Category Archives: School evolution

Harnessing the Social Networking

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Mal Lee and Roger Broadie

In alerting those on the digital evolutionary journey of the potential positives of digitally based school ecosystems we neglected to address the likely negatives and the potential considerable pitfalls of unbridled social networking, and the importance of schools more consciously ‘controlling’ and harnessing the power of social networking.

Social networking, as many an individual and organisation can attest has, can be damaging.

Schools are not immune, and yet globally many are schools naively entering into the world of digitally based social networking, hoping for a positive experience, but being ill equipped to control its power.

In shaping of the desired school ecosystem look factor into your thinking the desired controls, the avoidance of undue risk and ways to use the power to the school’s advantage.

Understand the instant schools opt to communicate digitally they immediately – and usually unwittingly – markedly up their involvement with the unbridled world and power of digitally based social networking. While hoping for benefits the school immediately also exposes itself to many potential negatives. In using the expression ‘communicate digitally’ we are referring to the many forms of digital communication and social networking used by the schools – the class blogs, online forums, websites, e-newsletters, email, school apps, online surveys and not simply the mainstream social media facilities.

Indeed it bears noting that many of the pathfinder schools have consciously opted not to use the latter social media in their digital communications suite, rightly believing they had no control over them.

In seeking to control the social networking the authors suggest viewing the facility in its traditional, wider sense of ‘a network of social interactions and personal relationships’ (OED). By adopting that perspective and appreciating the digital element is but part of the organisations effort to enhance all manner of human networking and collaboration one can more readily appreciate that part to be played in shaping the school’s ecosystem.

Intriguingly human networking has always rightly been viewed positively and the home-school collaboration it engenders has been shown to enhance student performance (Hattie, 2009) but the instant the digital is added the thinking changes. Emotions invariably rise, folk become paranoid and the positives that flow from humans networking and collaboration are often forgotten.

That said the pathfinders, like the authors recognise that by adding the digital to the social networking the schools enter into a vast, rapidly growing, largely ungoverned world that can hurt the school and its students. Within seconds of digitally distributing information the school’s message, often with an accompanying comment is redistributed throughout the social networks of the immediate and wider school community. The hope is that the accompanying comments will be positive and supportive but there is no surety.

The message coming through very strongly is that the schools that have successfully normalised the use of the digital will be appreciably better placed to control the social networks and manage the risk than other schools. The years of concerted and astute effort the schools have invested will invariably see them viewed positively by ‘their’ social networks. If per chance there were an untoward comment the school’s digital community would likely take ‘control’. Digital normalisation is only possible when the school has been willing to distribute the control of teaching and learning, and create a culture where the total school community is trusted, respected, empowered, and through genuine collaboration is made aware of all the school’s purpose and shaping educational vision (Lee and Broadie, 2016).

The related reality is that when schools – like all other organisations – attract a significant number of friends the algorithms underpinning the social media garner supporters and the social dynamics of the online make if that much harder for people to criticize the school.

Those without that ecosystem, that culture and years of concerted and astute homework and detailed understanding of the digital and networked world are far more vulnerable. They are highly susceptible to negative social networking, unable to call upon the kind of controls, the ecosystem support or the digital and networking acumen found in the digital leaders.

The message for all schools, at all points along the digital evolutionary continuum is be wary of the power of digitally based social networking, opt for digital communications facilities over which the school has reasonable control, avoid using high risk services and move as fast as possible out of the danger zone and into a digital environment where the school can exercise greater control over the message.

 

 

Release of 2016 Edition A Taxonomy of School Evolutionary Stages

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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

Ecosystems within Ecosystems

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Digital Schools Growing Their Community

Mal Lee and Roger Broadie

In contemplating the digital evolution of your school and the creation of the desired school ecosystem appreciate that as your school’s digital ecosystem (https://en.wikipedia.org/wiki/Digital_ecosystem) grows so too will it increasingly interact with other ecosystems, local, regional and national unwittingly assisting those respective communities grow, while simultaneously furthering the school’s growth.

In making this observation the author is conscious it likely takes the reader into an as yet unexplored aspect of schooling.

The suggestion is you recognise:

  • the digital evolution of schools is occurring within an increasingly socially networked society
  • schools as social institutions are, and should be an integral part of that networked society, not as many would have us believe stand alone entities divorced from that world
  • social networking, while increasingly all pervasive and a potentially powerful educational facility is also an unbridled development, impacting – intentionally and unintentionally – all parts of the networked world, playing a significant part in the growth of all complex adaptive organisations
  • any consideration of the impact of the digital on schooling in a socially networked society needs to address the intended and the very considerable unintended impact, both within the school – as is normally done – but also upon the school’s community. With digital normalisation consideration should be given to the key ecosystems that interface with the schools, particularly the local and regional.

What is increasingly apparent is that as schools grow their digital ecosystem, the school’s growth will simultaneously and unwittingly grow the digital capability of the school and its community (Lee, 2015). In communicating the educational importance of the digital, in using it astutely and naturally in the everyday teaching and all the school’s operations, in assisting the children to use their own suit of digital technologies in and outside the school walls the pathfinder schools are also unintentionally saying to their communities, and in particular to the parents, carers, grandparents and each of those folk’s social networks the digital is important.

At the same time the school – particularly through the students – is assisting enhance the digital proficiency of all within its immediate community. The use of a school app for communication and interaction, the encouragement of the children to use of apt technologies and the children’s exploration of the emerging technologies all impact on the extended family’s 24/7/365 use of and thinking about the digital. The unwitting pressure for all in the extended family to use the current technology sees those loath to use the digital technology normalise its everyday usage.

Quite unintentionally – at least at this stage in history – the school is assisting grow the digital prowess of its community.

That is particularly apparent in those regional communities with pathfinder schools, where the digital prowess and application is appreciably greater than nearby towns where the school is not providing the digital enhancement.

Significantly as the school’s community enhances its digital proficiency so its expectations of and support for the digital in the school will rise.

The parents, the relatives of the children within that ‘digital community’ will invariably wear numerous hats, as town planners, business owners, software developers and work within other regional digital ecosystems. They will see the benefits for their children and the wider community in the various ecosystems interacting and collectively working to develop an environment that grows the total region.

That is what the author, along with Morris and Lowe found in the far south coast of Australia (Lee, Morris and Lowe, 2015).

The trend is very much suggesting, like it is with the digital masters in industry that the digital pathfinders in growing their school ecosystem will also grow their community, its life, culture, its digital proficiency and in time its industry.

If that is so it takes the role of schooling, and in particular digital schools into a new, different and very powerful position.

The author appreciates the above is cutting edge and needs far more research but as you address your school’s digital evolution it is suggested you look carefully at the interaction with other digital and networked ecosystems, the impact and the implications.

Bibliography

  • Lee, M (2015) ‘Digital Schools Grow Digital Communities’. Digital Evolution of Schooling. October 2015 – at www.digitalevolutionofschooling.net
  • Lee, M, Morris, P, and Lowe, S (2016) ‘Hub and Spoke Networking Model: On Reflection.’ Digital Evolution of Schooling February 2016 – at www.digitalevolutionofschooling.net

Where to Now, Education

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Ricoh is running a series of blogs on its new educational services site.

I was given the challenge of identifying – in 1400 words – where to now.

The thoughts can be read at – http://comms.ricoh.com.au/educate-blogs-Where-to-Now-Education.html

Mal Lee

 

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 .

 

Thriving on Chaos and Constant Evolution

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Mal Lee and Roger Broadie

In observing the workings of the pathfinder schools that have normalised the use of the digital one is struck by the palpable excitement, the professionalism of the staff, their quest for continued enhancement, the embrace of change, the mess and seeming chaos, the social networking, the belief that anything is possible, the risk taking and teachers singly and in ad hoc combinations ‘flying’, seeking to take advantage of the ever emerging opportunities.

In many respects the culture is akin to that of start up companies.

The contrast with the traditional school culture with its constancy, continuity, conformity, set procedures, micro management, adverseness to risk and change and its body of disempowered, seemingly tired staff going through the motions is pronounced.

It is however a culture that has taken years, an astute leadership and a supportive digital ecosystem to create.

But it is one that every school should aspire to work within.

Contrary to the myth that teachers will not accept change the reality is that the above mentioned cultural shift has occurred in normal, everyday schools with a typical mix of staff. Yes in time the more capable professionals seek out the pathfinders and add to their attraction but early on the pathfinders had the usual staff ‘challenges’.

For schools, like businesses to grow in a rapidly evolving, often uncertain digital and networked world they need a supportive organisational culture that thrives in seeming chaos and with constant evolution.

Peters (1987) in Thriving on Chaos, and Deal and Kennedy (1982) in their work on apt organisational cultures recognised that imperative thirty plus years ago.

It has taken some time but finally the pathfinder schools globally have demonstrated the critical importance of having a culture that fosters and supports their digital evolution.

The challenge is very much primarily human and not technological.

It calls for an astute principal willing and able to create and grow that culture over time, able to roll with the inevitable frustrations.

It necessitates the principal trusting and empowering a usually disempowered staff, student body and parent group, and being willing to distribute the control of the teaching and learning.

The genuine empowerment of the teachers and the professional support staff is particularly important, working to ensure all are treated as professionals – and not factory line workers – who are educated in the macro workings of the school as well as their speciality area/s.

It requires an apt, mature, appropriately governed professionally maintained digital ecosystem that supports and fosters the desired teaching and learning culture and which can accommodate staff wishing to fly while still maintaining a high level of efficiency and reliability.

It most assuredly requires each school to take charge of its own evolution and for the educational bureaucrats to support each school’s decision making and cease using the technology to micro manage the school’s operations and frustrate the growth of the desired culture.

The creation of the desired culture will take years and constant nurturing but the going becomes that much easier when the school moves to a digital operational base and begins shaping the desired school ecosystem.

  • Deal, D.E, and Kennedy, T (1982), Corporate Cultures: The Rites and Rituals of Corporate Life, Harmondsworth, Penguin
  • Peters, T (1987) Thriving on Chaos NY Alfred A. Knopf

Position on Digital Evolutionary Continuum

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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.

 

 

 

Schools as Complex Adaptive Systems

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[ Another in the series of blogs intended to support those participating in our 10 week Leading Your School’s Digital Evolution program.

The next of the 10 week program begins on April 26, and is open to any who are interested.]

Mal Lee and Roger Broadie

It is vital in addressing the digital evolution of your school you view the school as an ever evolving, complex adaptive system, exhibiting in its evolution the traits found in all other evolving organisations, it becoming an increasingly higher order, more sophisticated, integrated and productive ecosystem.

While you don’t as a school leader have to be expert in complexity science and the evolution of systems it is important to appreciate digital schools like all other digitally based organisations will continually evolve and transform their nature in a remarkably common manner. Moreover they will do so at an accelerating pace, often in a seemingly messy and chaotic fashion, and will in their evolution demonstrate the attributes found in other complex adaptive systems.

Ready yourself to lead a school where constant, often uncertain change will be the norm.

You need to cease, if you haven’t already done so, seeing your school as a distinct one-off entity, and believing schools are immutable, constant in form and will forever stay the same as we have known them for the past century plus.

While each school is unique each will in its evolution display the attributes of like complex adaptive systems.

The reality is that schools globally, like all other organisations, are evolving at pace – albeit at very different rates – displaying in their evolutionary journey a suit of remarkably common attributes, the major features of which have long been identified in the research.

In 2000, 16 years ago, Pascale and his colleagues astutely observed:

‘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, Millemann and Gioja, 2000, p6).’

All four of these principles have been evidenced in all the authors’ research on the digital evolution of schooling over the last decade, but it is a message that doesn’t appear to have been grasped by most governments, educational bureaucrats or indeed school leaders.

In looking to lead the digital evolution of your school do draw upon to the lessons of complex adaptive systems and appreciate the guidance they can provide your journey.

  • Pascale, R.T, Millemann, M, Gioja, L (2000) Surfing at the Edge of Chaos NY Three Rivers Press

 

A Culture for a Digital and Networked Society

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Mal Lee and Roger Broadie

The challenge all schools wanting to prepare the young for a digital and networked society have to successfully meet is the creation of a school wide culture of change.

For the vast majority of schools that entails a fundamental, 180-degree turnabout, and the creation of a culture antithetical to what has long been regarded as the desired norm.

That change in culture will take years of concerted astute effort and skilful school leadership.

It entails moving the school from a culture of constancy and continuity, that is highly risk adverse and anxious about change to one that embraces and thrives upon on-going, rapid and often uncertain change, evolution and transformation and which actively encourages and supports risk taking and innovation by all within the school’s community.

It places the learner rather than the teacher at the centre and moves the school away from teaching mass groups to a more individualised and differentiated approach.

It requires the school to move from its traditional highly hierarchical organisational structure where the executive unilaterally control operations and the vast majority of the staff, the students and the parents are disempowered and simply acquiesce, to a flatter organisational structure that trusts and empowers all members of the school community, that distributes the control of the teaching and learning and actively collaborates with all in school community in the 24/7/365 teaching and learning, and growth of the school.

Critically it entails the shift from an insular, loosely coupled organisation where each silo like unit is largely autonomous, strongly resistant to change, to a tightly integrated, ever evolving socially networked, digitally based ecosystem with the agility and desire to rapidly and continually transform its operations. Where the former takes literally years to respond to the changing circumstances the latter can adjust in months.

Bhaduri and Fischer (2015) posed in the Forbes business magazine the question, ‘Are You an Analogue or Digital Leader? (http://www.forbes.com/sites/billfischer/2015/03/19/are-you-an-analog-or-digital-leader/) While written with business in mind in two pages they succinctly describe the culture found in most schools and that required to succeed in a digital and networked world.

Australia’s Prime Minister, Malcolm Turnbull rightly observes that while this is one of the most exciting times in human history it requires of the nation, of all organisations a mindset, a culture willing to embrace the on-going digital transformation, to take risks and to learn from failure.

This is the kind of culture found in the pathfinder schools globally (Lee and Broadie, 2016) and the digital masters in industry (Westerman, et.al, 2014).

It is an anathema to the majority of schools and educational bureaucracies, set on maintaining their unilateral control of the teaching and learning.

For schools, like business to thrive in a digital revolution they must adopt a culture and a mindset apposite for that scene.

It is not merely about acquiring the technology, but rather it entails the creation over the years of an ecology, and a school community wide culture that facilitates and supports on-going evolution and transformation.

Until schools create that culture their growth will be stymied.

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

 

The Shaping Educational Vision

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Mal Lee and Roger Broadie

[This is the fifth of the short blogs designed to supplement the readings for the Leading Your School’s Digital Evolution program].

Very early in your digital evolutionary journey it is imperative the school identifies its shaping educational vision, making it clear to all within the school’s community the kind of schooling it wants to provide.

The research (Lee and Broadie, 2016) reveals that in undertaking the digital evolutionary journey the shaping vision will move through a series of iterations and refinements, at each point becoming increasingly important and focussed.

In time it will and should shape every facet of the school’s operations and ecosystem.

Lipnack and Stamps (1994) in commenting on the emergence of networked organisations presciently observed the organisation’s shaping vision would become the glue that bonds the organisation together as lesser importance was attached to the physical place of operation and increasing use was made of the networked world.

That is what has happened in the pathfinder schools globally. As they make increasing use of the online, and the teaching and learning occurring outside the school walls so the physical place called school became less important and the shaping educational vision paramount.

All within the school’s current and prospective school community need to readily understand that shaping vision and its aptness for a rapidly evolving digital and networked world.

That awareness, particularly by the staff will only be achieved by active and concerted discussion, arguing the semantics, allowing all the teachers and professional support team to clarify the meaning of the chosen wording.

It is likely to entail regular revisiting the wording as the school ‘road tests’ its effectiveness, ensuring all continually understand the school’s underlying purpose and direction.

A critical facet of empowering all within the school’s community – the staff, students, parents and community – and actively involving them in the school’s teaching and growth is that all understand the desired big picture and what the school is seeking to achieve.

Within the traditional school while virtually all will have some kind of motto or mission statement the real ‘shaping vision’ was the external exams, and success therein.

That is still so today.

In tracking the digital evolution of the pathfinder schools (Lee and Broadie, 2016) of note is that at each key evolutionary stage the importance of a clear shaping educational vision grows and by the Networked stage the realisation of that vision informs every decision, educational, administrative and technological made by the school.

While exam performance continues to be important it is the chosen educational vision that shapes the school’s growth.

What is the situation with your school?

Is yours a ‘motherhood’ statement, or as one principal observed more apt for a retirement home than a school or does it clearly enunciate what the school believes to be an appropriate education for a digital and networked society?

  • Lee, M and Broadie, R (2016), A Taxonomy of School Evolutionary Stages. Broulee Australia – digitalevolutionofschooling.net
  • Lipnack, J & Stamps, J 1994, The age of the network: Organizing principles for the 21st century, John Wiley & Sons, Inc., New York.