In transitioning to a more networked mode of schooling and teaching it is important for both teachers and heads to
have an in-depth understanding of the transition that has, and has not occurred
adjudge their school’s position and understand where it wants to move, and
contribute to shaping the desired future.
It bears reiterating that every school is at different stage in its transitioning.
It is appreciated that belief is not shared by most governments and education bureaucracies. They still like to perpetuate the myth that all schools are the same, and as such will therefore be at the same point in their transition to a more networked mode.
The pandemic underscored the fallacy of that thinking.
Rather it affirmed, to the students, parents, teachers and heads the different stages schools were at in the transitioning, and the very real likelihood the better led schools were transitioning much faster and extensively than those lacking the leadership, vision, and drive.
Look at the schools around you, talk to your colleagues, consider how the different schools have handled the pandemic, their level of readiness to teach remotely and to thrive within the more networked mode and you’ll have affirmed their uniqueness, and the different stages each are in their transition.
Indeed, you’ll likely find the same variation within the school. Different teachers and different operational areas like HR, communications, marketing, finance, and staff development could well be more networked than others.
Critical to school’s shaping the desired future is always understanding the school’s current state of transition within all operational areas.
Has your school examined its transition to a more networked mode over the last twenty plus years, its nature, and identified the key trends that have emerged?
Has it done so in all operational areas?
How well prepared was the school, and indeed the staff to provide the desired, quality remote teaching when COVID first hit?
How much better placed is the school today?
What steps have now to be taken?
Below is an evolutionary continuum that Roger Broadie and I identified in 2016 (Lee and Broadie, 2016), well before the impetus provided by the pandemic.
Where on first glance would you position your school?
How well prepared are you to adjudge?
Few, if any initial teacher education (ITE) institutions help teachers make that call, particularly in a more networked mode.
Nor do education authorities.
Indeed, you’ll unlikely to find any national or provincial teacher standards that would contemplate classroom teachers making that call or suggesting they should be readied to make that call.
However, a vast body of business research and literature speaks to the imperative of all professional staff within networked organisations having the understanding, ability, and agency to assist in enhancing its performance and growth.
Heretical it might be, but the next post argues that every teacher, from day one in their teaching should be readied to play the dual role of a specialist teacher and an education generalist, immediately able to adjudge where schools are at in the transition.
Transitioning from Traditional to Networked Schooling
Schooling worldwide is moving inexorably from its traditional, largely stand-alone, strongly paper based mode to one that is increasingly networked and digital.
The extent of the transition has already been profound, even in the more conservative of schools, far more than most likely have realised, on trend to become even greater.
It has however been largely unseen, unplanned and undocumented, hidden in part by contemporary society’s ready acceptance of the evolving new normal. It is highly likely that most teachers won’t have appreciated the magnitude of the change, although being central to the development.
Indeed, this is likely the first article to describe the transition, and to alert the education community to the transformation underway.
The implications of the transition for all schools, teaching, and indeed all school operations are already immense. However in many respects the world is still in the early stage of the more networked mode, just beginning to understand the ramifications of the development.
While coming blogs will touch upon some of those ramifications far greater analysis at the school and macro level by many more in the years ahead will be needed.
What however is clear is that all associated with schools, but particularly the teachers and heads, need to better understand the global phenomenon. They need to understand the key features, the trends, how the teaching and school have already been transformed, the shift to more tightly coupled digitally based ecosystems, able to adjudge the impact of the transition on the desired schooling, and how they might best assist shape the natural, inexorable transition to advantage.
Serendipitously the COVID pandemic, in its stress testing of every facet of schooling, has alerted societies worldwide to the transition that has occurred since the 90s, and affirmed the world has reached the point where for the first time in human history schooling can be provided remotely, in a fully networked mode and not just within a physical place.
In the space of 25 years near all the developed world’s, and increasingly the developing and undeveloped world’s classrooms, K-12 have transitioned from being telecommunications deserts to being networked. Schools have transitioned from a few, highly guarded, 56K phone lines, with none in the classrooms to near all teachers and classrooms having ready connectivity to high speed, multiple media, broadband networks.
In the early 90s a head had several weeks to contemplate the reply to be posted to the office. Near all communication, and virtually every aspect of teaching was paper based, handwriting was all important, books were dominant, the photocopiers daily consumed reams, and the control of the mail stamps and long distance phone calls was paramount.
Schools, three quarters of a century on from their standardisation around 1920, were still insular, largely stand-alone, loosely coupled (Weick, 1976) organisations that operated behind closed doors, replicating year in and year out, what Tyack and Cuban (1995) termed as the ‘grammar of schooling’.
The basic grammar of schooling, like the shape of classrooms, has remained remarkably stable over the decades. Little has changed in the ways schools divide time and space, classify students and allocate them to classrooms, splinter knowledge into ‘subjects’ and award grades and ‘credits’ as evidence of learning (Tyack and Cuban, 1995, p85).
……Established institutional forms come to be understood by educators, student and the public as necessary features of ‘real’ school. They become fixed in place by everyday custom in schools and by outside forces, by legal mandates and cultural beliefs, until they are barely noticed. They become just the way schools are (Tyack and Cuban, 1995, p86).
Schools were viewed as places of constancy, continuity and sameness.
Serendipitously as much the same time as Tyack and Cuban their observation schools, usually unheralded, began to be networked, initially internally within the administration, library and a few computer labs, and then also externally via a series of ever larger connections to the Internet.
In historic terms the transition to a more networked mode has been rapid, starting slowly in the 1990s, gathering pace in the 2000s, and accelerating evermore since 2010.
As seemingly recent as early 2010 the world and its schools could not have handled the pandemic like it did but 10 years later. The iPad revolution had yet to be launched, apps were unheard of by most, the broadband connectivity was lacking, and the primary school age cohort had yet to grow its digital mindset and competencies.
By early 2020 they had. 90% plus of digitally connected families across the developed world had the digital mindset, infrastructure, competencies, broadband connectivity and vitally the desire to collaborate with their schools in a fully networked mode and to support their children. Indeed, few questioned the ability of Year 2 children to participate in Zoom lessons. It was part of the new normal.
Critically near all teachers, mostly of their volition, had also grown their digital mindset, competencies, home infrastructure and connectivity to a level where they could teach remotely from home.
On reflection it has been the networking technology, the connectivity and the facility for ever greater, inexpensive social networking that has been the game changer – far more so than the digital devices.
Significantly history has affirmed the transition to the more networked mode has been in the main a natural evolutionary development. It is on trend not only to increasingly impact every facet of society, learning and the operation of most every organisation, but should also oblige all organisations, including schools to rethink their workings, the desired human resources, their fit for purpose and the aptness of their planning in an environment that necessitates they accommodate both the planned and unplanned developments.
For schools and education authorities still wedded to the belief that all change can and must controlled, planned and measured, natural, often seemingly chaotic evolution and transformation could be a significant challenge. Many could struggle to reconcile the reality that one of the most significant and transformative changes in the history of schooling has been, and continues to be, unplanned, and that they not only failed to see the change but, in their planning, failed to accommodate the phenomenon.
In the accelerating digital disruption of the world there will in the adaption to the new continue to be the plusses and minuses, and inevitable tensions as people grapple with what of the old to retain, and what to let go, with some gaining power at the expense of others.
That will be true of near all schools.
Schools, like every other organisation, can at best shape the global transition to a more networked mode to advantage, optimising the benefits, remediating the disbenefits, while continually adapting their workings to provide the desired education.
They cannot stop the transition.
Society will expect schools as public institutions to adapt and accommodate the new normal.
Approached astutely, with a clearly understood purpose, understanding the nature of the transition, the forces at play and being willing to factor in both the planned and unplanned individual schools globally have demonstrated they can not only adapt but thrive.
Neither this or the future posts will attempt to rationalise the world’s, or schooling’s transition to a more networked mode, or to discuss the pros and cons.
It is pointless.
Rather the focus will be on working with the reality.
One of the realities is how readily all manner of societies have adapted their ways to the accelerating, all-pervasive, digital evolution and transformation, and embrace, invariably unconsciously, the evolving new normals. Invariably it is only when one stops and reflects does the ease of much of the adaption to the emerging digital technologies and increasingly powerful digital ecosystems, and the willingness to abandon the old ways become apparent. Few comment on the normality in 2021 of near all elders using their smartphones and QR codes, but it is an immense social transformation that barely rates a comment.
Parents, students, the media and government all speak in the COVID world of returning schools to ‘normal’. In reality most are likely talking about a return to site based, face to face schooling. A related reality is that post COVID most will unwittingly expect a ‘new normal’; a schooling that incorporates many of the plusses that emerged during the fully networked mode. Video conferencing in some form for example has likely already become a normal part of everyday schooling.
In reflecting on the transition and the evolving ‘new normal’ one will soon appreciate that the expectation will be that they are accommodated by the schools.
Their accommodation – or more likely the refusal to do so – has already created tensions, and will continue to do so, probably at an ever higher level as the transition accelerates.
Think for a moment on the transition that has occurred in your school in the last couple of decades, the transformation that has taken place in near every facet of your school’s workings, and the issues raised and tensions generated as some staff sought to retain the ways of the past, while others wanted to take advantage of new opportunities.
In reflecting consider the myriad of issues and options that accompany the development.
There is much to be gained by analysing the transition within all facets of your school’s workings in the last 20 years.
How that might best be done will be addressed in the next post.
What however will be immediately apparent will be the
magnitude of the transition
shift from a paper based operation to one that is ever more digital and networked
ever greater use of networked teaching
shift to a more tightly coupled organisation
movement from a highly insular to more networked learning environment
inexorable, often unplanned nature of the phenomenon and the strength of the megatrends
importance of readying the staff and school to thrive within the significantly different teaching environment.
What should also be apparent has been the profound impact COVID has had in accelerating the transition to the more networked mode.
Tyack, D and Cuban, L (1995). Tinkering Toward Utopia. Cambridge. Massachusetts. Harvard University Press.
Weick, K (1976) ‘Educational organisations as loosely coupled systems’. Administrative Science Quarterly 21 1976
In moving schooling from a paper to digital construct the way is opened to shift to an increasingly sophisticated, powerful, flexible and naturally evolving operational base, and allow schools to continually provide an apt, ever richer, contemporary 24/7/365 education.
Critically the shift in thinking enables schools and systems to better accommodate the world of accelerating, seemingly chaotic, often uncertain digital and societal evolution they are operating within, and importantly to evolve and grow in harmony with the rest of society.
Theoretically, as indicated in the last post (Lee and Broadie, 2019), the possibilities for teaching and learning opened by a digital construct are virtually unlimited, with possibilities being added daily as the thinking develops and the technology evolves.
While that might hold in many fields of endeavour, schools as formal government controlled institutions with defined obligations, having to contend with societal expectations will always be more constrained than most other organisations.
That said the success of the schools that have gone digital, and adopted a socially networked mode have demonstrated schools can move some distance along the digital evolutionary continuum, and with apt leadership and support can evolve ad infinitum.
The facility to do so will differ markedly with the type of school, likely the size and type of education authority, and the government of the day. Independent, and largely autonomous schools will invariably have greater scope to move, as will smaller government systems.
While individual schools can make a significant shift ultimately the government of the day must play a lead role if the schools/system is to move from Industrial Age staff selection criteria, working conditions and remuneration or to remove the blockages imposed by the likes of statutory examinations boards, basic skills tests and inspectorates.
Tellingly, mostly unnoticed, many nations now have in their distance education schools/system ground breaking digital constructs, that have long abandoned their correspondence schools, which astutely couple the evolving technologies, social networking and face to face teaching, and provide an important insight into what is possible. Significantly many of those schools already have working conditions and remuneration arrangements markedly different to the mainstream schools.
The key variable in any construct shift will be human, with the decision makers opting to move to a digital construct or choosing to reject or minimise the opportunities opened and stay with the lower order variant.
Thus far, near all the world’s education authorities and schools have chosen, consciously or not, to stay with the latter, to fend off digital disruption and natural evolution, and to largely deny the opportunities opened by a digital construct.
While most schools and systems have chosen to retain, and laud the paper construct, outside their walls the world continues to evolve at an accelerating rate, daily distancing the young’s in from the out of school use of and learning with the digital (Friedman, 2016). The digitally connected young outside the school naturally, and unconsciously employing a digital mindset, embracing networked learning, taking charge of their 24/7/365 learning with the technology, and daily growing their version of being digital (Lee, Twining and Broadie, 2018).
The paper construct, with its focus on learning within the physical site and virtual disregard for any learning outside the school has likely inclined most to disregard the reality that formal schooling occupies less than 20% of the young’s annual learning time. They seem conveniently to forget today’s schools are operating within a rapidly evolving, chaotic, increasingly connected world where most global change happens naturally, unplanned, with myriads of consequences and unintended benefits and disbenefits. Disruption, seeming chaos will invariably result in order, and a new normal.
Among the many challenges in shifting to a digital construct is to obviate the inefficiencies of natural evolution (Pascale, Millemann and Gioja, 2000). There is need to marry the natural with planned change, to continually take advantage of the pertinent global megatrends in creating and shaping the desired learning environment and culture.
The early adopter schools have demonstrated how that can be done.
But ultimately governments must lead the way for school construct change to happen and be sustained widely.
While visionary, often maverick heads and governments have orchestrated pronounced construct change, history reveals all too often that change is ‘rectified’ and the dents removed with the change of head, or government. Invariably the dents are removed by the application of stultifying carry overs of the paper construct. The great dampener, is the use of principal selection criteria that favour those wanting to maintain the status quo, and which accords no importance to the new head being able to grow the construct shift underway.
Governments must be responsible for the human construct it employs within its schools. If it opts to stay with the traditional then it should bear the political, educational and economic consequences. If it chooses to shift it needs to ensure the total construct, the total digitally based ecosystem is attuned to realising the shaping educational vision.
Even at this still relatively early phase of the Digital Revolution the opportunities opened for schools moving to a digital operational construct are immense, and largely limited by the human imagination.
Many of the possibilities the authors have examined in earlier writings, all of which can be read on the Digital Evolution of Schooling website.
There are a few that merit special mention.
The move provides the opportunity to:
Return to first principles and clarify the desired shaping educational vision. It bids all associated with the school to question, and to continually question the aptness of all paper construct practises in a digital context.
Have all associated with the school/s, but particularly the leadership approach contemporary schooling, and the wider education of the young, with a digital, and networked mindset – not as now with an analogue.
Ensure the educational vision, the clear sense of purpose guides the creation and daily shaping of a school ecosystem and culture that facilitates the desired learning and resourcing.
Identify those facets of schooling to be retained within the digital construct – which are likely to be many.
Evolve the school/s, largely in step with society’s ever rising expectations – rather than as now daily falling further behind.
Have schools play a more integral and productive part within a networked society and economy, moving them out of their current insular situation, making them more efficient, effective, economic and productive, contributing more fully to the growth of not only the young but also the local and national economy.
Transform paper constructs into digitally mature organisations, built in large upon a tightly integrated, ever evolving, increasingly sophisticated, synergistic digital ecosystem, able to readily interface with and contribute to the networked world.
Realise John Dewey’s (1916) century old desire of more consciously cultivating both the informal, out of school learning with the formal, in school in the holistic education of each child.
Better individualise every child’s education, and build upon the young, from around the age of three taking charge of their use of and learning with the digital, learning to learn and naturally growing their being digital.
Have the schools genuinely collaborate with their digitally connected families in the education of each child, with both parties aware of where they should focus their efforts in growing the child’s holistic education.
Accommodate both planned, and unintended change, and to optimise the benefits that flow naturally from chaotic evolution.
Grow a set of operational parameters for a continually evolving digitally based ecosystem and culture, where the young are trusted and empowered – rather than, as now trying to accommodate the young being digital within an aged paper construct where they are distrusted.
Have the digital underpin all school operations, normalising its ubiquitous use in and outside the classroom, using it to complement the other media, and accrue the efficiencies, economies, synergies and enhancement that can be achieved, intended and unintended.
Have the schools, as formal institutions recognise that while they can never lead the way in the young’s use of and learning with the digital they can better recognise, build upon and provide direction to the 24/7/365 use and learning.
Rethink the current Industrial Age structures, processes, working conditions and remuneration and gradually move to those befitting a digital construct.
Complement the site based with networked teaching, learning and assessment, that can occur 24/7/365, anywhere, anytime. In the upper secondary years, strong arguments can be mounted for much of the learning to happen off site, in jobs, apprenticeships, internships or intensive workshops.
Employ a more networked mode of school resourcing, where the school and the families pool their resources and expertise, and where schools can draw upon the resources of a networked society, and lessen its near total reliance on government/parent funds.
The educational vision
As we detailed in the last post, the paper construct has led to approaches to schooling, teaching and learning that we continue to accept as ‘normal and correct’ without thinking. Having pursued those ‘normals’ for aeons we understand the type of learning they produce. But we have yet to identify the learning possible within a digital construct.
These now need to become the subject of acute observation and research.
The most obvious of these new affordances are:
Time learning. If students accept and enjoy the learning challenges that schools lead them into, they can radically extend the time they spend learning. This makes student engagement vital, so that learning is driven more by their internal desire to learn rather than external pressures.
Just in time access to information. ‘Road-bumps’ in learning, caused by lack of knowledge or understanding can be rapidly overcome, so that they don’t inhibit and damage the flow of learning.
Individual learners taking charge of their learning 24/7/365, lifelong. The implications of the learner, and not so much the ‘authority’, taking charge of their use of and learning with the digital, from around the age of three through to death are profound.
Connection to people. Ideas can be discussed online, and forums allow learners to follow the discussions of others. This can bring a multiplicity of people into students’ learning networks and raise the importance of students verbalising and discussing their current understanding.
The importance of learning to learn, relative to learning a formal curriculum. A key feature of the digital world is the extremely rapid growth of knowledge, which necessitates life-long learning for all. This also implies that state derived curricula and assessments need to focus on competence in a field, and to change as the societal perceptions to be competent evolve.
The Way Forward
The move to a digital operational construct necessitates schools having school principals willing and able to orchestrate the shift, and its continued evolution.
This has been strikingly apparent in the schools that have made the shift(Lee and Winzenried, 2009), (Lee and Broadie, 2018),and indeed in the digital evolution and transformation of all private and public sector organisations.
Without an astute chief executive officer, with digital acumen, able to set the expectations, communicate the vision and daily orchestrate the daily workings and growth of a digitally based school ecosystem there is little chance the shift will occur, let alone be sustained. Great deputy heads, highly committed staff and supportive communities can all assist, but the head must lead.
The head must moreover understand that the construct shift is first and foremost a human challenge, where the school community shapes – on the fly – an organisation it believes can best deliver the desired education.
It is not, contrary to the current approach, a technological challenge, best left to the ‘ICT experts’.
For well over a quarter of a century the universal propensity has been for teachers, ICT coordinators, principals, administrators and particularly governments to focus on the technology, and often only the technology (Lee and Winzenried, 2009), (Lee and Broadie, 2018). Invariably the first step has been to purchase the latest gear, and to laud its purchase. Few appear to understand they have simply been trying to shoehorn a limited use of the digital technology into a paper construct, constrained by Industrial Age structures, processes and mindset.
Not surprisingly the billions spent on digital technology for schools hasn’t magically occasioned construct change, nor will it.
The challenge is for school leaders to identify and gradually shape an organisational structure, a learning environment and culture that takes advantage of the evolving digital technology to provide the desired contemporary education.
The schools and education authorities that have moved to a digital construct have recognised the imperative of putting the educational agenda to the fore and then addressing the many human and technological variables that assist further the agenda.
They have also appreciated they can hasten the shift from the paper to digital construct by tackling those variables largely unconstrained within the existing construct. The shift from an analogue to digital mindset, distributing the control of the teaching and learning, trusting and empowering all, enhancing the family-school collaboration, ensuring all students have the technology, recognising out of school learning with the digital, pooling the home and school resources and expertise, the establishment of an integrated school ecosystem, social networking, and the adoption of a culture of change can all for example be fostered within the existing operational parameters, with few involving an overt clash with the established ways.
History suggests the evolution in schools will be gradual, the schools moving along an increasingly higher order evolutionary continuum, shedding the ways of the paper construct, overcoming the impediments to change, working increasingly within a digital construct.
The authors’ research with the early adopter schools (Lee and Broadie, 2016), points strongly to;
The schools, while each shaping their own course, in a seemingly chaotic world will move through remarkably similar evolutionary stages as they shift from the paper to increasingly digital construct
Each displaying, regardless of type or context, common attributes at each stage
Most schools in their evolution and shift to a higher order of operation needing to move through each of the evolutionary stages
The evolutionary continuum continually lengthening as the thinking, expectations and technology becomes more sophisticated
Primary/elementary schools moving faster along the continuum than the secondary.
The schools lessening their dependence on the physical site for much learning, taking increasing advantage of networked learning and teaching.
Movement along the continuum will rarely be constant, more often it will be the case of two steps forward, and one step back, often with a change of head the school regressing to the world of paper (Lee and Broadie, 2016).
The unplanned commonality evidenced globally in the young’s use of the Net (Tapscott, 1998), and more recently in the children’s use of and learning with the digital (Lee, Twining and Broadie, 2018) is seemingly mirrored globally in schools shift to digital construct.
While still early days, with appreciably more research to be undertaken the strong suggestion for any school, or education authority seeking to move to a digital construct is to note the key traits evidenced in the evolution of all digitally mature organisations.
Dewey, J (1916), Democracy and education, New York Macmillan.
Friedman, T (2016) Thank you for Being LateNew York Farrer, Straus Giroux
Lee, M and Winzenried, A (2009) The Use of Instructional Technology in Schools, Melbourne ACER Press
Lee, M and Broadie, R (2018) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016, Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/–
A significant part of your digital evolutionary journey will be the school’s historic movement from its inefficient silo like organisational structure of Industrial Age origins to an increasingly integrated, efficient and productive one befitting a digital and socially networked society.
You’ll shift from the traditional arrangement where the various cells within the school – the classroom teacher, the faculty, the ICT unit, the library, the front office – operate largely autonomously to a significantly more integrated structure where all operations are interconnected and focussed on realising the school’s shaping vision.
A major – and again largely unwitting – driver of the shift will be the school’s move to a digital operational base and the recognition of the many benefits that flow from convergence and organisational integration. Digital congruence is the key. The physical networking of the school and the ubiquitous use of all manner of digital technologies that can talk to each other make redundant many practises and quickly remove the strict divisions between the operational units.
The vast majority of the world’s schools, and in particular the secondary are still impacted by the factory model with its strong division of labour and the assumption that if each unit on the production line does its job the students would graduate with an appropriate holistic education.
Many over the last fifty years have questioned that assumption and some schools have made major strides in adopting organisational structures that open the way for a more holistic education.
Until relatively recently the major impediment to the running of a more integrated school has been its underlying paper base. Paper as a technology has major limitations, the most important of which is the requirement that the information thereon has to be physically transported to its recipient/s. The high level use of that technology necessitated close physical proximity. The delivery of a paper to another member of staff meant getting up and physically delivering the information.
While philosophically and organisationally the school might have wanted to integrate its efforts while ever it retained its paper operational base its efforts would be frustrated.
Networks and the digital technology change the game. Not only does the digital operational base negate the physical and logistical shortcomings, stimulate operational integration but it also allows full multimedia creation, 24/7/365 communication, interaction and storage – all at pace and with little cost. Few have yet to sit back and analyse the impact alone of the physical networking of schools in that 90’s and early 2000’s.
The experience of the pathfinder schools would suggest the shift from the loosely to more tightly coupled school will be gradual, incremental and will accelerate the more the school matures its ecosystem.
That acceleration will be assisted by the school’s:
tightening focus on its shaping educational vision
efforts to ensure all school operations are directed to realising that vision
rising digital expectations
recognition that digital congruence is the crux
trust and empowerment of its staff and community, and efforts to ensure all have a better macro understanding of the school’s workings
endeavours to shape an increasingly mature and powerful school ecosystem
daily efforts to create an evermore productive ecosystem, that marries the in and out of school learning and resourcing
Experience has demonstrated that the integration will in general terms occur much faster in the primary or elementary school than in the high schools. The structural hurdles and cultural mores of the high school are far harder to overcome than those in the primary school.
In the secondary school in addition to the challenge of changing the culture, and shifting the focus away from paper based external exams there is the invariable silo like organizational structure and the fiefdoms and their warlords keen to retain their power base.
In brief if you are leading a secondary school on its evolutionary journey be prepared for a long and at times painful graduated shift.
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.
Feel free to tell interested colleagues of the work
Before embarking on your school’s digital evolutionary journey you need to know where you are and the likely path ahead.
The authors’ have developed an international measure that provides that facility. We’ve identified a now seven point evolutionary scale and a set of explanatory benchmarks that readily allows you, and vitally the wider school community to quickly adjudge the school’s current position on the continuum and the likely challenges ahead.
It is only indicative, but ‘precise’ enough for the planning. Importantly it is a tool all associated with the school can quickly and freely use – with no outlay to consultants.
The measure emerged out of own extensive research with the pathfinder schools and the recognition that schools globally were moving through the same evolutionary stages, and has been reinforced by the parallel research on complex adaptive systems and the digital transformation of business that identifies the key attributes in the evolutionary process.
It appears to matter not where the schools are located globally, whether small or large, primary or secondary, state, Catholic or independent or where they sit on the socio-economic scale.
At the present time we have identified seven major evolutionary stages. In time that number will grow.
At the Paper Based stage – the traditional school – the majority of the teachers have yet to use the digital technology in their everyday teaching and still rely on the pen, paper and the teaching board.
At the Early Digital stage a critical mass of the teachers, in the region of 70% plus, are using the digital in their everyday teaching and the pressure is on the remaining staff to make the shift.
By the Digital near on all teachers are using the digital technology in their everyday teaching, but the focus of the teaching is still primarily on what happens within the school walls, with the school unilaterally controlling all operations. Vitally when the school’s main operation – its teaching – goes digital, and is coupled to a largely digital administration the school moves to a digital operational base.
At the Early Networked stage the school begins to recognise the educational benefits of social networking in its widest sense, to reach out beyond the school walls and vitally begin genuinely collaborating with its homes and community.
By the Networked stage the school walls are coming down, the school is distributing the control of the teaching and learning, collaborating with its homes and community and vitally is willing to embrace BYOT and trust the students to use their own kit in class.
The Digital Normalisation stage sees the school having normalised the use of the digital technologies in every facet of its teaching and daily operations, created a tightly integrated, increasingly mature and higher order school ecosystem, social networking and is providing a mode of schooling largely antithetical to that of the traditional school.
With digital normalisation and the creation of a sophisticated and mature digitally based school ecosystem that transcends the old school walls and agrarian school timetable the school moves to a 24/7/365 Schooling stage, positioning the school to take advantage of the rapidly evolving digital and networked world and to move into historically unchartered waters.
Where does your school sit on this continuum?
Download the Taxonomy of School Evolutionary Stages if you would like to consider the fuller attributes of each of the stages.
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.
The 2015 edition of the Taxonomy of School Evolutionary Stages is now available for free download from the Taxonomy sub-section of this site
This edition updates the attributes displayed by schools operating at the Digital Normalisation evolutionary stage.
While the digital evolution and transformation of all manner of businesses is literally discussed daily in both the media and the management literature (http://www.scoop.it/t/digitalevolutionofschooling) the fact that schooling globally is undergoing the same kind of organisational evolution and transformation remains largely unseen by most schools and educational administrators, as too are the profound implications that flow from the phenomenon.
So too is the understanding that once schools, like all organisations begin their movement to a digital operational base the schools will evolve in a remarkably common manner globally, demonstrating at each evolutionary stage numerous similar attributes.
It is as if schools are unique organisations somehow immune to the impact of the digital revolution and will forever remain ensconced in their paper based world.
Nothing could be further from today’s reality.
Schools globally are at different points on the school evolutionary stages continuum, with the pathfinder schools that have normalised the use of the digital evolving and transforming their operations at an accelerating rate.
Using the 2015 edition of the Taxonomy you can quickly identify your school’s evolutionary stage and the likely path ahead.
Feel free to download the latest version, and suggest other colleagues make use of this simple international measure.