Category Archives: Digital normalisation

Empowering the School Community

Mal Lee and Roger Broadie

Tellingly all the schools studied have gradually but very surely empowered their total school community – giving their teachers, professional support staff, students, families and the school’s wider community- a greater voice in the school’s teaching, learning, resourcing and direction setting – markedly expanding the school’s capability and improving its productivity.

Significantly the schools have

  • fully empowered their professional staff
  • accorded all in their community greater respect
  • recognised the part all can play in enhancing the 24/7/365 education provided by the school
  • collaborated with all in lifting their understanding of the macro workings of the school and the school’s shaping vision
  • in the process distributed the control of the teaching, learning and school resourcing.

Yes – in all the distribution of control, the collaboration and the empowerment has added to the load on the school leadership, but paradoxically it has simultaneously provided the school principal considerable untapped support and additional resources. All the principals commented on the time needed to genuinely collaborate and listen, the many frustrations and the seemingly inevitable rectification of well intentioned mistakes, but on the upside the empowerment has added appreciably to the teaching and learning capability of the school, its resourcing, and the support and social capital the principal can call upon in growing the school and its attractiveness.

Schools in the developed world historically are working with their nation’s most educated cohort of parents and grandparents who since their child’s/children’s birth have recognised the importance of a quality education for ‘their’ children and who in their home and hands have a suit of digital resources that markedly exceeds that in most classrooms. All moreover have in their community a sizeable and growing body of retirees with considerable expertise, time on their hand and a desire to be valued.

The above alone is a vast source of expertise and additional resourcing the pathfinder schools in their social networking and empowerment are only beginning to tap.

Within a matter of years the now digitally mature schools in their digital journey have moved culturally from the stage where most within the school’s community were disempowered and had little or no voice in the workings and growth of the school to the point where the total school community is naturally contributing to the daily operations of the school.

It is a historic shift that has been led by the principals – a move that has to be led by the principal.

The move has been graduated, often seeing two steps forward and one back, but inexorably reaching the stage where the empowered expect to be involved in the decision making, if only to be informed of a development that clearly improves the school’s quest to realise its shaping vision. In empowering the school’s community, and vitally by bringing the parents into the 24/7/365 teaching of their children, schooling as we have known it – where the professionals unilaterally controlled the teaching and learning – has likely irrevocably changed.

The digital interface with the school’s community that allows ‘time poor’ members to be consulted and informed about key developments has been – and likely will always be – critical.

That said the empowerment will not be without its moments, particularly as a previously disempowered staff and school community attune their antenna to the extent to which they will be able to express their thoughts and use their new found power. That situation will – as mentioned – be compounded by the ever changing student cohorts and the school leadership having to contend with those new to the school’s culture and ways.

Here again the astute leadership of the principal is critical as she/he works to harness the potential of the empowered while simultaneously maintaining the focus on realising the school’s shaping vision and providing each child an apt education.

It calls for some very skilful balancing but also remembering that in undertaking the digital journey all the adults – teachers and parents – will be experiencing a mode of schooling significantly different to that they knew in their youth.

 

The impact of personal mobile technologies on the 24/7/365 education of the world’s young, 1993 – 2017

 

The digital leadership of the young and their homes

An invitation to reflect

Roger Broadie and Mal Lee are researching a monograph on ‘The impact of personal mobile technologies on the 24/7/365 education of the world’s young, 1993 – 2017’. We hope this will provide a foundation for further work on how government, schools and families can best support children’s learning in a connected world.

It will explore the impact of the evolving personal technologies since the release of Mosaic in 1993 on the young of the world, both in and outside the school walls, the changes in technology and technological practises that influenced usage, and the role played by the young, their families and the school.

Importantly it will address the evolving scene globally, and not simply that in the developed nations.

Moreover it will examine the nature of the digital education acquired in the 80% of annual learning time available to the young outside the school over the last twenty plus years, as well as that acquired within the classroom.

Twenty plus years since the advent of the WWW the world is watching the operation and impact of two distinct digital education modes – the out of school laissez faire mode that has successfully educated the young of the world in the use of the rapidly evolving technology at no cost to government and the formal, in school tightly controlled mode that annually costs governments billions of dollars – with questionable dividends.

We suggest it is time to pause, reflect and decide on the way forward.

Bear in mind around 3.4 billion people globally (ITU, 2016) daily successfully use the networked world, with few having being taught by teachers.

The research will explore these kind of big ideas, that

  • the nature of youth, and youth education changed historically with the advent of the Web and the facility accorded the young to access the information of the networked world directly and not through adult filters

 

  • the young and their families, operating in a laissez faire, seemingly chaotic world – and not formal schooling – have led the 24/7/365 digital education of the young for the past twenty plus years, and are track to play even greater leadership role

 

  • the digitally connected family became the norm in the developed world, around 2007 – 2008, with those families likely increasingly taking charge of their children’s 24/7/365 digital education.

 

  • most children in the developed, and evermore in the developing world will start school having normalised the use of the digital.

 

  • While cell/smartphones are integral to 24/7/365 lives and learning of the world’s teens scant or no use was made of that capability in most schools, with the few that are succeeding being largely ignored by governments in policy setting and the accountability measures for all schools.

To assist our efforts we are planning to interview a cross section of eminent educators globally who have observed, experienced, researched and/or commented upon the digital education of the young in and out of schools over the last two decades.

If you – or your colleagues – would like to reflect on the past twenty plus years with Roger or Mal we would love to hear from you.

Simply email Mal at mallee@mac.com and we’ll set up a Skype interview when convenient.

 

 

 

 

Empowering the School Community

Mal Lee and Roger Broadie

Tellingly all the schools studied have gradually but very surely empowered their total school community – giving their teachers, professional support staff, students, families and the school’s wider community- a greater voice in the school’s teaching, learning, resourcing and direction setting – markedly expanding the school’s capability and improving its productivity.

Significantly the schools have

  • fully empowered their professional staff
  • accorded all in their community greater respect
  • recognised the part all can play in enhancing the 24/7/365 education provided by the school
  • collaborated with all in lifting their understanding of the macro workings of the school and the school’s shaping vision
  • in the process distributed the control of the teaching, learning and school resourcing.

Yes – in all the distribution of control, the collaboration and the empowerment has added to the load on the school leadership, but paradoxically it has simultaneously provided the school principal considerable untapped support and additional resources. All the principals commented on the time needed to genuinely collaborate and listen, the many frustrations and the seemingly inevitable rectification of well intentioned mistakes, but on the upside the empowerment has added appreciably to the teaching and learning capability of the school, its resourcing, and the support and social capital the principal can call upon in growing the school and its attractiveness.

Schools in the developed world historically are working with their nation’s most educated cohort of parents and grandparents who since their child’s/children’s birth have recognised the importance of a quality education for ‘their’ children and who in their home and hands have a suit of digital resources that markedly exceeds that in most classrooms. All moreover have in their community a sizeable and growing body of retirees with considerable expertise, time on their hand and a desire to be valued.

The above alone is a vast source of expertise and additional resourcing the pathfinder schools in their social networking and empowerment are only beginning to tap.

Within a matter of years the early adopter schools in their digital journey have moved culturally from the stage where most within the school’s community were disempowered and had little or no voice in the workings and growth of the school to the point where the total school community is naturally contributing to the daily operations of the school.

It is a historic shift that has been led by the principals – a move that has to be led by the principal.

The move has been graduated, often seeing two steps forward and one back, but inexorably reaching the stage where the empowered expect to be involved in the decision making, if only to be informed of a development that clearly improves the school’s quest to realise its shaping vision. In empowering the school’s community, and vitally by bringing the parents into the 24/7/365 teaching of their children, schooling as we have known it – where the professionals unilaterally controlled the teaching and learning – has likely irrevocably changed.

The digital interface with the school’s community that allows ‘time poor’ members to be consulted and informed about key developments has been – and likely will always be – critical.

That said the empowerment will not be without its moments, particularly as a previously disempowered staff and school community attune their antenna to the extent to which they will be able to express their thoughts and use their new found power. That situation will – as mentioned – be compounded by the ever changing student cohorts and the school leadership having to contend with those new to the school’s culture and ways.

Here again the astute leadership of the principal is critical as she/he works to harness the potential of the empowered while simultaneously maintaining the focus on realising the school’s shaping vision and providing each child an apt education.

It calls for some very skilful balancing but also remembering that in undertaking the digital journey all the adults – teachers and parents – will be experiencing a mode of schooling significantly different to that they knew in their youth.

 

The Digital Infrastructure and Ecosystem

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Mal Lee and Roger Broadie

The successful digital evolution of the school necessitates it having an apt, continually evolving and largely invisible underpinning digital ecosystem.

It necessitates embarking on the digital evolutionary journey with the desire to create that digital ecosystem as soon as is feasible and to continually enhance its ability to assist deliver the desired education of each child.

Indeed one of the important lessons to be learned from the pathfinder experience is to openly share with one’s colleagues and school community the quest to create an increasingly powerful and productive digital ecosystem.

Without that infrastructure and an astutely shaped highly effective digital ecosystem all the school can do is dream.

Campus wide access to the Net within the school should be super simple. One click and all systems go.

Everything we have written thus far in this series of blogs is prefaced on the assumption that the school has

  • the apt underpinning electrical and digital base
  • created a mature highly effective and reliable digital ecosystem that continually supports the school’s efforts to realise its shaping educational vision.
  • provided its total teaching and learning community ready 24/7/365 use of that digital ecosystem.

To evolve digitally every school needs have

  • a highly reliable supply of electricity
  • apt total school campus wide Wi-Fi access
  • ample, but ever greater bandwidth
  • limited and reasoned Web filtering – with the school observing the laws of the land
  • current digital presentation technology in every teaching room
  • all having in their hands and using their chosen suit of personal technologies
  • personal technologies it can provide children in need
  • all staff – teaching and professional support – with the digital tools needed for their work
  • in its website the digital interface between the school’s digital ecosystem and the socially networked world
  • digitised all school administration and communication – gradually shedding all paper based processes
  • integrated all its digital operations, in and outside the school walls in its shaping of a highly productive ecosystem

The last point is critical.

One should be seeking to create from the outset an increasingly higher order and more efficient and productive ecosystem where all the digital technologies are geared to supporting the realisation of the school’s shaping vision, in manner consistent with the school’s culture.

The shaping and the daily governance of that apt tightly integrated digital ecosystem should, as indicated be the operational responsibility of the school’s ‘CDO’ or his/her equivalent.

It does, within a rapidly evolving environment where empowered members are actively encouraged and supported to take risks, require a ‘CDO’ with high-level people skills who can balance the quest to allow teachers to fly with the need to maintain efficiency. It most assuredly can’t be done by a part time ICT committee or by a network manager lacking the prerequisite high-level educational prowess and people skills.

Three of the early tasks before embarking on the digital evolutionary journey is to;

  • do a brutally honest appraisal of the school’s digital infrastructure and its capacity to readily allow everyone to access the Net at speed any time, anywhere they wish.
  • explain the imperative of creating the desired, ever evolving digital ecosystem.
  • select a ‘CDO’ and his/her team. As indicated the finding of the ‘CDO’ can be hard, but from the outset you’ll need someone responsible for overseeing the shaping and daily workings of the digital ecosystem.

It is highly likely that many of the digital operations to be overseen by the ‘CDO’ will currently be undertaken within separate silos, with those in charge of each often reluctant to relinquish their power.

It is thus important from the outset to emphasise the quest to create the tightly integrated digital ecosystem and to underscore the importance of its daily governance.

In 2016 many if indeed not most schools don’t have the requisite total digital infrastructure and most assuredly have yet to appreciate the imperative of integrating all the parts to form an increasingly powerful and productive digital ecosystem.

It is appreciated the school’s location and its resources can frustrate that quest but all too often the major impediment is the school’s leadership, and its unwillingness to prioritise the creation of a powerful digital ecosystem.

In the mid 2000s Mal observed that all schools in the developed world could if the head considered it a priority find the funds to place IWBs in every teaching room and network the school.

A decade on with the drop in technology and network pricing, markedly enhanced equipment reliability, virtually all children having their suit of personal technologies and growing societal digital expectations there is no reason other than leadership why any school in the developed world should not have an adequate whole school digital ecosystem. While concerns are expressed about lower SES schools the reality is that globally, developed societies fund schools on a needs basis allowing all such schools to acquire the technology if the principal desires.

If your school wants to evolve digitally prioritise the resourcing and formation of the underpinning digital ecosystem.

Remember getting the technology in place is the easy step.

Getting the school’s community to use the ecosystem to best advantage is the challenging stage.

 

Your Client’s Rising Digital Expectations

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Mal Lee and Roger Broadie

 The digital transformation research underscores the critical importance of organisations continually meeting and astutely building upon the client’s ever rising, increasingly higher order digital expectations.

  • ‘The customer experience is at the heart of digital transformation (Forrester, 2015)’.

The Economist concludes:

Evolving customer expectations are the most common driver of digital transformation (Economist, 2015, p2).

The same imperative will increasingly hold with the school, and its ability to continually meet and accommodate its current and prospective client’s rapidly rising digital expectations.

In a digital and networked society where the young and their parents have normalised the use of the digital to the extent that its has become virtually invisible the expectation is that they will naturally use their current technology in every facet of their lives and work. Indeed we are shocked when we can’t and are scornful of those enterprises that don’t provide fast, ready and sophisticated online access.

We are living in a society for whom the increasingly sophisticated use of the digital has become the norm and which no longer differentiates between face- to-face and online experiences (Westerman, et al, 2014).

The early adopter, pathfinder schools globally have long recognised this reality, have normalised the use of the digital in every facet of their teaching and administration, are providing an integrated digital client experience and vitally have positioned their schools to evolve at a pace where they can continually accommodate their client’s rising digital expectations.

Schools can only do that, and meet the client’s rising digital expectations – known and unanticipated – if they too have normalised the use of the digital.

School can’t hope to meet, let alone build upon the school their client’s rising digital expectations unless they, like their client’s have normalised the whole school use of the digital.

Client’s expectations

With digital normalisation the clients in general terms naturally – and largely unwittingly – expect the school to mirror the evolving digital practises of society. There is for example the expectation, particularly among the students and younger parents, that:

  • the children will use the current digital technologies they already use 24/7/365
  • Net access and bandwidth in the school will be on par with that in the home
  • the digital will be used naturally in all teaching and learning, from Kindergarten upwards
  • students and parents can email their teachers
  • students can use their smartphone to photo board notes
  • the school website will provide all the latest information
  • the school will have an effective integrated digital communications suite, like all other organisations
  • the school’s use of the digital technology will evolve, becoming increasingly sophisticated, while always readying the young to use it astutely.

There is also the expectation the school’s teaching will build upon the young’s normalised 24/7/365 use of the digital technology, recognising the nature of the learning and teaching they do outside the school walls and will adjust and individualise their teaching accordingly.

Possibly largely unwittingly they also expect the curriculum to employ and enhance current, but also rapidly evolving, technological practices, and not be constrained by a dated formal digital technology curriculum that teaches digitally aware clients the ways of the past.

In saying ‘possibly’ and ‘unwittingly’ the reality is that the client’s digital expectations will continually grow and change, and will be impacted by their local school setting. Four years ago apps were largely unheard of: today they are an integral part of modern society. Schools that have normalised the use of the digital and are striving to meet their clients digital needs will engender in the school itself and likely ‘competing’ local schools appreciably higher digital expectations than those found in a traditional paper based school.

To what extend does your school meet the above expectations? How far has it yet to travel?

As a quick test envision yourself as a client, jot down your digital expectations and compare them to your school’s practises.

Building upon the client’s expectations

One of the new arts to be conquered by leaders of digital schools is the reading and continual building upon of the clients’ digital expectations.

The continued viability of a school will increasingly be tied to its ability to meet those expectations (Lee, 2015).

That challenge is made that much more difficult by the pace and uncertain nature of the digital revolution and the school’s requirement to identify and address the current digital expectations, those of the near future and critically those as yet unidentified.

In identifying the attributes required by the students in a digital and networked world while schools cannot foretell of the future digital tools that will be used they can and should have an ecosystem agile enough to readily accommodate the emerging technology and changing practises.

Bibliography

Economist Intelligence Unit (2015), Digital Evolution. Learning from the leaders in digital transformation. The Economist

Forrester (2015). Digital Transformation in the Age of the Customer. Forrester for Accenture. October 2015 – https://www.accenture.com/_acnmedia/Accenture/Conversion-Assets/DotCom/Documents/Global/PDF/Digital_1/Accenture-Digital-Transformation-B2B-spotlight.pdf

 

Lee, M (2015b) ‘Schools Have to go Digital to Remain Viable’ Educational Technology Solutions July 2015

 

Westerman, G, Bonnett, D and McAfee, A (2014) Leading Digital. Turning Technology into Business Transformation, Boston, Harvard Business Review Press

Trust and School Evolution

Mal Lee and Roger Broadie

Trust is critical to the digital evolution of the school and achieving digital normalisation.

The principal needs to trust and empower all staff, the students, the parents and the supporting community. That trust will be repaid in numerous, very positive ways.

Trust fundamentally changes the nature of the schooling and opens the way for a more collaborative 24/7/365 mode of schooling and resourcing.

The traditional hierarchically structured school is based on distrust. It is deemed imperative that a small executive team exercises unilateral control over all school operations. Neither the classroom teachers, the support staff, the students, the parents or the community can be trusted, and their roles must be carefully managed from on high. The ethos is at root one of teachers and pupils doing what they are required to do on pain of sanctions, rather than an ethos of mutual expectation that what is required will be done because that is the job that the whole community is collaboratively engaged in.

The history of the use of instructional technology in schools (Lee and Winzenried, 2009) over the last century has been characterised by its distrust of teachers to use the technology wisely. That history sees teachers being obliged to secure licenses to use the gear, instructional technologies being ‘teacher proofed’ and ironically from around 1984 the ‘ICT experts’ controlling every facet of the digital technology. That distrust extends through to current times, as witnessed by the California iPad debacle.

That distrust might well be evident throughout your school operations today.

The distrust stymies the school’s facility to make best use of its greatest resource, its people – its salaried staff, students, families and community. All feel disempowered and unrecognised, most unwilling to put in the extra yards to assist the school’s growth.

The experience of the pathfinder schools, extensively documented in the authors’ Taxonomy of School Evolutionary Stages (2016) is that when schools move to a digital operational mode they begin to use the technology to reach out beyond the school walls, to genuinely collaborate with their parent community and to recognise and respect the contribution the teachers, support staff, students, families and wider community can make to the holistic teaching of each child. If this process is not led by the Principal it is very likely to start happening surreptitiously, particularly amongst the pupils but with aware teachers also starting to use online systems and social networks

These schools begin to appreciate the benefits of more fully trusting all, empowering them and distributing the control of the teaching and learning.

That said it invariably takes time – likely years – before the leadership, and indeed the teachers, are willing to cede some of their power and distribute the control of the teaching, learning and significantly the digital technology resourcing.

In many school settings, as the work by Lee and Levins (2016) will attest, some of the most reluctant to cede that control and trust others are the ‘ICT experts’. Yes – for many the ICT ‘empire’ has been their power base, but if schools are to normalise the whole of school community use of the digital the control has to be distributed and all within the school’s community trusted.

The principal’s willingness to trust will be crucially tested when faced with the decision of letting the children use in class the suit of digital technologies they already use 24/7/365. Is the head prepared to trust the children and parents and go with BYOT or declare his/her continued distrust by going the BYOD route where the school specifies the personal technology? Is the principal willing to trust the students and parents, accepting what to him/her might not appear be a perfect solution but which in time with genuine collaboration will not only work well but yield many other dividends?

It is a critical decision in the school’s digital evolution.

Until the principal is willing to trust and respect each student’s and parent’s choice of technologies, and to genuinely collaborate with them in the teaching, learning and technology resourcing the school’s digital evolution will be stalled and digital normalisation unachievable. While there are schools with ‘successful’ (though expensive) approaches that provide all pupils with the same device, at the root of this is the school wishing to dictate the use of certain software or device. This puts the focus on the technology rather than on the task to be achieved and denies innovation as the devices and software inevitably age. Far better to decide what human and interaction functionality is necessary for all pupils to use their devices.

Reflect for a moment on your children’s normalised out of school use of the digital and you’ll appreciate it is dependent on your trust in them to use and maintain the technology wisely. Your children will invariably respect and build upon that trust such that in a relatively short time their use of the technology becomes so normal as to be largely invisible.

That is what is wanted within the school walls, but it is only achievable when the school has created a whole of school culture – ecology – that trusts, respects and empowers the students and their parents, and values the contribution they can make to the workings, safety, resourcing and growth of the school.

  • Lee, M and Winzenried, A (2009) The Use of Instructional Technology in Schools, Melbourne ACER Press
  • Lee, M and Broadie, R (2016) A Taxonomy of School Evolutionary Stages. 2nd Edition Armidale Douglas and Brown – http://douglasandbrown.com/publications/
  • Lee, M and Levins, M (2016) BYOT and the Digital Evolution of Schooling Armidale Douglas and Brown – http://douglasandbrown.com/publications/

 

 

 

Release of 2016 Edition A Taxonomy of School Evolutionary Stages

Release of 2016 Edition A Taxonomy of School Evolutionary Stages

Roger Broadie and I have markedly updated our Taxonomy of School Evolutionary Stages

A copy is freely available on the Douglas and Browne website at – http://douglasandbrown.com/publications/

As is Mal Lee’s and Martin Levin’s updated version of their work on BYOT and the Digital Evolution of Schooling.

There is the choice of e-book or PDF

The updated Taxonomy explores in depth the attributes demonstrated in the pathfinder schools at the Digital Normalisation and 24/7/365 Schooling evolutionary stages and links the digital transformation evidenced to that found in other complex adaptive systems in business and the wider public sector.

Significantly the updated evolutionary continuum allows schools globally to get a quick indication of where they are at on their digital evolutionary journey.

Evolutionary Stages 2016 Final

Feel free to tell interested colleagues of the work

Mal and Roger

BYOT and the Digital Evolution of Schooling

Martin Levins and I have just released our 2016 edition of BYOT and the Digital Evolution of Schooling.

It is now available free as an e-book.

While building on our earlier 2012 publication for ACER Press on Bring Your Own Technology the new work addresses the rapid developments in the last four years and positions the move to BYOT within the wider digital evolution and transformation of schooling.

The authors’ have decided to make the work freely available to all interested globally wanting advice and direction on the key development.

It can be downloaded from the Professor Peter Twining’s EdFutures site in the UK at –  http://edfutures.net/Lee_and_Levins_2016.

24/7/365 Schooling: The Implications

Mal Lee and Roger Broadie

While Roger and I have made mention in our writings on the digital evolution of schooling of the shift to an increasingly 24/7/365 mode of schooling until now we’ve not paused and specifically addressed its form, nor vitally the many and profound implications for schools, education authorities, teacher educators, governments and indeed society in general.

The attached article does both.

Unwittingly most associated with schooling work on the assumption it is a constant, that organisationally it will continue as it has for the last 50 to 60 years and for some reason will not be impacted by the digital revolution.

In 2015 one still sees globally few politicians, academics or school leaders commenting on the many and profound implications that flow the evolution occurring in schooling.

All see it in industry and discuss the profound implications, but not at yet in schooling.

The national teaching standards, such as those used across Australia in teacher appraisal, recruitment and increasingly in the payment of teachers, are for example based on a paper based mode of schooling that is constant in form, which is assumed will be in place for years and which is highly risk adverse, insular and strongly hierarchical.

Many of the attributes promoted are antithetical to those valued and deemed as essential in a 24/7/365 mode of schooling.

That said the standards are but one of the myriad of current school related practises that will be markedly impacted by the emergence of the 24/7/365 mode of schooling attached.

24-7-365 Schooling

Schools Have to Go Digital to Remain Viable

Mal Lee

The cover article in this month’s Educational Technology Solutions is one by me that contends all schools have to go digital to remain viable.

A copy of that article is attached or can be got from the Educational Technology Solutions website.

Interestingly in presenting to three groups of school leaders in the past two weeks no one has questioned the suggestion.

Rather the immediate focus has been what does our school have to do.

Why Schools Have to Go Digital