- Transitioning from Traditional to Networked Schooling
Mal Lee
Schooling worldwide is moving inexorably from its traditional, largely stand-alone, strongly paper based mode to one that is increasingly networked and digital.
The extent of the transition has already been profound, even in the more conservative of schools, far more than most likely have realised, on trend to become even greater.
It has however been largely unseen, unplanned and undocumented, hidden in part by contemporary society’s ready acceptance of the evolving new normal. It is highly likely that most teachers won’t have appreciated the magnitude of the change, although being central to the development.
Indeed, this is likely the first article to describe the transition, and to alert the education community to the transformation underway.
The implications of the transition for all schools, teaching, and indeed all school operations are already immense. However in many respects the world is still in the early stage of the more networked mode, just beginning to understand the ramifications of the development.
While coming blogs will touch upon some of those ramifications far greater analysis at the school and macro level by many more in the years ahead will be needed.
What however is clear is that all associated with schools, but particularly the teachers and heads, need to better understand the global phenomenon. They need to understand the key features, the trends, how the teaching and school have already been transformed, the shift to more tightly coupled digitally based ecosystems, able to adjudge the impact of the transition on the desired schooling, and how they might best assist shape the natural, inexorable transition to advantage.
Serendipitously the COVID pandemic, in its stress testing of every facet of schooling, has alerted societies worldwide to the transition that has occurred since the 90s, and affirmed the world has reached the point where for the first time in human history schooling can be provided remotely, in a fully networked mode and not just within a physical place.
In the space of 25 years near all the developed world’s, and increasingly the developing and undeveloped world’s classrooms, K-12 have transitioned from being telecommunications deserts to being networked. Schools have transitioned from a few, highly guarded, 56K phone lines, with none in the classrooms to near all teachers and classrooms having ready connectivity to high speed, multiple media, broadband networks.
In the early 90s a head had several weeks to contemplate the reply to be posted to the office. Near all communication, and virtually every aspect of teaching was paper based, handwriting was all important, books were dominant, the photocopiers daily consumed reams, and the control of the mail stamps and long distance phone calls was paramount.
Schools, three quarters of a century on from their standardisation around 1920, were still insular, largely stand-alone, loosely coupled (Weick, 1976) organisations that operated behind closed doors, replicating year in and year out, what Tyack and Cuban (1995) termed as the ‘grammar of schooling’.
The basic grammar of schooling, like the shape of classrooms, has remained remarkably stable over the decades. Little has changed in the ways schools divide time and space, classify students and allocate them to classrooms, splinter knowledge into ‘subjects’ and award grades and ‘credits’ as evidence of learning (Tyack and Cuban, 1995, p85).
……Established institutional forms come to be understood by educators, student and the public as necessary features of ‘real’ school. They become fixed in place by everyday custom in schools and by outside forces, by legal mandates and cultural beliefs, until they are barely noticed. They become just the way schools are (Tyack and Cuban, 1995, p86).
Schools were viewed as places of constancy, continuity and sameness.
Serendipitously as much the same time as Tyack and Cuban their observation schools, usually unheralded, began to be networked, initially internally within the administration, library and a few computer labs, and then also externally via a series of ever larger connections to the Internet.
In historic terms the transition to a more networked mode has been rapid, starting slowly in the 1990s, gathering pace in the 2000s, and accelerating evermore since 2010.
As seemingly recent as early 2010 the world and its schools could not have handled the pandemic like it did but 10 years later. The iPad revolution had yet to be launched, apps were unheard of by most, the broadband connectivity was lacking, and the primary school age cohort had yet to grow its digital mindset and competencies.
By early 2020 they had. 90% plus of digitally connected families across the developed world had the digital mindset, infrastructure, competencies, broadband connectivity and vitally the desire to collaborate with their schools in a fully networked mode and to support their children. Indeed, few questioned the ability of Year 2 children to participate in Zoom lessons. It was part of the new normal.
Critically near all teachers, mostly of their volition, had also grown their digital mindset, competencies, home infrastructure and connectivity to a level where they could teach remotely from home.
On reflection it has been the networking technology, the connectivity and the facility for ever greater, inexpensive social networking that has been the game changer – far more so than the digital devices.
Significantly history has affirmed the transition to the more networked mode has been in the main a natural evolutionary development. It is on trend not only to increasingly impact every facet of society, learning and the operation of most every organisation, but should also oblige all organisations, including schools to rethink their workings, the desired human resources, their fit for purpose and the aptness of their planning in an environment that necessitates they accommodate both the planned and unplanned developments.
For schools and education authorities still wedded to the belief that all change can and must controlled, planned and measured, natural, often seemingly chaotic evolution and transformation could be a significant challenge. Many could struggle to reconcile the reality that one of the most significant and transformative changes in the history of schooling has been, and continues to be, unplanned, and that they not only failed to see the change but, in their planning, failed to accommodate the phenomenon.
In the accelerating digital disruption of the world there will in the adaption to the new continue to be the plusses and minuses, and inevitable tensions as people grapple with what of the old to retain, and what to let go, with some gaining power at the expense of others.
That will be true of near all schools.
Schools, like every other organisation, can at best shape the global transition to a more networked mode to advantage, optimising the benefits, remediating the disbenefits, while continually adapting their workings to provide the desired education.
They cannot stop the transition.
Society will expect schools as public institutions to adapt and accommodate the new normal.
Approached astutely, with a clearly understood purpose, understanding the nature of the transition, the forces at play and being willing to factor in both the planned and unplanned individual schools globally have demonstrated they can not only adapt but thrive.
Neither this or the future posts will attempt to rationalise the world’s, or schooling’s transition to a more networked mode, or to discuss the pros and cons.
It is pointless.
Rather the focus will be on working with the reality.
One of the realities is how readily all manner of societies have adapted their ways to the accelerating, all-pervasive, digital evolution and transformation, and embrace, invariably unconsciously, the evolving new normals. Invariably it is only when one stops and reflects does the ease of much of the adaption to the emerging digital technologies and increasingly powerful digital ecosystems, and the willingness to abandon the old ways become apparent. Few comment on the normality in 2021 of near all elders using their smartphones and QR codes, but it is an immense social transformation that barely rates a comment.
Parents, students, the media and government all speak in the COVID world of returning schools to ‘normal’. In reality most are likely talking about a return to site based, face to face schooling. A related reality is that post COVID most will unwittingly expect a ‘new normal’; a schooling that incorporates many of the plusses that emerged during the fully networked mode. Video conferencing in some form for example has likely already become a normal part of everyday schooling.
In reflecting on the transition and the evolving ‘new normal’ one will soon appreciate that the expectation will be that they are accommodated by the schools.
Their accommodation – or more likely the refusal to do so – has already created tensions, and will continue to do so, probably at an ever higher level as the transition accelerates.
Think for a moment on the transition that has occurred in your school in the last couple of decades, the transformation that has taken place in near every facet of your school’s workings, and the issues raised and tensions generated as some staff sought to retain the ways of the past, while others wanted to take advantage of new opportunities.
In reflecting consider the myriad of issues and options that accompany the development.
There is much to be gained by analysing the transition within all facets of your school’s workings in the last 20 years.
How that might best be done will be addressed in the next post.
What however will be immediately apparent will be the
- magnitude of the transition
- shift from a paper based operation to one that is ever more digital and networked
- ever greater use of networked teaching
- shift to a more tightly coupled organisation
- movement from a highly insular to more networked learning environment
- inexorable, often unplanned nature of the phenomenon and the strength of the megatrends
- importance of readying the staff and school to thrive within the significantly different teaching environment.
What should also be apparent has been the profound impact COVID has had in accelerating the transition to the more networked mode.
Tyack, D and Cuban, L (1995). Tinkering Toward Utopia. Cambridge. Massachusetts. Harvard University Press.
Weick, K (1976) ‘Educational organisations as loosely coupled systems’. Administrative Science Quarterly 21 1976