Category Archives: Being digital

13. The Digital Competencies of Teachers. Their Growth

Mal Lee

The COVID experience not only accelerated the natural growth of the teachers’ digital mindset, and its application in teaching but it also sped the in-school use of the digital competencies the teachers were using every day in their personal lives.

Both are developments that have profound implications for principals, school communities, education systems, teacher educators – and treasuries.

They point to an aged formal system of readying teachers for a networked mode of schooling that has failed to deliver and it being superseded by the naturally occurring development that grows the digital competencies of all the world’s digitally connected.

A number of us argued in the 80s that the latter should be the approach adopted in schools.

Rather schools and systems opted to employ ineffectually, for 40 plus years a traditional, ‘expert’ designed, structured linear approach that had its origins in the Industrial Age.

Schooling worldwide since the introduction of personal computers into the classroom has seen the technology mainly as a tool, to assist improve academic performance. For most it has never been about change or evolution. Rather it has been and continues to be for most educators a ‘passive’ but increasingly sophisticated technology that can enhance traditional academic teaching and student performance.

Some of us, considering the implications of Moore’s Law (1965) contended the digital would never be a passive technology, and that as the exponential power of computing impacted it would naturally bring marked societal and organisational transformation, and the necessity of the world’s peoples to continually adapt their ways, thinking and skillset. Seymour Papert succinctly observed:

…What we are interested in is not what will happen if you bring in the technology and change nothing else, what we are interested in is how that technology helps us to rethink everything else…’ (Papert 1990, p. 9)

Our belief was that in using the evolving digital technologies in context teachers would naturally grow their competencies as the technologies became evermore powerful, sophisticated, user friendly and ubiquitous. We recognised good use could be made of in-house workshops and mentors but even in the 80’s contended the most effective growth would always come from natural, just-in-time, in context usage, where the teachers had agency of their growth.

Suffice it to say the establishment and its wish to control dismissed the natural evolutionary assumption.

Rather it contended that all teachers, K-12 must be formally taught how to use the ‘educationally appropriate’ tools, with all needing to be taught a largely constant, common set of competencies.

That stance was actively supported by generations of technology companies, all arguing all teachers must be able to use – and buy – their kit.

It is as if there was, and is, something laudatory about promoting global sameness and constancy – and hierarchical control.

Some might remember that at the height of the Microsoft hegemony the desired key computer competencies for all teachers from kindergarten upwards were those required to use Windows on PCs.

For many education technology ‘experts’ the perceived nirvana has been, and continues to be, the identification of a set of key digital competencies, their codification in a set of mandated standards, and obligatory formal teacher training and accreditation. The quest is exemplified in the 2017 European Digital Competence of Educators (2017).

In that quest there has been an almost universal disregard for wider society’s adaptation to the digital and the propensity therein of digital users to teach themselves how to use the technologies they desired. It was as if schools weren’t part of a networked society.

Perelman astutely observed in School’s Out in 1992 that near all the world’s users of personal computers were self-taught.

Thirty years on, and 50 years since Gordon Moore alerted the world to the natural exponential growth in the power of computing five billion plus (ITU, 2021) digitally connected people, over 60% of the world’s peoples have taught themselves to use some 5.5 billion plus highly sophisticated smartphones and all manner of other digital devices (Ericcson, 2021).

Among that five billion plus are most of the world’s teachers, all using in their personal lives their desired digital devices, and naturally growing the desired digital capabilities.

Significantly teachers K-12 worldwide immediately drew upon those devices and capabilities when the COVID pandemic forced the school doors to close and the remote teaching to be done from the teacher’s homes.

They instinctively used the competencies acquired in being digital, with near all having the confidence, understanding, competencies, connectivity, and digital devices and infrastructure required to undertake most of their teaching competently online, invariably without any help from government.

Reflect on the competencies you used, and how you developed them.

Likely the most important was the confidence not only to use those competencies in your teaching but to build on those capabilities when needed. Relatively few teachers had been schooled in the use of Zoom, or Teams, or the use of smartphones to conduct remote tutorials, but within weeks they were naturally using all manner of new online facilities.

Allied was likely the shaping of your application of the technology with a digital mindset. You knew the scene would continually evolve, the technology would become ever more sophisticated, that you could teach yourself the desired new competencies desired and how to draw upon the resources of a networked world.

The speed with which teachers K-12 worldwide were able to teach remotely would suggest many of the competencies you employed were the same as your colleagues, and like them your interests and area of teaching would have seen you also employ a suite of distinct capabilities. While all teachers could search, check their sources, record, create multi-media presentations, video conference, socially network, prepare PDFs, archive, and use all of digital communication the same teachers all rightly made use of their particular, often idiosyncratic competencies. Early childhood teachers, teachers of the autistic, senior physics, digital music, and modern history rightly have used the digital competencies and resources pertinent to their work.

The suspicion is that you, like your colleagues, naturally grew your digital competencies by using all manner of digital technologies 24/7/365. You never stop to think how many competencies you have, what they are or how yours differ from your partner’s or children, simply appreciating that in a connected world one has constantly to adapt, be it with the smartphone, streaming services, or smart speakers.

Every teacher, every citizen in living in a world of accelerating digital transformation has continually to learn how to use the new services and devices, and to put in the cupboard the dated technology, your beloved iPod, digital camera, games console, standard definition TV, CDs, and DVD player.

Teachers, as individuals have always had particular skill sets that they have brought to the teaching. There has always been the pianist, social organiser, wordsmith, photographer, and the numbers person to whom staff could turn for support.

The digital and the networks have not only provided teachers the freedom and opportunity to develop their interests and passions to a very high level, but also to share that specialist capability within the networked school community. Think of the specialist digital capabilities of your colleagues. On staff there could well be the spreadsheet, blogging, VR, digital lighting, video conferencing, audio recording, copyright, and podcast gurus.

Staff room experience affirms teachers rightly laud and appreciate that individuality and those specialist competencies, no matter how way out some might appear.

Significantly, like all digitally connected, you decided which digital competencies you wanted, how strong you wanted each to be, which were of limited importance, understanding what to do to enhance those competencies or to acquire new capabilities.

While at first glance seemingly obvious it bears underscoring the ‘core’ digital competencies of the digitally connected will always be rubbery, impacted by context and ever evolving; evolving at an accelerating rate. Key technological developments will continually change the core.

Globally schools and governments have long held a strongly hierarchical, insular view that they as the employer in charge of the ‘factory’ will decide on the digital competencies required of its employees.

Scant thought has invariably been given to the wider societal context, the digital transformation underway or the effectiveness of the socially networked world in identifying and growing those competencies.

In dismissing the notion of natural digital evolution and transformation schools and systems have since the early 80s employed in general terms a controlled, structured approach that has had as its the focus

common mass use
the mechanical skills required to use the ‘educationally appropriate’ tools devices
the competencies the ‘experts’ believed would enhance academic performance, not those of everyday life
teachers, K-12 – often across the education authority – mastering common computer/ICT/digital competencies
getting teachers to teach and test the identified competencies
the use of formal, linear instructional programs and, regular testing to develop the specified competencies. Control is paramount. Over the years all manner of ‘licenses’ have been awarded teachers on completion of those programs
out of school staff training, undertaken when it fitted with the instructor’s schedule.

Teacher adoption of the prescribed competencies has been very slow.

In the 80s, 90s and even the 2000s many, possibly most schools and systems, still believed schools needed only a few expert teachers with the digital competencies, and that it was better the computer/ICT experts taught all students.

Around 2015 it was not uncommon even in the developed world, particularly in secondary schools, to have 75%-80% of teachers not using the digital every day in their teaching.

And yet early in 2020 when COVID closed the school doors and obliged them to teach remotely most every teacher could do so.

As could the students from kindergarten upwards.

Both the teachers and students drew on the competencies that came with being digital in a networked society.

And virtually overnight embedded the expectation that every teacher K-12 would normalise the use of the digital in their teaching, would increasingly shape that use with a digital mindset and use the digital competencies they used 24/7/365 in every facet of their lives.

Unseen to most the COVID shutdowns affirmed the observation made 40 plus years ago, that the growth of teachers digital competencies is best done naturally in the everyday use of the technology in a supportive environment, where the teachers control their own growth.

Teachers have that agency in their personal lives.

COVID, and the networked environment gave many teachers that agency in their teaching, at least for a time.

The expectations of the ‘new normals’ will work over time to extend that agency permanently in the classrooms.

That said most education decision makers won’t have seen, or indeed accept the success of the natural evolutionary growth of teacher’s digital competencies.

There are few signs that they will relinquish their perceived control.

I may be wrong.

What is the situation in your school? Is there any hint the school, or the system is rethinking its approach and giving staff greater agency and support to grow their own competencies?

The suspicion is that the issue of digital competencies will be another of the suite of traditional approaches being challenged, that will in time see the demise of the prescribed competencies.

Ericsson (2021) Ericsson Mobility Report November 2021. Ericsson 2021 – https://www.ericsson.com/4ad7e9/assets/local/reports-papers/mobility-report/documents/2021/ericsson-mobility-report-november-2021.pdf

ITU (2021) Measuring digital development. Facts and Figures 2021. Geneva International Telecommunications Union – https://www.itu.int/en/ITU-D/Statistics/Pages/facts/default.aspx

Papert, S 1990, The Perestroika of Epistemological Politics. Keynote delivered at the World Conference of Computers in Education, Sydney, 1990.

12. The Imperative of a Digital Mindset in Networked Schools

Mal Lee

To succeed in a disrupted world, leaders will need to forge an agile and connected enterprise with a future-focused workforce. For both individuals and organizations, there needs to be a reconciling of the demand for digital skills to deploy and manage technology, and the human skills to live and work with this technology. Positioning the enterprise for success as the work of humans and machines converges, will require a digital mindset. (KPMG)

The same kind of exhortation has been expressed by the other global management consultancies and throughout the business management literature. Lewis (2020) writing in the Harvard Business Review noted

……having a digital mindset means being constantly on the lookout for ways to introduce digital technology to your role, your team, and your organisation.

You’ll struggle to find the same advocacy in the school leadership literature. A Google search will unearth little.

Nor will you find it in lead teacher advertisements, the teacher standards, teacher accreditation documents or initial teacher training programs.

You will however find the mindset shaping the personal lives of most of the world’s teachers and the four billion plus digitally connected. While few have likely fully appreciated the profound change that has occurred, particularly in the last decade, it takes only a few prompts for them to appreciate it’s distinct nature, the magnitude of the shift, its continuing evolution, and the extent to which the mindset shapes their personal lives, 24/7/365.

The digitally connected have grown in their everyday use of the digital and networked world, a mindset, a set of expectations and behaviours that see them instinctively opting to use the digital in most facets of their lives. While strongest in the young, who have only ever known a digital world, the mindset is to be found in varying degrees in most every age group.

It is a mindset that expects instant connectivity, 24/7/365, anywhere, anytime, at speed and control of one’s chosen digital device/s, with the agency to use them how desired, when wanted, to do what and how they wish. It assumes everyone, from a very early age will choose the technology, configure it, use the apps they want and critically to learn what, how, when and where they want. Moreover, they expect to directly access the desired material, without going through gatekeepers.

While one might rightly debate the traits that combine to make the digital mindset, but most summaries would include:

An instinctive preference for a digital solution, and an acceptance that many traditional practises will be superseded by the digital
Normalised everyday use of the digital and social networking
A working understanding of the mores of the networked world
Natural continual adaptation to the rapidly evolving digital and networked world
on-going enhancement of the desired digital thinking and competencies
a strong appreciation of the up and down sides of the digital and network use
Just in time, non-linear, experiential learning, done mainly in context
A preference for self-discovery, while being willing to network and learn collaboratively when desired
Increased and rightful individualisation of the digital capabilities, that flows from each if us having greater control of our learning, and being able to pursue our particular interests and passions.

The digital connected, in going about their everyday life, find themselves ‘being digital’ (Negroponte, 1995), on trend to grow and strengthen that situation lifelong.

Nearly sixty years ago Marshall McLuhan (1964) famously alerted the world to the reality that ‘the medium is the message.’

In today’s world the message is digital and networked.

The strengthening of the digital mindset has been accelerated by COVID, and particularly by governments’ taking as a given the population being digital, connected, and having at the centre of their lives, a smartphone.

Significantly the COVID experience also accelerated the nation’s teachers bringing the digital mindset into their teaching, as well as the digital competencies they had naturally grown in their personal lives.

While the educational leadership at the school and system level, and within most educational faculties have yet to have the digital mindset shape the school and its teaching most teachers used the mindset to advantage.

Significantly they used it astutely in teaching remotely with their digitally connected families, understanding the importance in so doing of working collaboratively, of individualising much of the teaching and support, of giving the students and their families agency, and resourcing the remote teaching.

A digital mindset shapes, as noted in earlier posts, a very different type of schooling to that with its roots in the Industrial Age.

It challenges much of the ‘grammar of schooling’.

The reality facing all school leaders is that society’s worldwide are going to increasingly shape the way forward with a digital mindset.

As will most every private and public sector organisation.

COVID accelerated the world’s teachers use of the thinking in their classrooms.

The new normal is already, as discussed, looking to be accommodated by all schools.

That accommodation is markedly assisted by a school and system leadership looking to shape the way forward with a digital mindset, and not one from an aged past.

McLuhan, M (1964) The Medium is the Message. NY. MIT
Negroponte, N (1995) Being Digital Sydney Hodder and Stoughton

Schooling 2050

Roger Broadie and Mal Lee are embarking on the quest to identify the major trends and issues that they believe will impact on the nature of schooling in 2050.

The late management guru, Peter Drucker, very wisely remarked

Trying to predict the future is like trying to drive down a country road at night with no lights while looking out the back window

The best way to predict the future is to create it.

We will limit our quest to the identifying the megatrends on course to markedly impact the nature of schooling in 28 years, and the major issues school decision makers worldwide will likely have address it they are to create the desired schools.

The great benefit of Naisbitt’s seminal, and immensely popular 1984 publication on Megatrends was that it provided the general reader a succinct and clear appreciation of the trends likely to impact both society in general and its organisations.

It is well worth a revisit to appreciate how prescient was much the work, and its continued validity today.

That is what we hope, in our own humble way, we can do for global schooling.

One of the oft forgotten realities is that the ‘grammar of schooling’ worldwide is remarkably similar.

So too is the way the young of today’s digital and increasingly networked world use and learn with the digital 24/7/365 outside the school walls.

Our plan is to identify the similarities, the global trends, the philosophical and political flashpoints, and the issues to be addressed in shaping the desired schools.

As the digital evolution and transformation accelerates and impacts near every part of society school leaders in the next couple of decades will be expected to adapt to the evolving scene, while at the same time contending with ‘political masters’ who will invariably wish to maintain control of ‘their schools’.

It should make for an interesting challenge.

Between us we’ll draw on over 100 years of experience with schools and several decades of writings and research on the digital evolution and transformation of schooling and the education of the young.

Over time we intend inviting colleagues and interested readers to contribute to the thinking and finally drawing together of our read of the scene

COVID -19 and Digital Schooling

Sharing the experience

Mal Lee

Do you have a school, education authority, government review of how the school/s handled the COVID – 19 lockdown that we can share?

Indeed if you would like to publish a reflective on your school’s experience in going digital we’d be delighted to publish those thoughts.

Simply email Mal Lee at mallee@mac.com

The 2020 COVID – 19 pandemic obliged schools and their communities like never before to address the facility to move to a more digitally based schooling.

Notwithstanding we expect most schools, education authorities, teacher education institutions and governments to return as soon as possible to the standard model of schooling, still shaped by an analogue mindset, having no desire to go digital.

But we are also aware of notable exceptions worldwide that used the digital astutely, who grew as school communities during the pandemic and which will continue to grow as digitally mature organisations.

Our desire is to use this site to monitor and reflect upon the digital evolution of schooling.

Serendipitously over the last year Roger Broadie and I have been focussed on readying a new publication on the digital for ACER Press Australia.

The challenge given by the Publisher was to address the reality that a quarter of a century on from the world going online the use of the digital in most schools worldwide remained peripheral.

While the digitally connected young and their families globally had normalised the 24/7/365 use of the digital most schools had not.

Could we write a book that addressed that challenge, and assisted teachers and trainee teachers normalise the use of the digital in their teaching?

We’ve written a book entitled Digital Teachers. Digital Mindsets.

It will be released early 2021.

The book takes as its premise that every teacher, K-12 should in 2020 to be a digital teacher, shaping their teaching with a digital mindset.

It reasoned that most every teacher in 2020 shapes their personal lives with a digital mindset.

Teachers, like all of us expect to use our digital devices the moment desired, to connect instantly anywhere, anytime, at speed, 24/7/365, to use the personal devices they want, configured how they like, with the agency to use and learn with the digital as they desire.

The moment most of those teachers walk through the school gate they revert to using an aged analogue mindset. They assume learning with the digital must be tightly controlled, taught by specialist ICT teachers, with the students distrusted and disempowered, and needing to do and learn what the ‘experts’ believe best. The focus is the technology, and the ‘right’ technology at that, with all students mastering the same skills.

The aim of the new book is to assist every teacher, at every level, in every area of learning normalise the use of the apt tools of the contemporary world in their teaching, shaping the use with a digital mindset.

The argument is the thinking, an apt contemporary mindset not the technology per se must shape the teaching and learning.

Mid way through the writing COVID-19 struck, affirming the necessity of every teacher, in every school being able to operate from a digital base.

Tellingly the pandemic stress tested every facet of schooling, and in particular its ability to work digitally, remotely and with an apt shaping mindset.

While there were important notable exceptions most teachers, schools, education authorities and governments were ill-prepared.

The continued dominance of an analogue mindset, dependence on a century old ‘grammar of schooling’, focus on the basics and expectation that the digital would be used only within the existing organisational structures did little to ready teachers or schools to go digital.

As governments, education authorities, schools and education unions and professional associations review their performance during the pandemic and ‘stress testing’ we believe it important to make that thinking readily available and to critique the findings.

In the coming months – and likely years – we intend doing just that and monitoring the evolution of schooling, at the same time as we elaborate on the thinking within Digital Teachers, Digital Mindsets.

Below are links to two important pieces of research, both of which relate to equity of access to the digital.

The first is by Pew Internet, authored by Vogels, et.al – and released 10 September 2020 –
https://www.pewresearch.org/fact-tank/2020/09/10/59-of-u-s-parents-with-lower-incomes-say-their-child-may-face-digital-obstacles-in-schoolwork/

Revealing is how few Americans believe governments should assist families in need with access to the digital.

The contrast with most developed and developing nations, and indeed the second study is pronounced.

The second is New Zealand, undertaken by the Greater Christchurch Schools Network. A copy is available at – https://www.gcsn.school.nz

It is an excellent comprehensive study of 150 schools all can learn from.

The study affirms New Zealand’s commitment to equity of access, but also highlights the exceptionally high level of digital resources and the very good connectivity in most student’s homes.

Corona Virus, Schools and the Window of Opportunity

Mal Lee

Overnight the corona virus has obliged society and the educational decision makers to rethink the nature of schooling in a connected world – in a way few other events have.

There is a societal focus on the role of schooling, and online education the world has rarely seen.

It has opened the window for the serious consideration of how schools might better genuinely collaborate with their families in the education of the young in a networked society.

The irony is that where only months ago governments were banning digital devices, and supporting schools unilateral control of teaching today that are reliant on those personal devices, the family digital ecosystem and are seemingly wanting to collaborate with the families in the ‘schooling’ of the nation’s young.

Presently the young experience two types of learning with the digital. The structured tightly controlled linear teaching of the school, that distrusts and disempowers the young. And the highly laissez approach used 24/7/365 outside the school walls, where near on 3 billion digitally connected young (UNICEF, 2017) have largely taken control of their use of and learning with the digital (Lee, Broadie and Twining, 2018).

They are diametrically opposite, with the young outside naturally adopting the approach used by 4 billion plus of the worlds digitally connected (ITU, 2018).

Schools and systems globally have seemingly dismissed, or have not noted that global phenomenon, in the main making no effort to recognise, build upon or complement the global connectivity or universal nature of the approach learning employed.

The virus provides the chance for more schools to enhance the nexus between the two, now parallel approaches, and to collaborate with and provide astute support and leadership for the world’s digitally connected families.

But it is only a momentary chance. Already parents, the wider society and teachers are desperately wanting to return to the schooling they know.

Globally there is a small cadre of schools, that after years of astute preparation are demonstrating what is possible.

There are another group doing their utmost with the online despite that lack of preparation.

And likely globally there are schools where the teachers are going out of the way to continue their teaching with a mix of paper and digital resources.

However, most governments and education authorities in announcing the arrangements for their schools during the virus proclaimed they were taking schooling online.

They were taking a 1920 model of schooling, which is strongly site based online, from Kindergarten to Year 12, in every area of learning.

The claim sounded highly assuring in a time of crisis.

The trouble was that in most instances it was a myth, convenient spin.

Literally overnight, with no planning, consultation, staff or community preparation, or infrastructure testing total education systems were through some magic wand waving to move from a wholly site based operation to working online.

Some exceptional schools, that have done the years of preparation have handled the challenge well.

Most however have struggled, with both the concept of teaching in a digital mode, and the logistics of teaching wholly online. One example sighted sought to unilaterally impose a 1920 model of teaching on the lives of all its families, specifying to the minute when students were to switch subjects, and the sanctions that would be applied if they did not.

Glitch after technical glitch has been experienced by near all.

Little is the wonder most are wanting to return to the established ways.

That said maybe this is the cock-up schooling and particularly governments had to have.

What is now patently obvious from the pandemic experience is that physical attendance at a physical place school must be core to schooling forever.

The virus has daily underscored the critical role schools play in allowing young parents to work.

A related reality is that a century of unsuccessful school change has affirmed that the core structure of schooling will rarely, if ever be changed.

It is possible to make and sustain change within those 1920 structures, but – and it is a vital ‘but’ – it is virtually impossible to achieve sustained structural change in schools. History over the century has continually affirmed the attitudinal, political, structural, educational, legislative, legal, cultural, logistical and societal constraints to be overcome.

While it is pleasing to note is the number of commentators urging schooling take advantage of the virus to introduce fundamental change all fail to grasp how tightly the standard model of schooling is woven into the fabric of modern society.

Change can, and has been made within the existing structures.

That is where to take advantage of the jolt provided by the corona virus. The culture can be changed, a digitally based school ecosystem grown, control of the teaching and learning can be distributed, genuine collaboration can occur between the schools and families and a greater nexus established between the in and out of school use of the digital.

Work on the reality that society will expect the kids to go school, and return home at a set time each day, five days a week, for X days of the year, and break for holidays in the same weeks each year.

And just maybe some of the opportunities opened by the pandemic will be realised.

Just maybe governments will better understand how central personal devices, family digital ecosystems and digitally connected families are to the 24/7/365 learning of the young, and just maybe when schools return to the standard model governments will still want to genuinely collaborate with the families of the young.

ITU (2018) Measuring the Information Society Report. Volume 1, 2018.Geneva. International Telecommunications Union. https://www.itu.int/en/ITU-D/Statistics/Pages/publications/misr2018.aspx

Lee, M. Broadie, R and Twining, P (2018) Your Kids Being Digital. A Guide for Digitally Connected Families.Armidale Australia Douglas and Brown
UNICEF (2017) Children in a Digital World. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf

Schools as Digital Constructs

Mal Lee and Roger Broadie

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.

The Opportunities

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.

Conclusion.

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 (2016) A Taxonomy of School Evolutionary Stages. 2^ndEdition Armidale Douglas and Brown – http://douglasandbrown.com/publications/
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/–
Lee, M. Broadie, R and Twining, P (2018) Your Kids Being Digital. A Guide for Digitally Connected Families. Armidale. Australia Douglas and Brown http://douglasandbrown.com/publications/–
Lee, M and Broadie, R (2019) ‘Moving Schooling from a Paper to Digital Construct’. Linkedin -19 August 2019 – https://www.linkedin.com/pulse/moving-schooling-from-paper-based-digital-construct-mal-lee/
Pascale, R.T, Millemann, M, Gioja, L (2000) Surfing at the Edge of Chaos NY Three Rivers Press
Tapscott, D (1998), Growing up digital: The rise of the Net Generation, McGraw Hill, New York

Is Sustained Core School Change Possible?

An alert for those wanting to lead a digital school.

Mal Lee and Roger Broadie

The historic, universal, unwritten assumptions are that fundamental school change is not only possible, but is desired by those in authority and can be readily sustained.

Underpinning virtually every education plan and staff development program in the last century has likely been the desire to change and enhance schooling. Myriads of books have been published, studies conducted, reports written and likely millions of conferences conducted globally detailing how.

Daily politicians continue to espouse the changes they are initiating, giving the impression that the governments of the world actively want significant educational innovation and change.

We’d suggest the time has come to seriously question all three assumptions.

We accept that merely questioning the assumptions is akin to killing Bambi, but if schooling is to educate the young for a rapidly evolving world the validity of these first order premises should be examined, and the reality addressed.

COSN recently released an excellent study on the hurdles constraining Driving K-12 Innovation (COSN, 2019). The problem was that barriers identified were second order and assumed governments and schools wanted to innovate, could do so, and could sustain the changes made.

It is suggested that

For most it might be impossible to fundamentally change the traditional mode of schooling in a sustained way. It can in exceptional circumstances happen with individual schools, at least for a time, but as we explore in later posts historically it has been near impossible to sustain across a total system.

it is extremely unlikely most schools will evolve as digitally mature organisations (Kane, et al, 2016) being digital (Negroponte, 1995) in the foreseeable future.

most governments and educators have no real desire to significantly change the nature of schooling. They want constancy, continuity, sameness and control, free of electoral risk.

School leaders should better understand what is possible to change and is sustainable, be aware of the myriad of constraints to significant school change, and appreciate where transformation is possible, and likely impossible.

History reveals that sustaining the change is likely as difficult as making the initial change. It also suggests this key facet of organisational change hasn’t been given the attention due.

It is time to mix vision with pragmatism, to adopt a more reasoned approach to change, to accept there are givens, and to stop tilting at windmills in areas when there is little or no likelihood of marked variation of the current practises.

In talking about core school change one is addressing fundamental variations in the traditional mode of schooling. New buildings, technologies, curriculum or assessment procedures don’t in themselves mean core change, particularly when they are simply a variant of the old. One is looking at the likes of schools without walls, open plan schools and the move to a 24/7/365 mode of schooling that integrates the networked with the site based learning.

Heads must recognise from their appointment they will lead the school transformation process for a finite time, with very real likelihood that any significant changes they make to the traditional ways being reversed on their departure. Despite the best efforts of likely millions of very capable heads globally history is festooned with examples, particularly within systems, of the laudable efforts being dismantled or abandoned by less able replacements.

For centuries school planners have worked on the assumption they can, with calm rationale thought shape whatever kind of schools they want. They can’t. There are immense, likely growing constraints and barriers inhibiting core change.

It is time for all educational decision makers, but particularly principals to better understand, and work with that reality. We now know what can and likely can’t be changed, that which is immutable and that where enhancement is possible. For example, after two hundred plus years of governments in the northern hemisphere basing their school term dates on the agrarian year, and those dates impacting near every facet of life, the economy, and learning there is no way to markedly change the term times. There are like givens those wanting change must work with.

School leaders should also appreciate that most governments and education decision don’t want any significant change. Most educational administrations are about control and being risk adverse, committed to ‘protecting and promoting the minister’, concerned not to alienate the electorate or media. While politicians and their educational administrators speak of change the difference between the rhetoric and the reality can be vast. Granted some governments have genuinely wanted enhancement, but history reveals most only want controlled change. Twenty-five years on from the world going digital, and the Digital Revolution transforming all manner of organisations worldwide most of the world’s schools have avoided or been sand bagged against any significant digital disruption (Lee and Broadie, 2018a). Most schools use of the digital the same way as they did a quarter of a century ago, albeit with access to the online.

Conclusion

In the coming weeks, we’ll explore through a series of short blogs the realities facing all school leaders, but particularly those wanting to lead a digital school.

If you would like to comment further do write Mal Lee at – mallee@mac.com

Bibliography

COSN (2019) Driving K-12 Innovation COSN – https://cosn.org/driving-k-12-innovation-2019-hurdles

Kane, G.C, Palmer, D, Phillips, A.N, Kiron, D, Buckley, N (2016) Aligning the Organisation for its Digital Future. MIT Sloan Management Review, July 2016, Massachusetts MIT SMR/Deloitte University Press – http://sloanreview.mit.edu/projects/aligning-for-digital-future/
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/–
Negroponte, N (1995) Being DigitalSydney Hodder and Stoughton

Being Digital and Knowing How to Learn

Mal Lee and Roger Broadie

The digitally connected young of the world in naturally growing their being digital (Lee and Broadie, 2018 a) have increasingly taken charge of their learning with the technology, and developed – invariably unwittingly – the vital art of knowing how to learn autonomously.

It is a core educational capability they will use, and naturally evolve everyday lifelong – albeit outside the school walls.

It is a new, historic normal that governments and most schools are seemingly unwilling to recognise or build upon, most preferring to perpetuate the myth that learning in a networked world must continue to occur only within school walls, taught and assessed in a structured manner, by professional teachers.

In recent years, even the very young – before they can read and write – have instinctively taken advantage of the freedom given them by their digitally connected families to naturally grow their ability as autonomous learners.

It is a natural development, and a vital educational capability that parents, governments and educators should be more consciously recognising and developing.

In providing the young the agency and the technology, and freedom to directly access to the learning of the networked world, free of the traditional gatekeepers, the families have enabled their children to grow being digital (Negroponte, 1995), (Lee and Broadie, 2018 a), and in their everyday use of the technology to take charge of much of their learning, and to naturally evolve their ability to learn autonomously.

It is a historic step few schools are willing to take.

It gives the young a powerful base upon which to grow their learning, to use the tools in their hands creatively and to use the myriad of evolving digital resources available. They can author their own e-books, create their own blogs or videos, instantly use the likes of Google, YouTube, Wikipedia or the array of streaming services, and draw upon their friends, networks, learning packages, interest groups and specialist sites when desired – without ever having to involve a school teacher. That said, they can readily collaborate in their school studies, if the school desires.

Perhaps most importantly the development has enabled near on two billion digitally connected young (UNICEF, 2017) to naturally, instinctively and largely invisibly grow their ability to learn what they want lifelong, by simply using the evolving technology provided by their families. Daily they grow their capability by doing, by discovering, by turning to friends, peers and the resources online, and searching out the assistance they require, the moment desired.

Twining (2018) uses the expression ‘human learning’ to describe the approach. It has none of the fanfare, structure or cost of traditional school learning but has been immensely efficient and effective in readying near 70% of the world’s young to know how to learn, and thrive within, and accommodate a world of accelerating societal change.

While schools have struggled to remain current in the digital world the young outside the school daily operate at or near the cutting edge with the technology, giving scant thought to ease with which they evolve in harmony with the accelerating change.

It gives all the young, but particularly the marginalised of the world, the opportunity to naturally shed intergenerational disadvantage and to take charge of their learning and lives (UNICEF, 2017).

That said the corollary is that those without the digital connectivity will be further disadvantaged.

For aeons governments and educators have proclaimed the importance of individualising learning, and teaching the students how to learn. Those aspirations appear in most nation’s guiding educational principles. They are seldom effectively addressed. Aged organisational structures, tightly prescribed common curriculum, the pre-occupation with specified outcomes and standards, the focus on class groups, norm-referenced assessment, common skills tests, and external national exams all work to ensure the learning is not individualised, and the students are not readied as autonomous learners. They are simply taught how to learn in a supervised environment.

Outside the school walls, in taking advantage of families laissez faire approach to learning (Lee and Broadie, 2018 b), the young have over the last twenty plus years individualised their learning with the digital to a degree never seen in schools, and globally would appear to have taken major strides in learning how to learn lifelong with the evolving technology.

Nature of the learning.

On reflection, there has been a suite of related developments that have combined to bring about this historic change.

From the mid 90’s the young globally instinctively opted to take charge of their out of school use of and learning with the digital and the online. They were happy to use the support provided online, and that of their peers, but saw little need to call upon their school teachers (Purcell, et.al, 2013).

From the outset, the young adopted a laissez faire approach to learning with the digital, an approach based on trust, empowerment and agency, antithetical to the structured ‘control over’ model used by schools worldwide. The approach gave the young the freedom to learn what they wanted, how, when and where they desired, using the tools they thought best for the situation. Control was very much with the learner. It was a highly flexible approach, that allowed the child to collaborate with peers, to socially network, to play with the new, to try things, discover, innovate, take risks and learn from experiences. Importantly it obliged the learner to make judgements and to call the play.

By the latter 90’s the Tapscott study (1998) was able to identify the traits and mores the young had universally adopted in using the online and the digital. It also noted that for the first time in human history the young often knew more about a key area of learning than their elders.

Tellingly those traits had naturally grown in the young’s every day, fully integrated use of the evolving technologies.

One of the traits to emerge early was the adoption of a digital mindset, where the digital underpinned near all human activities, becoming increasingly powerful, sophisticated and all – pervasive.

In marked contrast to the school focus, the young, and increasingly their parents, were focussed on learning what would assist them in their everyday lives, today. They decided what they wanted to learn, not the ‘experts’.

The young’s out of school learning has been – and continues to be – characterised by its on-going, highly dynamic nature. There is an unwritten recognition of needing to remain up to date, able to use the desired current technology the moment desired, lifelong. They appreciated the imperative socially, educationally and likely economically of working at or near the cutting edge.

The learning is moreover strongly individualised from very early in life, the digital empowered young using the technology to pursue their own interests and passions. While ready to seek support from the technology, that online, the family, friends and from around the age of six to network with others (Chaudron, et.al, 2018) the children take charge of their own learning with the digital.

In pursuing their own interests and passions they soon tailor their suite of digital tools and capabilities, tools and capabilities that will evolve and change as the technology becomes more sophisticated and they mature and vary their interests. This is evident from the age of three onwards (Chaudron, 2015, Lee and Broadie, 2018 b) with siblings invariably quickly – and rightly – developing different digital skillsets.

We say ‘rightly’ very deliberately, because children in different global settings, with different interests and needs should grow the apt capabilities, and do as we all naturally now do and develop those used most. In a world of diverse interests, and uses of the digital technology it is naïve to assume – as most school authorities now do – that all the nation’s young should learn a common, ‘one size fits all’ set of practises.

The moment a game changing technological development occurs the young will rightly use the facility, happy to discard or trash the superseded technology.

In individualising and continually updating their suite of digital tools and capabilities the young are naturally- but likely unwittingly – evaluating their needs, and growing the ability to take charge of their learning in a continually evolving, often uncertain digital world.

History reveals the young have continually been to the fore in the adoption of the new technologies and practises (Lee and Winzenried, 2009), handling with ease the accelerating evolution, with no hint that is about to change.

That capability has been enhanced at all age levels by having immediate connectivity, the young being able to use the digital and the networked world the moment they believe it is important. It might only be photographing a noteworthy moment, contacting peers for assistance or checking information but is that sense of control that is important. It allows them to learn just in time and in context.

Something that would not be allowed in most schools.

Application of the self- directed learning

The digitally empowered young demonstrate their ability to take charge of their own use of and learning with the digital, and particularly touchscreen, technology from

very early in life, naturally growing their ability to use the evolving media for the desired purposes (Chaudron, et.al, 2018).

Critically the signs indicate they will naturally evolve that capability lifelong, with family and peer support, regardless of what the schools do, developing their capacity to use the myriad of apps and online resources the moment desired. The Apple and Google app stores alone each have over two million different apps.

Significantly the young, seemingly worldwide, have grown – and are daily growing their understanding how to learn, particularly with the digital with no assistance from most educators or schools.

Enhancement and collaboration

We are not for a moment suggesting that capability can’t be enhanced. It most assuredly should be. Few of the young will for example be developing the many skills associated with scientific, or the broader academic learning.

They will need to be grown.

But grown in a manner that builds upon the attributes already acquired, attributes the young will continue to evolve lifelong regardless.

Those attributes must be valued, not as now devalued and dismissed as trivial.

Ideally the work of the young and their families should be complemented by the schools.

But at this stage history strongly suggests most schools and governments will continue to refuse to collaborate, dismissing the efforts of the families, and asserting that only they can, and should teach the young how to learn (Lee and Broadie, 2018b).

Conclusion

The young’s naturally learning how to learn is shaping as another historic change in youth education, and another instance of where the invariably tightly controlled, and inflexible traditional school approach to learning will remain at odds with the learning and education of the young of the world outside the school walls.

Once again it seems likely it will be left to digitally connected families or the exceptional visionary schools to markedly enhance this critical educational skill.

Chaudron, S (2015) Young Children (0-8) and Digital TechnologyLuxembourg, European Commission JRC and Policy Reports 2015 –http://publications.jrc.ec.europa.eu/repository/handle/JRC93239
Chaudron S, Di Gioia R, Gemo M, (2018) Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383 -

Lee, M and Broadie, R (2018 a) ‘Being Digital’ Linkedin – https://www.linkedin.com/pulse/being-digital-mal-lee/?published=t
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/–
Purcell. K, Heaps, A, Buchanan, J and Friedrich, l (2013) ‘How Teachers are Using Technology at Home and in Their Classroom’. Pew Internet– http://pewinternet.org/Reports/2013/Teachers-and-technology
Tapscott, D (1998), Growing up digital: The rise of the Net Generation, McGraw Hill, New York
Twining, P (2018) ‘What do you mean by learning?’ The halfbaked.education blog, 11^thSeptember 2018. https://halfbaked.education/?p=63(accessed 26-Sept-2018)
UNICEF (2017)Children in a Digital World. The State of the World’s Children 2017. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf

The Importance of Students Using Their Own Digital Kit.

Mal Lee and Roger Broadie

This seemingly mundane management issue, that most educators view as just that, challenges the very nature of schooling.

Are schools in democracies places where the state compels a compliant youth to learn what and how government believes is appropriate, or are they organisations that assist an increasingly digitally empowered young ready themselves for life, work and learning in a rapidly evolving, often uncertain, digitally based, connected and socially networked world?

Are they physical institutions that must unilaterally control every aspect of learning of an appropriately compliant, subservient youth within the school walls, or are they learning organisations that work with all the ‘teachers’ of the young in assisting provide an apt, balanced, holistic and largely individualised education?

The litmus test to these questions is whether the school believes it must unilaterally control the choice and use of the personal technology within the school walls, or whether it is willing to trust and empower its students, and give them the freedom and responsibility to use their own suite of digital technologies astutely in all facets of their learning, including that within the school.

Educators as a group don’t appear to have grasped how important it is for the world’s young to be digitally empowered, and to learn from naturally using that capability. It is akin to owning one’s first car, but much more. It is not simply having one’s own highly sophisticated, immensely powerful technologies. It is having the agency to use those technologies largely as one desires, and taking control of one’s use and learning with those technologies. And being able to do so very early in life, before they can read and write, and to do so 24/7/365 lifelong.

It is an agency enjoyed by near 70% of the world’s young (ITU, 2017), (UNICEFF, 2017) – albeit outside the school walls, with the trend line moving at pace to near universal digital connectivity.

UNICEF’s 2017 study rightly observed:

Digital technology has already changed the world – and as more and more children go online around the world, it is increasingly changing childhood (UNICEF, 2017, p1).

Until schools and their governments appreciate that digitally empowered young are the new normal, and are willing to adjust their ways, to relax their control, to trust and empower those young people to use their ‘own’ kit astutely and creatively in class schools will never normalise the use of the digital, nor play any meaningful role in assisting the nation’s young grow being digital.

Schools will remain doing the digitalwithout ever being digital.

It is appreciated that won’t unduly worry many teachers and governments.

But it does means most schools developmentally will move into a state of evolutionary equilibrium, unable to evolve as digitally mature organisations which can continually transform their operations and accommodate the accelerating digital evolution. Daily they will lag ever further behind the young’s everyday learning with the digital outside the school; their teaching becoming increasingly dated and irrelevant.

The national implications are considerable, particularly when the research (Lee and Broadie, 2018) suggests 70% – 80% of the nation’s schools show no inclination to forgo their control. Most will thus do little or nothing to enhance the capability of the vast human resource digital economies have in their digitally connected young.

The moment schools decide they – and not the students – must choose the personal technology the young will use in the classroom they forgo any hope of assisting grow the nation’s young being digital, having the digital invisibly underpin all school learning, of moving the school from an analogue to digital operational mode, and having it join and assist grow a networked society.

The decision relegates the school to the digital backwater.

In announcing its unilateral control of the technology, the school is proclaiming that it intends to maintain its traditional ‘control over’ ways, and that any use of the digital must fit within those ways. It is saying to the students and their families that not only do we know best, but we distrust you, are not willing to empower you, and we don’t value or recognise the lead role you have played – and are playing – in learning with the digital.

It is saying being digital is unimportant, and that a digitally empowered young – working with their teachers – are incapable of using the digital astutely and creatively in enhancing their learning in all areas of the curriculum, at all stages of learning.

Schools and governments worldwide seemingly don’t appreciate the very powerful messages they send when they make seemingly innocuous management decisions about the control of the digital technology.

It is imperative as a school leader you understand, and are aware of the wider educational and national ramifications of the decision.

The critical conditions.

Five conditions are critical to the sustained natural growth in learning with the digital (Lee, Broadie and Twining, 2018).

Ready access to the personal, preferably mobile technology
Digital connectivity
Support, empowerment and trust
Largely unfettered use
Self-directed learning, able to collaborate when desired (Lee, Broadie and Twining, 2018).

Those five, closely related conditions go a long way to explaining why over two billion young (ITU, 2017), (UNICEF, 2017) are digitally connected, digitally empowered and have normalised their everyday use of the digital, and why so few schools have yet to do so.

If – and we appreciate it is a huge ‘if’ that pertains to the nature of schooling you wish to provide – your school wants to normalise the use of the technology, assist grow the students being digital, and vitally use the digital to enhance all their school learning it needs to understand why the digitally connected families – and the exceptional schools – have succeeded, and why most schools have failed.

“Own’ kit and connectivity

Critical is that digitally empowered students can use their ‘own’ suite of digital technologies largely unfettered within the school walls, and have ready connectivity.

That carries with it the school’s and teacher’s appreciation of how best to build upon that ownership to grow the learners and their learning. It entails a willingness to trust students to use in their everyday school learning the technologies they already use 24/7/365, the need to empower them, recognise, to value and build upon the students being digital, while understanding how they can take advantage of that capability in their teaching.

It obliges the school to understand this is a digitally empowered generation, with a digital mindset, ever rising expectations, who have long taken charge of their learning with the digital, who will do so lifelong, who have grown being digital by naturally using the apt technologies in near every facet of their lives and knowing how best to take advantage of that digital skillset.

The schools can, if they desire complement and add value to the students being digital, but only if they are prepared to support already empowered students use of their own kit in the ways they are accustomed.

Understand it is not about the technology per se.

It about how each of us in a digitally connected world, from around the age of three through to death, can control the use of, and learning with that suite of continually evolving technologies.

It is about being able to do largely what we want, when and how we want.

None who are digitally empowered tolerate ‘big brother’ telling them what they can and can’t do with their personal technology. That intolerance is amplified with a young that have only ever known a digital world, who have long taken charge of its everyday use everywhere except within the school, that have successfully individualised its application and which are likely to be more digitally proficient with the current technologies than most of their teachers.

While it might come as a surprise to many, educators need understand the world’s digitally connected young will only use the teacher directed, structured, linear approach to learning with the digital used by schools when compelled.

It is antithetical to the all-pervasive, highly integrated laissez faire approach they use every day.

‘Control over’ schools

History affirms (Lee and Broadie, 2018) that when the schools insist on tightly controlling the student’s choice and every use of the digital it will do little or nothing to enhance their being digital, their learning how to learn with the technology or crucially their learning in all areas of the curriculum.

All it does is reinforce the traditional analogue mode of schooling, its hierarchical operations, its unilateral control of teaching and largely closes the door for digitally empowered young to use their very considerable, digital capabilities and digital tool kit in their school learning.

Under the ‘control over’ model the ‘experts’ invariably decide on an ‘appropriate’ device, the operating system, software, apps, set up, storage, maintenance arrangements, upgrades and replacements. Their focus is the group, on all students using the same set up, with scant if any regard given to personalising the set up or individualised learning. It is the technology that matters not the learner. The ‘experts’ decide on the school’s ‘acceptable use policy’ (AUP). And how the technology will be deployed, used and monitored. Significantly they also decide – for the students and teachers – which digital technology will not be allowed; from the mid 1990’s banning most of the personal digital technologies and online services the students used 24/7/365 outside the school (Lee and Broadie, 2018).

In most schools, particularly at the secondary level, the technology will likely only be used within specific ‘computing’ or ‘ICT’ classes.

Net connectivity is tightly controlled and censored. Teacher permission is needed, and usually only allowed when the teacher thinks it is appropriate.

The focus is insular, on that happening within the school walls, within its operating hours, less than 20% of the young’s annual learning time.

Digitally empowered students and parents have no say in the technology used, the curriculum, the teaching or the assessment, they simply complying with the experts and teachers dictates.

Student choice schools

In letting the students use their own suite of digital technologies the school – perhaps unwittingly – takes a significant step towards adopting a more inclusive, networked mode of schooling, that seeks to genuinely collaborate with its students, families and community in providing an apt education for an ever evolving digitally connected world.

By distributing its control of the resourcing and teaching, and sharing it with the individual learners and their families the school is readying the move from an analogue to digital mode of schooling.

It positions the school and its teachers – at no cost – to continually work in class with students using the cutting-edge or near cutting-edge technology, and to largely overcome the growing technology lag evident in the ‘control over’ schools.

It allows the students to continue to direct much of their learning with the digital, to use the tools they know and use 24/7/365, that they have tailored for their learning style and to use those parts of their kit they – and not the experts – believe will best do the job at hand.

It provides teachers the freedom to work closely with their students, to take on their ideas, to be flexible and when is all is working well to step to the side and let the learners direct their learning.

In working with the student’s technologies, the teachers quickly recognise the individual learner’s interests and capabilities, able to tailor their teaching accordingly. Importantly it also provides the school with a bridge to the families, providing an insight into the capabilities and resources of each, making it that much easier to support and add value to the efforts of the families.

In exploring the work of those exceptional schools (Lee and Levins, 2016) that for some time have encouraged their students to use their own technologies the authors were struck by their willingness to genuinely collaborate with their families, to value and build on the out of school learning, to remove from the curriculum material already learned and to integrate the use of the digital in all areas of learning, and all school operations.

Everything appeared so natural. No one thought twice about ceasing to teach digital proficiency and simply building upon the student’s learning.

That said while the use of the digital was central to all operations, and Net access was appreciably greater than the ‘control over’ schools, connectivity was primarily through the school’s network, and as such appreciably more constrained than outside the school.

It was also evident – a reality confirmed by the case study follow up – all the schools studied were aware that at this point in the history their efforts to vary the mode of schooling were dependent on the current head, and that a change in the principalship or government could see the school revert to its traditional form, with years of effort wasted.

Conclusion

Within the developed nations of the world virtually all the young are digitally connected, and empowered, having only ever known a digital and socially networked society.

Their upbringing has been – and continues to be – within digitally connected families, with ready access to all manner of highly sophisticated personal digital technologies, and increasingly powerful, tightly integrated digital ecosystems.

From very early in life they have been provided their ‘own’ kit, connectivity and trusted, empowered and supported to use that technology largely unfettered.

By three most children born into digitally connected families will be digitally empowered, and have begun the lifelong journey of taking charge of their use and learning with the digital, understanding how to learn with it, and naturally and confidently growing their being digital.

They are never going to relinquish that power.

While ever schools refuse to attune their ways to the new reality the young, with the support of their digitally connected families, will continue grow their being digital outside the school walls, continually evolving their capability, and daily widening the gap between the in and out of school use of the technology.

Digitally empowered young are never going to going to embrace a highly structured ‘control over’ approach to learning with the digital where they are disempowered, devalued and subservient.

Rather as a vast, growing and evermore powerful cohort they will likely increasingly expect society and its schools to accommodate the changing world, and to attune their ways and adopt a mode of schooling where digitally empowered young normalise the use of their personal technologies.

As a school leader contemplating the way forward appreciate you are deciding on the desired nature of the schooling, and not simply a minor management issue.

Bibliography

ITU (2017) Measuring the Information Society Report 2017 Volume 1 Geneva International Telecommunications Union – https://www.itu.int/en/ITU-D/Statistics/Pages/publications/mis2017.aspx
Johansen, S.L, Larsen, M.C and Ernst, M.J (2016) Young Children and Digital Technology– Aarhus University, Aalborg University, Danish Media Council for Children and Young People, February, 2016 – http://www.aau.dk/digitalAssets/201/201213_national-report_2015_denmark_proofread-2-.pdf
Lee, M and Levins, M (2016) BYOT and the Digital Evolution of Schooling Armidale Douglas and Brown – http://douglasandbrown.com/publications/
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/–
Lee, M, Broadie, R, and Twining, P (2018). Your Kids Being Digital. A Guide for Digitally Connected Families.Armidale Australia
Meeker. M (2018) Internet Trends 2018Kleiner Perkins May 30, 2018 – http://www.kpcb.com/internet-trends

The Many Strengths of Digitally Connected Families

Mal Lee and Roger Broadie

It will likely come as a surprise to most teachers and governments but the new reality is that the digitally connected families of the developed world are far better positioned than schools to grow the children’s being digital from birth, and to lead their learning with the digital.

At first glance this might appear an outrageous observation. However unwittingly, and largely unseen, the digitally connected families have over the last twenty plus years naturally and largely unseen developed the many strengths that give them considerable advantage over even excellent teachers working within highly constrained linear, hierarchical Industrial Age schools.

While the strengths of the family are on trend to grow at pace so too are the constraints on teachers, pointing strongly to the schools in their teaching with the digital lagging increasingly behind their families.

The seemingly obvious solution – exemplified in the exceptional schools and classrooms – is for the school to genuinely collaborate with their families in growing the children’s 24/7/365 learning with the digital. But – and it is a very considerable ‘but’ – at this stage in history no government, national or provincial appears to want that collaboration. The authors can find none that have articulated the educational, social, economic and political advantages of doing so.

All appear to want to maintain their unilateral control of schooling, and its traditional form and ways, affording only limited importance to being digital.

That said as a professional educator working within a digital and socially networked society, striving to provide your students an apt education for the contemporary world it is important to appreciate why the digitally connected families are so well positioned, to understand their strengths and why the trend line is pointing to the schools and teachers being only able to complement and add value to the work of the family.

The insight should help explain how teachers can add important value, but also why

the digitally connected families have led, and will continue to lead in growing the young’s being digital, and why schools in a networked society should be pooling the resources and expertise of the families and the school – not trying to compete.

The strengths of the digitally connected family.

The parents. They – not the school, nor government, nor the tech industry – have ultimate responsibility for how their children use and learn with the digital technology outside the school walls. In leading a small, highly agile self-regulating family unit, in total control of its operations and budget the parents have both the power and freedom to call the shots the moment desired.

The environment

Laissez faire environment.The family unit operates within in a market driven, largely laissez faire economy, free of any government control, with the autonomy and agility to do what it wants, when it wants and to respond instantly to continual accelerating change.

Learning culture.The digitally connected families have invariably created highly supportive learning cultures, where the digital is central, and the children are trusted and empowered to use the latest technologies largely unfettered, able to largely take charge of their learning with the digital 24/7/365. The contrast with the distrust, disempowerment, and the control exercised by schools over the children’s every action is stark.

Natural evolution.The family is free to evolve its use of and learning with the digital naturally, able to shape the emerging global megatrends to advantage. As the unplanned, unintended developments occur they can optimise them.

The young and their families have in learning with the digital naturally, instinctively and unwittingly adopted a remarkably common approach worldwide, creating the same kind of supportive learning cultures, developing similar capabilities. Nationality, gender and the family’s finances don’t appear to vary the fundamental nature of the learning with the digital all that much (Chaudron, et.al, 2015).

Positive Digital Mindset

Importance of the digital.Study after study from the early 90’s onwards has identified the importance most families worldwide attach to their children having the current digital devices (Lee and Broadie, 2018). That research is backed by their buying pattern, with it being the parents – not government – who have funded near two billion (UNICEF, 2017) young people’s technology and digital connectivity.

Positive outlook.The young and most of their families from the 90’s have been highly positive with the digital and online, grabbing the opportunities opened, exploring all manner of possibilities, trying things, taking risks, with many continually pushing the envelope. Importantly that have addressed the pitfalls that come with marked change in a largely positive manner. In contrast, most schools and governments for twenty plus years have been reactive, often negative, preoccupied with the possible risks, doing what governments have done historically with all new technologies, focussing initially on the dangers.

Digital and socially networked mindset. Over the last twenty plus years the young and their families have grown an increasingly stronger digital, and socially networked mindset. It is outward looking, continually seeking to take advantage of opportunities opened by the networks and the increasingly interconnected world. Most schools in contrast still employ an insular, inward looking, analogue mindset, and operate as artificial walled communities.

Common sense and instinct.On reflection, since the 1990s the families have shown eminent common sense, shaped in large by their natural instincts. Their focus has been their kids.

The young and their families have embraced and enjoyed using and learning with the digital. It is cool and a must have. The challenge has always been to limit the usage.

The learning

Control from birth to being digital.The family is in control of the young’s learning with the digital from birth. Children born into digitally connected families will by three be well on their way to being digital, and will have adopted the mode of learning with the digital they will use lifelong. The die is cast before government or teachers come into the play.

Digitally empowered. The very young enter school digitally empowered. It is a control they will exercise throughout life, relinquishing it reluctantly only when compelled.

Focus on the individual learner. Educationally the family’s concern has always been the learning of each child, the individuals, understanding the importance of each taking charge, each developing their own set of capabilities. While schools have for years spoken of individualising the learning none have gone close to what the families have achieved. In fairness, it is appreciably easier to do so with a couple of kids than hundreds, but it is a strength of the family unit.

24/7/365, just in time, in context.In being digital and using the digital every day the young are free to learn anytime, anywhere they believe apt. They don’t have to wait until the teacher, curriculum and timetable allows.

Self-directed.From the early in life the children take charge of their learning with the digital, deciding what they want to learn, how, when and with the support of whom and what resources. In having that agency, they, not the education authorities decide what is to be learned, the children quickly individualising their learning, putting them on the path they will follow lifelong.

Informal, naturally sustained integrated learning– where the children, in taking control of their learning instinctively adopt a highly integrated, invariably non-linear approach, that naturally accommodates the changes brought by the evolving technology. They have no obligation, unlike teachers, to pursue a common, authority prescribed, linear instructional program that is only updated periodically.

Digital normalisation. Children today born to digitally connected families have invariably normalised the use of the digital well before entering school. The digital is a natural, almost invisible part of their life. While the families globally have rightly chosen to support that normalisation, most schools have not opted to try.

Learning in a continually evolving digital world. The digitally connected young have naturally developed not only their digital proficiency, but also the art of updating that proficiency in harmony with the evolving technology, full well understanding their learning must evolve lifelong. It is a capability that goes a long way to ensuring they use the current technology and technological practises, and take the opportunities opened by them.

Natural adaptation. History (Lee and Broadie, 2018) reveals the ease with which the young have been able to adapt their use and learning with the digital, to do their own thing, to use it to assist their school studies, and when obliged to use it compliantly within the classroom. The superseded technologies, the iPods, the Nokia, the CDs, DVDs, the games consoles, the myriad of cables and chargers quietly disappear into the cupboard.

However, history also reveals most schools lack that adaptability, unwilling or unable to change their ways, beholden to the set curriculum, assessment procedures, insisting the young and their families do what the school/authority requires.

Blockage free learning

No formal assessment, exams or reports.None of the very considerable constraints associated with student assessment that exist in the schools are found in the digitally connected families. They have never shown any desire or need for continual assessment, formal hand written exams, term reports and the associated stresses, loss of learning time, hassle and administrivia (Lee and Broadie, 2018).

No sorting and sifting. The family, unlike most schools are not obliged to continually rank the children, to compare performance and to perpetuate the Industrial Age practise of sorting the future ‘managers’ from the ‘factory workers’.

No accountability. Again, in contrast to the schools where virtually every operation must be justified and accounted for the digitally connected families are free to do what they want, never having to justify their approach – other than to themselves.

Bureaucracy free. Learning with the digital within the digitally connected family could well be one of the few situations in modern society where government bureaucrats play no part. The family is free to do as it wants, when it wants without operational guidelines, budget committees and government buying and accounting procedures.

Family set controls. The family, often as a unit, often unconsciously and sometimes with the parents calling the shots, sets the ‘rules’ and controls on the use of and learning with the digital. It can thus readily change the controls as the kids mature, respect the trust shown and the technology evolves.

Learning conditions

Trust and empowerment.While the families of the world have long been willing to trust, and empower their children to take charge of their learning, most schools have not.

Freedom to learn. The same holds here. One of the great plusses of an informal education has always been the opportunity for the young to explore new worlds, to dream, to create, to pursue their interests and passions, and occasionally to break a limb. The digital adds a new dimension to that facility.

Immediate digital use. The young, outside the school, have immediate use of the desired digital tools, physical and online, not constrained by the myriad of human and technological controls and blocks found in schools.

Networked learning.One of the great strengths of the young today is that they value, from around the age of six (Chaudron, et.al, 2018) human networking, and naturally, and likely unwittingly use it in their everyday learning.

Family learning. One of the largely unseen but very powerful features of the young’s learning is how much naturally occurs within the family setting, ranging from the very young mimicking their siblings and parents, the kids knowing more than their parents, the parents providing quiet guidance and the occasional strong nudge, and the nuclear and extended family going about their everyday networking, naturally, unwittingly growing their learning. All benefit.

The technology

Personalised. The young in digitally connected families have ready access to their ‘own’ suite of continually evolving digital technologies, acquiring what they want, free to set them up as they desire to accommodate their learning style and interests. Johannsen (Johanssen, et.al, 2016) noted that 91% of Danish children 0-8 had ready access to tablets, with 42% having their own. In brief the young have agency over both their learning and the tools, in marked contrast to most schools where they have no agency.

Connectivity. The same is so with the digital connectivity. Within the home and on the move, they are largely free – depending on age – to connect the moment desired. Within the school connectivity, as all will attest, is tightly controlled, and even when permitted is invariably is done through censored networks. Outside the school connectivity is a core part of learning, where within most schools it plays only a peripheral role.

History highlights (Lee and Broadie, 2018) the continued early adoption and use of a wide array of the emerging personal technologies by the young, they quickly becoming proficient with the new. History also shows them using most of the technologies well before the school, often years before and in many instances using technologies never allowed in schools.

Family ecosystem.All the out of school learning is – usually unwittingly and unseen – assisted by increasingly powerful family digital ecosystems, aided in turn by the family member’s networking with other ecosystems. Think back a decade and note how the family digital ecosystems have grown, become that much integrated and powerful, the number of devices now in sync and what the future scenario will likely be.

Using all the desired technologies. One of the oft forgotten strengths is the families use of all manner of digital technologies, the games consoles, PVRs, smart TVs, high end digital cameras, Go Pros, smart watches, fit bits and all manner of mobiles, desktops and apps. In contrast, most schools opt to use only the one ‘appropriate’ device, the specified software and ban all other technologies.

Willingness to use the technology that can be afforded.In contrast to the schools that seemingly have a thing about using only quality kit the young, particularly those in the less affluent situations are happy to use any that will do the job, be they hand me downs or the lower end Android technology. They are willing think laterally to get what they want. The key variable is the expertise of the user not the gear.

There are undoubtedly other strengths.

Notwithstanding the above are an impressive set of capabilities.

Conclusion

Collectively they go a long way to explaining why most digitally connected families are far better placed than their local school/s to lead the way in learning with the digital and to do so in the years ahead.

They also affirm why astute schools and teachers would do betters to complement and enhance the contribution of the families, and not like now, try and compete.

Bibliography

Chaudron, S (2015) Young Children (0-8) and Digital TechnologyLuxembourg, European Commission JRC and Policy Reports 2015 –http://publications.jrc.ec.europa.eu/repository/handle/JRC93239
Chaudron S., Di Gioia R. , Gemo M.; Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383
Johansen, S.L, Larsen, M.C and Ernst, M.J (2016) Young Children and Digital Technology– Aarhus University, Aalborg University, Danish Media Council for Children and Young People, February, 2016 – http://www.aau.dk/digitalAssets/201/201213_national-report_2015_denmark_proofread-2-.pdf
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/–
UNICEF (2017)Children in a Digital World. The State of the World’s Children 2017. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf

The Digital Evolution of Schooling

Understanding and shaping the digital transformation of schooling

Category Archives: Being digital

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