Category Archives: Unintended benefits digital schooling

Pathfinder Schools as De Facto Policy Makers

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Mal Lee and Roger Broadie

Unwittingly the pathfinder schools of the world, those that have normalised the use of the digital, have become in many areas of schooling the de facto policy makers and are on course to be increasingly more so.

Developmentally the pathfinder schools are invariably quite literally years ahead of the central office policy makers, obliged daily to decide on the appropriate practises, procedures and policies as they take their schools into unchartered territory.

The schools moving beyond the Digital Normalisation stage are entering into completely unexplored territory. How they evolve none of us know. Scour the literature and you’ll find no hint of what is likely to transpire.

The decisions those pathfinders make, how they deploy the emerging technology, the type of schooling they provide, the practises and policies they adopt will strongly impact the later adopter schools, far more in many areas of schooling than any central office bureaucrat, working party or academic.

It is a new reality that astute policy makers and academics should build upon, rather than as now being seemingly oblivious to the development.

Significantly in a globally networked world where schools as complex adaptive systems are evolving in a remarkably similar manner the pathfinders are unknowingly creating policy for the early and later adopter schools worldwide.

While the policy makers have only a local brief the pathfinders are unwittingly working on a global remit.

Analyse the attributes of the pathfinders (Lee and Broadie, 2016) and you’ll see they have shaped policies on the likes of home-school collaboration, staff empowerment, equity of student access to technology, pooled resourcing, recognition of out of school learning, BYOT and student responsibility for operating their chosen technologies years before the local education authority.

Moreover look at the trend line and you’ll appreciate that while the pace of digital evolution in the pathfinders is accelerating the operations of the local bureaucracy remain unchanged.

While structurally the pathfinders have the agility needed for rapid on-going transformation, organisationally bureaucracies are struggling in the cutting edge policy areas.

The pathfinders, like the digital masters in industry are using the vast body of data generated by their many digital systems to research the way forward on the fly, finding limited value in traditional, invariably dated rearward looking, external research by those who don’t know their situation.

Critically the pathfinders are operating within an ever evolving digital mindset, making decisions in a paradigm largely alien to most of the bureaucrats, committee members and academics who invariably will be working within a paper based paradigm, or as Bhaduri and Fischer (2015) describe, an analogue mindset.

So profound is the difference in mindset many pathfinders struggle to explain their work to colleagues and bureaucrats working in traditional settings.

The authors openly admit that while we have researched the pathfinder schools for over a decade we too struggle to keep up with the pace of digital evolution. All we can do is take snapshots of the schools at moments in time.

It is those in the early adopter schools who are calling the shots, unwittingly making many of the policy decisions and having them taken up globally before the local authority moves.

As Professor Glenn Finger observed in conversation in the traditional paper based schools where constancy and continuity were the norm school policy development invariably took the following form

Educational Research – Policy – Practice

 

Policy development, with its various white and green papers often took years.

Within the pathfinders that slow measured approach has been replaced by

Emerging Technology – Pathfinder Schools – Practice – Research – Policy

The pathfinder schools are in many areas of schooling the educational leaders, the de facto policy makers charting the ways for the later adopter schools, the policy makers and indeed government, rendering much of the traditional policy making and educational research irrelevant.

They are translating the emerging, increasingly sophisticated digital technological developments into classroom, school wide and potentially system wide practice at such a pace that most educational researchers and educational administrators struggle to comprehend the significance of the development let alone shape it.

It is a new reality all policy makers, those in the pathfinder schools, the education authorities and indeed educational researchers need not only to be aware of but which they should build upon .

 

Digital Schools Grow Digital Communities

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Mal Lee

It is becoming increasingly apparent that when schools normalise the use of the digital, employ a mature digital ecosystem and become networked school communities the schools not only markedly enhance the learning of the students, but they also develop a synergistic relationship with their community, that assists both it and the school to grow digitally.

We have been aware for some time it takes a digital village to educate the child in a socially networked world.

What is becoming clearer is that digital schools in playing that lead role in providing that education are unwittingly, simultaneously and without any concerted effort assisting grow the school’s digital community and that community in turn is assisting grow the school.

Digital schools are unwittingly and naturally helping to grow the lives and economic capability of their community.

Traditionally schools researchers have focussed on the student learning within the school walls, and the impact of the various variables within the school upon the learners.

In a digital and networked society when schools become networked school communities, whose impact transcends the school walls and where increasingly unintended dividends flow from the evolution of schools as complex adaptive systems it is vital one addresses all the changes being made by the digital, the intended and the unintended, the educational and the far wider.

It is time to look outside the box, to look not simply at the impact on student learning, and to identify and optimise the desired unintended benefits – as is done in industry. As organisations become more integrated, with all the operations interconnected and ever evolving it is critical to examine the evolving totality.

It is also time for school leaders, education authorities and governments, local and national, to recognise that when schools go digital and networked the school will impact on the wider socially networked society and as such that impact needs to be understood and where apt built upon.

In going digital and networked schooling should no longer be regarded as a stand-alone enclave that is the preserve of the professional educators, but rather as integral part of the evolving networked society and economy.

While the prime focus of schools should be the provision of the desired student learning when digital schools can simultaneously and without any extra effort or expense markedly assist the growth of digital communities and their earning capacity that capability should be tapped.

The Digital School and its Community.

In normalising the total school community’s use of the digital largely unwittingly the pathfinder schools have

  • strongly proclaimed and daily demonstrated to their homes – their clients – the critical importance of the digital in the children’s 24/7/365 schooling and growth
  • grown not only the digital competence and creativity of the students but simultaneously that of the parents, siblings, carers, grandparents and family friends
  • forever changed the parents – the clients – view and expectations of schooling and helped them recognise the school’s dynamic, ever evolving nature
  • assisted strengthen the parent’s digital mindset, enhanced their understanding of digital learning ecologies, and on-going transformation and the need in an evolving digital world of shaping the desired future, taking risks and learning on the move
  • assisted open the eyes of those in the homes to the emerging possibilities with the digital in their own lives, work and education
  • enhanced the homes’ appreciation of the critical importance of astutely integrated digital ecosystems
  • in their trust of and close collaboration with their homes daily, without any extra effort or expense on the school’s part accounted for their teaching practises and strongly marketed the school
  • moved the school to the position where the ecology naturally educates current and prospective parents on the evolving nature and expectations of the digital school.

Interestingly most of this has been done as an unintended ‘by product’ of digital normalisation and the move to a 24/7/365 mode of schooling, with minimal effort or expense from the school. Yes all the pathfinder schools have in going digital spent time and effort early on educating their parents to the new ways but as the change took hold with both the students and parents, and the digital ecosystem matured so that need decreased as the natural evolutionary growth impacted.

In being proactive, fostering a culture of change, distributing the control of the teaching and learning, in genuinely collaborating with the parents, in trusting the children to use their own digital kit, in adopting open websites and opening the door to the school’s workings and critically in having the digital underpin all school operations the school is not only better educating the children but is simultaneously unwittingly bidding and supporting all within the homes to lift their digital competence. Those parents, and in particular those grandparents not using current digital technologies feel compelled to get and keep up to speed. All within the home largely unsaid lift their digital capability. Home networks are upgraded. Birthdays and Christmas become important technology upgrade occasions. As the children make use in and out of school of the emerging apps, the various online offerings and facilities like Google’s applications for education so there is a natural desire by all in the family to be able to use those facilities as well.

While there is in the pathfinder schools a spread of digital expertise the parents, from information industry professionals through to the early users, it appears the digital understanding and mindset of the total group is continually being lifted as the technology becomes more sophisticated, knowledge of its possibilities grows, the school continually updates its practises and the expectations rise. While still embryonic it is interesting to observe the number associated with a pathfinder school also desirous of promoting the creation of digital start ups.

While further research is needed talk to any within the parent community of the pathfinder schools and you’ll soon appreciate how strongly and naturally they have embraced the digital and switched on they are to the digital possibilities. This is a clientele, increasingly Millennial, as Westerman et.al (2014) reveal, who no longer differentiate between online and face-to-face experiences, who out the school walls have already normalised the use of the digital.

The school community wide impact of the digital upon the wider school community can be evidenced in two seemingly small examples, the adoption of the school app, and the integrated teaching of coding from the early childhood upwards.

In opting to formally communicate with the children’s homes and the school’s wider community via a school app, and an app intended primarily for mobile technology the school community soon abandoned long established paper based practises and limited expectations and embraced a mode for clients living and working in an ever evolving, time short digital world. The apps readily and inexpensively handled all types of tailored digital communiques, from regular lengthy e-newsletters, reports, quick surveys and emergency notices. They completely replaced all manner of slow and inefficient paper communiques. In observing how the parents of children on a year cohort excursion were notified digitally of a delay because of traffic it struck me:

  • how attuned the school was to its client’s, and their 2015 expectations
  • how poor had schools been in looking after their clients, all too often using the communications challenge to do nothing.

Similarly in observing the ease with which a group of 6-7 year olds had incorporated coding – using Scratch – in their small group creation of an e-book for English it impressed how

  • at ease were the children with the facility and applying its underpinning logic
  • many skills and concepts they were simultaneously addressing and developing in the one integrating task
  • different it was to traditional segmented silo like teaching
  • transferable were the suite of skills and attributes being developed to most other areas of future study, work and life
  • important it was for the parents and the wider school community to understand and build upon the children’s 21st century capabilities.

When one encounters young ones eager to demonstrate their coding skills and hears 7 year olds casually commenting that the image for the e-book is in her Dropbox one can soon appreciate why the parents are daily experiencing a mode of schooling and teaching through their children’s eyes dramatically different to their own but which they can see is appreciably more relevant and meaningful.

In accommodating these new digital practises, in understanding and supporting their children’s digitally based learning, in appreciating its 24/7/365 nature the parent community will continually enhance its digital understanding, capability and connectedness.

As it does, as it strengthens its bond with the school, as it pools its resources and expertise with those of the school and comes to ‘own the school’, as the community members involve themselves in other digital initiatives the parent community like the school staff will continue to lift its understanding of the digital, to better appreciate the kind of opportunities opened by digital evolution and will continually lift its expectations of the school.

It will, usually unwittingly, continually expect that much more of already very good schools but in contrast to the past where they had been shut out will build on the close ties with and macro understanding of the school and assist in all manner of ways the school to grow and continue its digital evolution and transformation.

What is already apparent globally is that as the digital standing of the pathfinder schools grows so too will be the demand to enrol extra students in the school. The corollary is that the demand for places in nearby paper based and late adopter schools will likely fall and put the viability of those schools under serious question.

Conclusion

In making these observations it is appreciated that in 2015 the number of pathfinder schools globally that have normalised the 24/7/365 use of the digital and grown their digital community is small.

Notwithstanding those schools are the vanguard of what is to come, the attributes they are displaying being a logical extension of the trends evidenced in their evolutionary journey (Lee and Broadie, 2015) and consistent with the wider digital transformation of organisations.

The micro ecosystems these pathfinder schools are impacting are most readily apparent in villages and small regional towns, but the likely reality is that on closer examination they’ll also be found around the pathfinders in the cities.

The hope is that this short note will open eyes and minds to the societal and economic implications of the development and what astute communities and their leaders could do.

  • Lee, M and Broadie, R (2015) A Taxonomy of School Evolutionary Stages Broulee Australia – Retrieved 20 April 2015 – http://www.digitalevolutionofschooling.net
  • Westerman, G, Bonnett, D and McAfee, A (2014) Leading Digital. Turning Technology into Business Transformation, Boston, Harvard Business Review Press