaluation process and they grow in their ability to take ownership of this process.  Student ownership of learning results in student empowerment…a powerful motivating factor in the learning!

West Bay Elementary has been looking at assessment and reporting.  Principal, Judy Duncan, described the work of her staff in a recent post, outlining the different factors that they have considered as they have looked at drafting a new report card:

When the West Vancouver School District invited school learning teams to apply for innovation grants, a group of teachers jumped at the opportunity to explore a more comprehensive way of communicating student learning.

What did our team consider while drafting a new report card?

·     The shifts in the province and how other districts are responding

·      The IBO (International Baccalaureate Organization) requirements to report on the five essential elements (knowledge, concepts, transdisciplinary skills, Learner Profile traits/attitudes, and action)

·      Recently released B.C. Draft Curriculum documents

·      What was missing in the current report card

·      How to report on the breadth and depth of the learning in a clear, comprehensive manner

The full post explores the comprehensive and inclusive approach the school has taken to looking at the reporting issue.

West Van Secondary Principal Steve Rauh recently described how students are using technology in powerful ways to stay connected, even as they travel the globe.  We can all be a “digital fly on the wall” as students are engaged in learning around the world.  Rauh, in citing several examples of students on trips using blogs and other digital tools to stay connected compares it to his experiences as a high school student:

I also remember being fortunate enough in my grade 12 year to participate on a school athletic trip to Europe. A privileged experience for many youth both then and now, and quite often one of the most memorable experiences of their high school journey. I also remember on that same trip diligently selecting and purchasing several postcards along the way to mail home to my family to show my appreciation for their support, as well as to update them on our travels. The final memory I have of this tale is of leaving that stack of postcards, duly filled out, addressed, and stamped, on the overhead luggage rack of a train somewhere between Munich and Berlin; they were never seen again, and their existence questioned when I returned home.

It is not just school leaders that are using their blogs to share what they are seeing and learning.  West Vancouver School District Secretary Treasurer Julia Leiterman focused on aboriginal education recently with her blog and the power she has seen with First Nations learning in our district and how it has had an impact on her:

I can’t fix the old wrongs, and I don’t know whether our work in the schools will inspire our First Nations students, or whether they need inspiration in the first place.  I hope I’ve been using the right words, but I don’t even know enough to be sure I’ve been politically correct here. What I do know though is that I’m grateful that our First Nations neighbours have agreed to partner with us, because thanks to their willingness to share, what I finally, truly feel in my heart is respect.  And that’s a good start.

Huy chewx aa.

So the quick scan of the district – some themes emerge – ones reflected in these blog posts, but ones I see alive in so many of our classrooms and schools.  This sampling nicely summarizes the new work that is taking place.  I am seeing a shift to learning commons, self-regulation, strong early learning connections, powerful efforts around assessment and reporting, new ways of using technology to stay connected and a commitment to aboriginal education and our partnership with the Squamish Nation.

It is an exciting place to work!

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bandwidth

The number one challenge facing technology in education is not pedagogy or access to devices — the number one challenge facing  technology use in British Columbia’s schools is bandwidth.

I was looking back at a presentation I gave in 2002, when I said, “We should think of Internet access like curbside garbage pick-up.  It should be regular and something we can depend on.”  A decade plus later not much has really changed for me.  I simply expect when I load a website, open my email or launch a video, for that to simply work.  In the past decade, my home access and my mobile phone access have improved to a point where I almost never worry about access or speed.  The access in our schools is not so perfect.

British Columbia does lead the country in Internet connectivity. Students increasingly have their own devices at school, and very often more than one. And, how they use these devices is quickly changing — no longer are they just consuming content, they are content creators.  Even five years ago we lamented the spikes in bandwidth use at lunch and after school as students saw Internet use at school largely as a social tool. Current data tells a different story.  Spikes in Internet use are now during class hours and less use before/at lunch and after school.  Our teachers and students are trying to do exciting things with their digital access.  We are seeing a boom in one-to-one initiatives, more etextbooks, inquiry initiatives in a digital space, video streaming and collaboration online between schools, districts and countries.  My colleague from the Surrey district, Jordan Tinney, recently wrote a wonderful post on this very topic – Change is Just a Mouse Click Away . . . Or is It?

The story often told is that we don’t have enough technology, or that teachers are not ready to make the pedagogical shift. Yes, those are factors, but not the ‘number one’ issue.  Over the last two years we have ensured all staff in West Vancouver have access to a digital device of their choice, a topic I recently wrote about When Teachers Have Devices.  Surveying these teachers at the end of last year, we learned that about one-third of teachers are looking for more support with the changing pedagogy of the digital classroom; about the same number referenced the need for more technical support, and close to 90% indicated improving Internet speed “needs to be a priority.”  While it is tremendously exciting what is happening our classrooms, the spinning wheel in the middle of the screen can be a real downer.

The West Vancouver School District is actually in far better shape than most school districts.  We have invested in fiber connectivity, upgraded devices, modernized the ‘behind the walls’ with our technology and are looking at traffic shaping (giving priority to certain types of activities on the Internet like the student information system) and still we are challenged. Looking at the next five, or even two years, there is going to be more outbound traffic.  Classes are increasingly using data rich websites; video use is taking off; teacher collaboration in a digital environment is growing rapidly, and a new student information system for BC promises to provide amazing data at the touch of a key. In fact, in the very near future, I predict we will have more devices connecting to our network on a daily basis than we have students and teachers in our district.

It is easy to identify challenges, but this is one with some solutions. The Provincial Learning Network (PLNet) provides “reliable, robust and safe network infrastructure enabling communications and the delivery of educational content to schools and post-secondary institutions in British Columbia” according to its website.   It has served us very well.  It has helped us give assurances to families around content filtering (such as students surfing the web). However, as school bandwidth demands are expected to increase 30% year-over-year, we need to either upgrade this system or move on to a new model. So, do we do it together as a province or 60 different ways as districts?  And, as it often comes down to in education, who pays?

As we scale the use of technology in our schools we will need to reduce and eventually eliminate the bandwidth barrier.  Recently, I heard a speaker suggest that the global leaders in digital learning will be those with the greatest bandwidth.  We are making a promise to create engaging learning environments for our students through personalized learning powered by digital access. We will continue accessing the Internet and we need it to be as reliable as heat, light, and telephone service in our schools. We also need to get on with this challenge — if we wait on it longer, there will only be larger barriers in the years ahead.

I recently spoke on a ministry panel on this topic with the IT and Communications Working Group; a group that has concluded that moving forward requires a robust and upgraded provincial data network. AGREED!

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Will Richardson’s blog was one of the very first educational blogs I followed.  For close to a decade I have been reading, learning and engaging with Will.  As a school principal at Riverside Secondary, I would regularly send out links to staff from his previous blog (here), and I continue to follow his current blog here.  I have also referenced his book on Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms as a staff study group book.  Along with Alan November, Chris Lehman, Dean Shareski and a few others, he has profoundly influenced my thinking around the possibility of learning and schooling in the future. With this background, I was naturally interested in reading Will’s latest book, Why School?: How Education Must Change When Learning and Information Are Everywhere.

Rather than as a collection of new ideas, I think most BC educators (and generally across Canada) would see this as a synthesis of many of the conversations educators are now having about the transformation of the education system.  Richardson pushes hard on assessment — a topic currently very much in vogue in BC — with many taking a critical look at class, school and provincial assessments, and more toward less “grading” at the elementary level, and less time and energy sorting and ranking students for post secondary at the high school level.   I would argue while there are elements which would pertain to the Canadian education system, whether it be on assessment, teaching, or a range of other areas he challenges, these concerns are not as profound as what he sees happening in the United States.

For me, I think his book helps to further emphasize that Canada and the United States are moving further apart, and not closer together, in education. While Canada has moved to a post-standardized world, and concepts around personalization, this does not seem so true south of the border.  Without a doubt,  they are some similarities, but these are far less similar now than a decade ago, and are on a path to becoming even less so in the future.  There are conversations, though, looking at transformation happening with educators (and largely through social media) that need to move to the mainstream.

In his section on “New School” Richardson lays out six key themes for educators and the system:

  • Share everything (or at least something)
  • Discover, don’t deliver, the curriculum
  • Talk to strangers
  • Be a master learner
  • Do real work for real audiences
  • Transfer the power

He builds the case around ‘urgency’.  It is one I have previously described as The Urgency of Our Own Kids.  We truly can’t wait 10 or 20 years to engage in the conversation of what learning and schooling can/should look like — this would be too late; too late for our own kids and the decisions they will have to make to set the education course in the next window of time.  Agree or disagree with the book’s premise, it is an important conversation to engage in as educators, parents, students and the community.  Richardson concludes, “Just imagine the learners they could become if we made these skills [using technology to solve real problems and think independently] the focus of our work; if, instead of passing the test, we made those ever-more important skills of networking, inquiry, creation, sharing, unlearning, and relearning the answer to the ‘why school’ question.  Imagine what our kids could become if we helped them take full advantage of all they have available to them for learning.”

For more of a backgrounder on Will (and his book), his recent TEDxMelbourne presentation nicely summarizes some of the key ideas of the book:


If you are interested in reading the book, please consider spending the $2.99 to buy it (here).  Also, a group of us will be discussing the ideas he has raised and are going to try a Twitter book club, this Tuesday, September 25th, 8:00 p.m. PST.  You can follow along using the hashtag #whyschool.

THANK YOU – to all who participated in the conversation.  Please continue to use #whyschool to keep the conversation going.  We will try this again next month with another book to push our thinking.  What a great turnout of people passionate about education.  Thanks to Chris Wejr – here is a link to more than 400 of the comments on the #whyschool chat.

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