Category Archives: International school evolution measure

Digitally Connected Families

Mal Lee and Roger Broadie

(This is the first of four short blogs on the work we are currently undertaking on the impact of the digitally connected families of the world on the 24/7/365 digital education of the young, in the period 1993 – 2016.  For years the focus has been on the schools. We are strongly suggesting the world needs to better understand the lead, and highly laudatory roles of the young and their families, and their 20 plus years use of a highly successful laissez faire learning model.)

The digitally connected families of the world over the last two decades have played a remarkably successful, yet largely unseen, role in enabling their children to secure an ever evolving 24/7/365 digital education.

In researching a forthcoming publication on the impact of personal mobile technologies on the digital education of the world’s young, since the advent of the WWW the role of the family rapidly became clear. It is the young with their families outside the school walls that have primarily provided the requisite digital tools and education – not the schools.

In 2016 3.4 billion plus people (ITU, 2016) – half the world’s population – accessed the networked world.

Well over a billion were likely young people.

Few had learned to use that current, mainly mobile, digital technology in schools. Rather that understanding had been acquired in the developed, developing and underdeveloped worlds with the monies and support of the children’s families.

It is time the world – and particularly the parents, the young themselves, educators, policy makers and governments – recognised, and built upon that remarkable achievement.

Critically it is also time to understand that those families employed – unwittingly but naturally – a laisse faire model of learning and teaching fundamentally different to the traditional highly controlled, structured and sequential school approach. Vitally they have used an approach appropriate for a rapidly evolving digital and socially networked world. Schools in comparison are still very largely using an educational model from the Industrial Age.

The education in using digital devices from the outset occurred outside the school walls. For the parents this happened in a completely laisse faire, market driven, naturally evolving environment where government had no voice and provided no support. For the young it enabled learning from incidental opportunistic moments to in some cases very focused and intense self-driven learning. It was the young with the monies and support of their families who took control of the learning. Critically it was parents who believed in the educational importance of the digital for their children who funded the technology, and empowered and supported their children’s largely unfettered use.

It is – as most are aware – an informal education, largely self – directed, highly individualised where the learning is invariably non-linear, seemingly chaotic, dynamic, undertaken in context and just in time. It is an approach the young found highly appealing, exciting, relevant and intrinsically motivating. From 1993, the advent of the WWW the learning started to take place 24/7/365, and by the early 2000s the evolving technology allowed it to happen anywhere, anytime.

Ironically from the outset the role of the young and the family was bolstered by the schools’ insularity, their worldwide retreat to behind their cyber walls and their purported desire to protect the children from the dangers of the Net.  The young and their families were left by default to fend for themselves in that 80% of learning time available annually outside the school walls.

Disturbingly today many, if not most schools still work behind those walls not recognising, supporting or building upon the out of school digital learning and education. The schools that are notable exceptions to this are engaging with families and supporting the children’s independent learning because of their own drive to do so, often battling education authority regulations and systems.

Free of the constraints of formal schooling and government, the young and their families took charge of the digital education, continually growing their capability as the technology grew in power and sophistication.  Internet uptake figures globally reveal the families of the young led the way (Lee and Winzenried, 2009). In 1999 a comprehensive study of the use of computers in Australian schools concluded:

The majority of the students who have the basic skills developed them at home (Meredyth, et.al, 1999, pxvii).

That was happening naturally and largely unseen globally.

As the young evolved their digital capability and facility to readily use of all manner of current technologies so too did their parents, as evermore used the technology in their work and came to rely on the increasingly sophisticated mobile technology.

In 2008 Pew Internet released a study entitled ‘The Networked Family’ (Pew Internet, 2008) which noted the US had reached the evolutionary stage where the new norm was for all within the family, the parents and the children to base their lives around the everyday use of the digital. They were working within a digital and socially networked mindset, normalising the use of all manner of digital technologies in every facet of their lives.

….this survey finds that couples use their phones to connect and coordinate their lives, especially if they have children at home. American spouses often go their separate ways during the day, but remain connected by cell phones and to some extent by internet communications. When they return home, they often have shared moments of exploration and entertainment on the internet (Pew Internet, 2008).

The Pew findings, coming as they did around the time of the release of the iPhone in 2007, correspond with our own which saw in the period 2007 – 2009 those families becoming the norm across the developed and increasingly the developing world.

The authors and the 50 plus eminent observers interviewed in our research, have concerns about the title ‘networked family’ conscious of the ambiguity that comes with the physical networking of organisations and homes.

The strong preference is for the term ‘digitally connected families’, aware that it is the all-pervasive connectedness provided by the digital that has allowed both the nuclear and extended family to employ the technology in all facets of their lives.

Digitally connected families are those where the parents and children use the evolving suite of digital technologies naturally in every desired facet of their lives, that employ a digital mindset and which have – or nearly have-  normalised the use of the digital.

A key facet of the digital mindset (Bhaduri and Fischer,2015) is its acceptance of the rapidly evolving nature of the technology, and the transformation it has and will continue to occasion. This is widening the gap between the young’s experience of learning in and out of school

They created a home environment where the new norm was for all the family – the children, parents or increasingly the grandparents – to naturally, almost unwittingly contribute to the on-going digital learning. How often does one hear – dad, you can do it easier this way?

In the decade after the release of the iPhone and the touchscreen technology the educational capability and leadership of the digitally connected families grew at pace. As the parents normalised the use of the digital, became more digitally empowered and embraced the mobile and app revolutions, the Net Generation parents’ children entered school and the families of the developing and underdeveloped world employed the technology in ways unbounded by Western educational traditions so the gap between the digital education provided in and out of the schools grew ever wider – with most schools lagging ever further behind the societal norm.

The capability of the digitally connected families of the world has been exemplified in the last 3-4 years as the pre-primary children from two to three years of age have embraced the mobile touch screen technology. As the 2015 European Commission study (Chaubron, 2015) of eleven European nations attests the families of the young have very successfully guided their children’s learning with the technology.  They have, like the other digitally connected families of the world led the teaching, well before most schools and decision makers understood that the pre-primary children of the developed and increasingly the developing world would enter formal schooling having normalised the use of the digital.

We are not suggesting for a moment that everything is perfect with the 24/7/365 education provided by the digitally connected families of the world.  There is a substantial gap between families in their ability support their children’s astute application of the digital.  As Ito and her colleagues (2013) attest in a laissez faire environment, like that of many schools, the educationally advantaged continue to be advantaged and the disadvantaged possibly further disadvantaged.

Rather the desire in this short post it is to

  • highlight the importance of recognising their immense achievement of digitally connected families
  • flag their use of a dynamic, freewheeling learning and teaching model which has successfully educated the world’s young in the use of the current technology, at no cost to governments
  • highlight the ease with which the model has accommodated rapid digital evolution and transformation – at a time when most schools struggled and remain in a state of evolutionary equilibrium
  • begin the thinking on the implications of this historically important development.

In the next post, we’ll address more fully the digital leadership of the digitally connected families and the opportunities that flow.

Bibliography

Release of 2016 Edition A Taxonomy of School Evolutionary Stages

Release of 2016 Edition A Taxonomy of School Evolutionary Stages

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

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

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

There is the choice of e-book or PDF

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

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

Evolutionary Stages 2016 Final

Feel free to tell interested colleagues of the work

Mal and Roger

Position on Digital Evolutionary Continuum


Mal Lee and Roger Broadie

Before embarking on your school’s digital evolutionary journey you need to know where you are and the likely path ahead.

The authors’ have developed an international measure that provides that facility. We’ve identified a now seven point evolutionary scale and a set of explanatory benchmarks that readily allows you, and vitally the wider school community to quickly adjudge the school’s current position on the continuum and the likely challenges ahead.

It is only indicative, but ‘precise’ enough for the planning. Importantly it is a tool all associated with the school can quickly and freely use – with no outlay to consultants.

The measure emerged out of own extensive research with the pathfinder schools and the recognition that schools globally were moving through the same evolutionary stages, and has been reinforced by the parallel research on complex adaptive systems and the digital transformation of business that identifies the key attributes in the evolutionary process.

It appears to matter not where the schools are located globally, whether small or large, primary or secondary, state, Catholic or independent or where they sit on the socio-economic scale.

At the present time we have identified seven major evolutionary stages. In time that number will grow.

Evolutionary Stages 2016 Final

The attributes of each are fleshed out at – http://www.digitalevolutionofschooling.net and within A Taxonomy of School Evolutionary Stages (Lee and Broadie, 2016).

At the Paper Based stage – the traditional school – the majority of the teachers have yet to use the digital technology in their everyday teaching and still rely on the pen, paper and the teaching board.

At the Early Digital stage a critical mass of the teachers, in the region of 70% plus, are using the digital in their everyday teaching and the pressure is on the remaining staff to make the shift.

By the Digital near on all teachers are using the digital technology in their everyday teaching, but the focus of the teaching is still primarily on what happens within the school walls, with the school unilaterally controlling all operations. Vitally when the school’s main operation – its teaching – goes digital, and is coupled to a largely digital administration the school moves to a digital operational base.

At the Early Networked stage the school begins to recognise the educational benefits of social networking in its widest sense, to reach out beyond the school walls and vitally begin genuinely collaborating with its homes and community.

By the Networked stage the school walls are coming down, the school is distributing the control of the teaching and learning, collaborating with its homes and community and vitally is willing to embrace BYOT and trust the students to use their own kit in class.

The Digital Normalisation stage sees the school having normalised the use of the digital technologies in every facet of its teaching and daily operations, created a tightly integrated, increasingly mature and higher order school ecosystem, social networking and is providing a mode of schooling largely antithetical to that of the traditional school.

With digital normalisation and the creation of a sophisticated and mature digitally based school ecosystem that transcends the old school walls and agrarian school timetable the school moves to a 24/7/365 Schooling stage, positioning the school to take advantage of the rapidly evolving digital and networked world and to move into historically unchartered waters.

Where does your school sit on this continuum?

Download the Taxonomy of School Evolutionary Stages if you would like to consider the fuller attributes of each of the stages.

 

 

 

Invitation to Join Digital Evolution of Schooling Google Group

Roger Broadie, Martin Levins and Mal Lee have created a new a new forum – using Google groups – for those globally interested in advancing, researching and analysing the digital evolution and transformation of schooling.

We are looking at

  • those leading the way in the pathfinder schools
  • those monitoring and researching their moves
  • the education decision and policy makers shaping future schooling and
  • leaders at all levels within later adopter schools wanting to create the desired ever evolving digital school ecosystem.

It is appreciated there are many excellent forums that examine the use of digital technologies in schooling. There is no desire to replicate them.

The focus of most is however the micro usage of the digital technology within existing school structures and operational parameters.

Few, if any, address the digital evolution or transformation of schooling or its parallels with the evolution and transformation of other digital organisations.

Indeed there is in 2015 remarkably few forums supporting individual schools and their leaders undergo the desired digital evolution and transformation.

This new group will focus on the macro impact of the digital on the changing nature of schooling, on schools as complex adaptive systems, ever evolving, ever transforming, creating increasingly integrated and networked digital ecosystems that address the 24/7/365 holistic education of each child.

The desire is to use the collective wisdom of the forum get a better appreciation of the on-going impact of the digital revolution on schooling.

The desire is also to use a global platform like Google groups that allows for the in-depth discussion of an increasing complex scenario where our understanding of the new is limited.

The group is open to all interested, anywhere in the networked world that are playing a lead role – at any level – in the digital evolution and transformation of school ecosystems.

If you or a colleague would like to receive an invitation to join email Mal Lee – mallee@icloud.com or Martin Levins – mlevins@as.edu.au or Roger Broadie – roger@broadieassociates.co.uk.

Alternatively you can post to this group, send email to digital-evolution-of-schooling@googlegroups.com

 

 

 

2015 edition of the Taxonomy of School Evolutionary Stages

The 2015 edition of the Taxonomy of School Evolutionary Stages is now available for free download from the Taxonomy sub-section of this site

This edition updates the attributes displayed by schools operating at the Digital Normalisation evolutionary stage.

While the digital evolution and transformation of all manner of businesses is literally discussed daily in both the media and the management literature (http://www.scoop.it/t/digitalevolutionofschooling) the fact that schooling globally is undergoing the same kind of organisational evolution and transformation remains largely unseen by most schools and educational administrators, as too are the profound implications that flow from the phenomenon.

So too is the understanding that once schools, like all organisations begin their movement to a digital operational base the schools will evolve in a remarkably common manner globally, demonstrating at each evolutionary stage numerous similar attributes.

It is as if schools are unique organisations somehow immune to the impact of the digital revolution and will forever remain ensconced in their paper based world.

Nothing could be further from today’s reality.

Schools globally are at different points on the school evolutionary stages continuum, with the pathfinder schools that have normalised the use of the digital evolving and transforming their operations at an accelerating rate.

Using the 2015 edition of the Taxonomy you can quickly identify your school’s evolutionary stage and the likely path ahead.

Feel free to download the latest version, and suggest other colleagues make use of this simple international measure.

2015 Taxonomy of School Evolutionary Stages

ACER Teacher Digital Evolution Series

Mal Lee has written for ACER’s online Teacher magazine in a series of brief research papers on the digital evolution of schooling. They include:

The Different Rate of Primary School Evolution

Mal Lee

Primary, or what others know as elementary or preparatory, schools operating on a digital base are on trend to evolve faster then secondary/high schools, and to adopt an ever higher order mode of teaching, with all the concomitant implications. The pathfinder primary schools are that step ahead in their evolution of their secondary counterparts and are on course to remain so.

While the difference is not great between the pathfinders, as previously indicated those as yet rare early adopter high schools are where they are today because that have been on their evolutionary for the past 15-20 years.

While the high schools are as indicated (Lee, 2014) encumbered with a sizeable number of challenges most primary schools not only are better positioned to undertake the evolutionary journey but also on present indications are likely to encounter fewer obstacles on their journey.

The general trend, at least for the foreseeable future is for the difference to grow.

A consequence that we are already seeing with the pathfinder primary schools globally is that their graduates are moving, and will increasingly be moving from a higher order digitally based mode of teaching, where the children naturally use their own digital kit to a lower order mode of teaching in the high school teaching where the use of the student’s technology is often still banned.

Not surprisingly the students and their parents are frustrated and invariably they are looking for those high schools where the disconnection is least.

It is a development that has very real student enrolment implications for the high schools.

However on present indications it is a development that most high schools could struggle to redress in the near future.

While not for a moment seeking to defend those high schools wedded to the paper based world the strong suggestion is that

  • the different rate of evolution between the primary and secondary schools be better understood, by both primary and secondary educators and the parents and students informed of some of the main impediments potentially impacting the high school

 

  • the evolution of the two sectors of schooling be viewed separately and while understanding that both will ultimately move along the same evolutionary path and move through the same evolutionary stages the high school evolution will in general terms be slower.

In making the latter observation it must be stressed that one is talking in general terms, knowing full well there are secondary schools years ahead in their evolution than some barely moving primary schools.

It should also be underscored that the primary – high school difference is also likely to be evidenced within K-12 schools, albeit possibly slightly later if the school has adopted a middle school model.

Related is the importance of high schools comparing their evolutionary journey with that of like high schools and most assuredly not the typical primary school. One needs compare oranges with oranges.

The now clear and challenging reality, as yet few are seeing, is that the primary schools in general will evolve at an ever greater rate, in so doing increasingly adopt a digitally based, ever higher mode of schooling apposite for a networked world, very often moving their graduates into a more dated educational experience.

In bears reflecting why this might so.

The reality is that the traditional form, size, focus, culture, mindset, teaching of the primary school, coupled with the greater collaboration between the school and the home makes is that easier for astute primary school principals to orchestrate their school’s on-going evolution than their high school counterparts.

Size and the relative smallness of most primary schools, and in turn the significantly fewer staff makes it that much more manageable to shape the desired ever evolving, evermore integrated, complex and higher order school ecology.

Primary schools have for decades had as a focus the learner and the desired holistic learning of all children, and when coupled with their use of an organisational structure with set classes or class groupings that emphasis provides a ready platform upon which to enhance all the staff’s macro understanding of the school’s workings and to collaborate evermore closely with the children’s homes.

Rarely does the primary school have the largely autonomous, subject based faculties or ‘empires’ found in the high school where middle managers are often reluctant to cede their power or vary their micro focus.

Rather the focus of all staff, the principal, the executive, the teachers and the professional support is a quality holistic education for every child. That focus, that thinking is relatively easy to build upon as the school begins lowering its walls, seeks to take advantage of the educational opportunities of the networked world, begins collaborating with its homes and community, and marrying the in and out of school learning and teaching.

Where genuine collaboration between the school and the home in the secondary years has invariably been minimal there is scarcely a primary school where the early childhood teachers have not worked closely with the parents. Once again that is a base that can be readily built upon and extended across all the primary school. In contrast most high schools have rarely collaborated with their homes, they unilaterally controlling the in school teaching and learning and as such in moving to a digital operational base and recognising the very considerable value of collaboration are basically having to start from scratch.

Importantly, except in the likes of England, most primary schools across the developed world have not had to contend with the stultifying external paper based exams that markedly impact the workings and thinking of the upper secondary school.

In brief it has been, and continues to be that much easier for the primary schools to move to a digital operational base, to build upon the opportunities availed, to ready their total staff and the wider school community for the on-going evolutionary journey and to evolve at accelerating pace.

That said there are as indicated a small cadre of secondary schools globally that have overcome the particular challenges of their sector and evolved their school to the point where they are operating as a networked school community, virtually normalising the whole school use of the student’s own choice of digital technologies. Most as indicated (Lee and Broadie, 2014) have been on their evolutionary journey for many years or are newer schools where the foundation principal has been able to select the desired staff, teaching and professional support.

They are well placed to readily accommodate the graduates of digitally based primary schools. However they are in 2014 as indicated (Lee and Broadie, 2014) relatively few and number.

Notwithstanding they, like their pathfinder primary confreres provide the later adopter schools an important insight into how all high schools should be able to go some distance towards providing an apt, ever evolving 24/7/365 schooling for the digital and networked world.

As a former upper secondary teacher and principal, well versed in the belief held by many secondary, particularly upper secondary teachers and principals that they are the superior educators I’d be suggesting it might be opportune for them to carefully scrutinise why in general terms primary schools are evolving faster and why the pathfinder primary schools are so well positioned to provide their students an ever higher order holistic education.

It might occasion secondary schools to analyse the appropriateness of retaining Industrial Age organisational structures in a rapidly evolving digital and networked world.

Lee, M (in press) ‘The challenge of high school digital normalisation’. Educational Technology Solutions, 2014

Lee, M and Broadie, R (2014) A Taxonomy of School Evolutionary Stages Broulee Australia

Complexity Science and School Evolution

 

Mal Lee and Roger Broadie

The evolutionary nature of schooling, its remarkable global similarity, the existence of the six evolutionary stages, the emergence of ever higher order schooling, evermore integrated and complex schools and the increasing importance of unique living school ecologies needing to have operational responsibility for their own growth should bid educators and school administrators look very closely at the applicability of complexity science to the on-going transformation of schooling. That need is amplified when one reflects upon the following graph used by Helbing (2014) in his June presentation on the likely impact of the digital technology upon the organisations of the world.

chart_vp1

While complexity science had its origins in the explanation of the remarkable commonality that was found to emerge out of the seeming chaos in complex systems in nature in the last decade or so that thinking has been increasingly applied to complex human systems to try and explain the remarkable commonality that has emerged in the seeming chaotic growth of human organisations, particularly when they move to a digital operational base and become networked. A Google search and the Wikipedia entry on complexity science provide a ready entrée to the key readings. While as yet very little has been written on the application of the thinking to the evolution of schools there is a growing body of research that has been undertaken on businesses, and indeed health sector organisations that appears to be applicable to schools. In conceptualising the school evolutionary stages, the international nature of the evolutionary continuum, the existence of significant natural growth when schools go digital, the imperative of each school shaping its own growth and the impact of digital normalisation it was interesting to say the least to note the parallels with what had happened with all manner of business organisations. Yin for example as far back as 1979 used the term ‘disappearance’ to describe what we call digital normalisation while Bar and his colleagues at Stanford used the term ‘routinization’.

Yin therefore recognizes that the introduction of an innovation can result in organizational transformation through a process of increased embeddedness of the technology in the organization, which is consistent with the reconfiguration stage of our model (Bar, et al, 2000 p20). Interestingly the Stanford group also identified the same kind of evolutionary stages in networked organisations that we found in schools, albeit using different labels to describe the industry wide evolutionary pattern (Bar et al, 2000).

Those organisational evolution studies need to be read in conjunction with Pascale, Milleman and Gioja’s work on Surfing at the Edge of Chaos (2000). The following quote from that work provides a revealing an insight into what is happening with both the pathfinding ever more complex schools and those lagging.

‘The science of complexity has yielded four bedrock principles relevant to the new strategic work:

  1. Complex adaptive systems are at risk when in equilibrium. Equilibrium is a precursor to death.4

  2. Complex adaptive systems exhibit the capacity of self-organization and emergent complexity.5 Self-organization arises from intelligence in the remote clusters (or “nodes”) within a network. Emergent complexity is generated by the propensity of simple structures to generate novel patterns, infinite variety, and often, a sum that is greater than the parts. (Again, the escalating complexity of life on earth is an example.)

  3. Complex adaptive systems tend to move toward the edge of chaos when provoked by a complex task.6 Bounded instability is more conducive to evolution than either stable equilibrium or explosive instability. (For example, fire has been found to be a critical factor in regenerating healthy forests and prairies.) One important corollary to this principle is that a complex adaptive system, once having reached a temporary “peak” in its fitness landscape (e.g., a company during a golden era), must then “go down to go up” (i.e., moving from one peak to a still higher peak requires it to traverse the valleys of the fitness landscape). In cybernetic terms, the organism must be pulled by competitive pressures far enough out of its usual arrangements before it can create substantially different forms and arrive at a more evolved basin of attraction.

  4. One cannot direct a living system, only disturb it.7 Complex adaptive systems are characterized by weak cause-and-effect linkages. Phase transitions occur in the realm where one relatively small and isolated variation can produce huge effects. Alternatively, large changes may have little effect. (This phenomenon is common in the information industry. Massive efforts to promote a superior operating system may come to naught, whereas a series of serendipitous events may establish an inferior operating system —such as MS-DOS — as the industry standard.) (Pascale, Milleman and Gioja, 2000, p6).’

We’d suggest all four of the principles are evident in bucket loads in the schools evolutionary continuum.   The recent presentation by Helbing (2014) that examines the likely profound impact on the world of the rapidly increasing processing power and computer systems and which notes the increasingly pertinence of complexity science to all organizations posits that only the individual operational units – be it a school or hospital – has the wherewithal to shape desired way forward for the organisation. His contention is that the speed and complexity of the change occurring cannot be handled – as now – from on high and ought be handled at the unit level by bureaucracies, he noting

….complexity theory tell us that it is actually feasible to create resilient social and economic order by means of self-organisation, self-regulation, and self-governance. The work of Nobel prize winner Elinor Ostrom and others has demonstrated this. By “guided self-organisation” we can let things happen in a way that produces desirable outcomes in a flexible and efficient way. One should imagine this embedded in the framework of today’s institutions and stakeholders, which will eventually learn to interfere in minimally invasive ways (Helbing, 2014).

Interestingly all the pathfinder schools in their evolutionary journey have taken control of their own growth and it is why today those schools are so well positioned to accommodate the continuing and likely escalating change organizational evolution.   Bibliography

  • Bar, F, Kane, N, and Simard, C (2000) Digital networks and Organisational Change. The Evolutionary deployment of Corporate Information Infrastructure Vancouver 2000 Retrieved 19 June 2014 – http://www-bcf.usc.edu/~fbar/Publications/sunbelt-2000.PDF
  • Pascale, R.T, Millemann, M, Gioja, L (2000) Surfing at the Edge of Chaos NY Three Rivers Press

 

Article in ACER’s Teacher on School Evolutionary Stages

Mal has an article in the inaugural edition of ACER’s new online magazine Teacher on the global school evolutionary stages.  Simply go to – http://teacher.acer.edu.au/article/school-evolution-a-common-global-phenomenon.

A Taxonomy of School Evolutionary Stages

Roger Broadie and I have posted on under the new Taxonomy section of this site and at http://www.BroadieAssociates.co.uk a copy of our Taxonomy of School Evolutionary Stages and the complementary publication Evolution through the Threads.

Both publications are free.

We’d strongly suggest downloading both publications.

The Taxonomy posits, as mentioned in earlier posts that

  • schools globally evolve in a remarkably similar manner, particularly when shifting to a digital operational base
  • all schools currently sit at a point on six stage evolutionary continuum; a continuum that will over time continually expand
  • schools will evolve through a series of key evolutionary stages, demonstrating at each stage remarkably similar attributes
  • the vast majority of schools will need to evolve through each of the stages before moving on to the next
  • it is finally possible with the continuum to provide schools and their communities an international indicative measure, that allows them to readily identify their school’s approximate current evolutionary stage and the likely path ahead
  • it takes considerable time and effort for schools to move along the evolutionary continuum
  • schools in equilibrium are prone to the same risks as other complex organisations that don’t continue to evolve.

The Evolution through the Threads explores in depth the evolution that has occurred in the pathfinder schools that have or nearly normalised the whole school use of the digital technology in some 20 plus key operational areas. Vitally the analysis of the threads underscores the reality that the evolution in a school might well occur at a different pace in different operational areas.

Both works have emerged out of the research we have undertaken with pathfinder schools in the UK, US, NZ and Australia.

While as stressed both works are human constructs and indicative in nature we have both in our school consultations found the staff and vitally the parents can swiftly position the school and soon understand the many variables needing to be addressed.