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Dan Brown’s video (below) presents the best rationale for educational reform I’ve seen, and like any provocative cry for revolution, it raises more questions than it answers.

Even if we all agree that the U.S. educational system needs an overhaul, HOW do we go about it?  We don’t agree on the best fix or have a clue about how to proceed. All we know is what we have right now isn’t working. So we bite our lips and desperation grows, and sometimes we commit drastic acts to sweep the problem around enough to appear progressive — such as firing an entire high school staff of teachers — but we really don’t have a plan to replace the current one.

Meanwhile, videos like this and blogs by passionate advocates of reform continue to stir an uneasy feeling that all is not well with the status quo.

You know what? This uneasiness is a good thing. All changes start with an uncomfortable feeling that something isn’t right. I have faith that “the plan” will come in time, but first we need to bring people into the think tank. We need to recruit reformers. At least we can serve as rabble-rousers to point out some of the pedagogical reasons old-style education is failing our modern kids.

So let’s spread the discomfort! Share this video with people who need to hear it, the ones who have the power to change the system: administrators, politicians, school boards.  For those of us in the trenches, Dan Brown is singing to the choir. Most of us have been hoping for systemic change our whole career.

“Any educational institution based solely on providing students with facts is not preparing students for the real world.”   - Dan Brown

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on February 25th, 2010 by Sharon Elin
Filed under: Uncategorized | 4 Comments »

I watched a 1930’s-40’s video yesterday showing a Grandpa grumbling about rotary dial phones.  Seems they were coming to town whether he wanted them or not — and he did not!  What fascinated me about this video (other than the curious retrospective back in time) was how methodically and deliberately Western Electric phone company introduced the rotary dial phone in order to assuage Grandpa’s and other citizens’ technophobic resistance.

To its credit, in spite of its monopoly over all telephone operations of the day, Western Electric approached its customers in a reassuring way that helped them embrace the changes. While I recognize and disapprove of the underlying “Big Brother” tone in the company’s attitude, I saw its focus on the customers as an important lesson for those of us who train educators about using technology in new ways in the classroom.

In a minute, I’m going to share clips from the video to illustrate my point, but first, the moral of my story:

Too often, we focus on the tools and forget the audience. We should, instead, direct our attention to the humans in the room.

When we conduct training sessions and begin to sense near-mutiny at worst or mild disinterest at best, it helps to understand what’s happening to the participants’ emotions. Resistance to change paralyzes people when it comes to progress. That fear of stepping outside our comfort zone is instinctive and involuntary, a type of intellectual survival mode.

It may help to remember that reluctance to learn new information is an automatic defense, not a deliberate rejection of the topic or us. I’ve found that if I can reduce session participants’ fear, they often end up agreeing that the technology is worth learning, and some of them are even hooked to explore further on their own.

So what can we do to help clear that hurdle of fear?

First, we can take advantage of Nature’s own antidote to fear — curiosity — that conflicting, prickling feeling that motivates us to venture out beyond our safety zone.  Like an intellectual itch that must be scratched, curiosity compels us to wonder, and if it’s powerful enough, it pushes us to explore.

What should we do to evoke curiosity? Before training sessions, provide a multitude of demonstrations and examples of the technology in actual use, without expecting any participation at first. Advertise! Use teachers who are already using the technology as models and inspirational examples. If possible, employ students to show the interactive elements of the technology and what they like about it. When teachers get curious about what students and colleagues are doing, they open their minds. When they are forced or pushed, they shut down.

Second, we can take steps to alleviate new learners’ doubts and address their concerns, rather than barrel ahead with the “how to’s” and the dog and pony grandstanding.  We want to reach the learner, not show off the tools — but too often, we focus on the tools and forget the audience. We should, instead, direct our attention to the humans in the room.

Third, we should refrain from feeling or acting superior to those who don’t know what we know or don’t do what we do. It would be wrong for us to feel judgmental toward anyone reacting resistant — they are working through their feelings. Sometimes, they legitimately disagree with us and believe the technology doesn’t fit their needs, and they have that right! Don’t push them. In most other cases, however, resistant teachers or administrators simply are unsure, and they process their feelings by remaining silent or detached or by discussing their concerns with their peers (usually out loud during a training session!). Don’t shush them. Their grumbling is just one of the steps of moving toward change.

Expect fear and resistance to change. And by the way, defensiveness is a good sign.

Watch as Grandpa learns that change is imminent — rotary dials phones are coming to town. He doesn’t like the idea one bit. His first reaction? Berate and blame the modern world. (Sound familiar?)

In the next scene, we can see a subtle yet important change of heart. When Grandpa’s friend shows less fear about the change than he expects, Grandpa’s complaint changes from ranting outrage to a defensive argument that he is not “old-fashioned.” The tide is turning. The object of Grandpa’s attention now has switched from the unwelcome technology to his own ability to face it. Defensiveness — although frustrating on a trainer’s end — is a first step toward accepting the change. If we can find ways to encourage learners to maintain confidence during uncertainty, we will help them past some of the most crucial barriers to progress.

Show the preparation. Describe the infrastructure supporting the change.

Now that Grandpa’s curiosity is aroused, his fears are addressed directly when Western Electric meets with customers to explain the technology and how the company prepared for the changes. The company spokesman describes the careful steps taken to ensure a well-planned process. Likewise, we should also take the time to explain the rationale for the technology we introduce, as well as reassure teachers and administrators that the groundwork, resources, and support systems have been well thought out and merit their trust.

Describe what’s going on behind the scenes and what happens next.

Going beyond the explanations about planning and preparation, Western Electric also shared with customers its plans for the actual transition to the new technology — what it would look like “on the back end.” Even though customers would not be a part of these behind-the-scenes activities, they were informed enough to know “the man behind the curtain.” No magic — just manpower. This is a powerfully effective leveler that helps new learners realize that they and you are on the same team, even if you have different roles in the project.

Always provide the human touch. Always, always, always!

Change feels impersonal and mighty cold when you’re asked to embrace an idea that isn’t yours. Along with the initial uncertainty about knowing what to do in a new situation, the unpleasant feeling of being abandoned in new territory can be extremely unsettling. Watch how Western Electric provided reassurance that even though change was taking place, the human factor was not being eliminated. There would still be a voice to talk to, humans to reach out to, someone who would help them. In the same way, when we train new learners, we should always make it clear that we are only a call or an email away. We should check back with them later to follow up, and remain available to rescue them, cheer them on, and stand by them. Along with the other steps taken to reassure new learners, maintaining the “human touch” is, in my opinion, the most crucial element of any training and support.

Lessons from Grandpa:

• Resistance to change is instinctive.
• Defensiveness is a first step toward progress.
• Patience and respect = allowing new learners to struggle and standing by them while they do.
• Learners are comforted by hearing rationale for change.
• Learners feel more like part of a team when they hear what trainers and technicians do behind the scenes to prepare for change.
• The human touch is absolutely essential for progress.

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on February 5th, 2010 by Sharon Elin
Filed under: Uncategorized | 1 Comment »

The POD’s Are Coming

Not only does this slideshow offer highly important points about opening our minds to new technology in education, but Dave Truss, author of the Pair-a-dimes For Your Thoughts blog, knows the secrets of polishing his visual material so it captures his audience’s imagination along with its intellect. This is a perfect example of ditching the tired, boring, bulleted PowerPoint. Instead, he uses engaging images that bring the text to life.

His message may seem radical to some teachers who are resistant to new technology such as handhelds and cellphones, but his approach is so provocative and convincing that I can’t imagine audiences refusing to entertain his ideas, at least long enough to peek into the possibilities while going along for the ride.

Share it with teachers and administrators near you!

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on July 31st, 2009 by Sharon Elin
Filed under: Uncategorized | 2 Comments »

As educators, we are all leaders.

Our students look up to us, the public entrusts us to guide their children, and our colleagues depend on us for mutual support.  We make decisions continually that affect our students’ futures and, by our actions and our attitudes, we contribute to a school’s professional, social, and emotional climate. So whether or not we manage employees and make policy decisions, we lead.

We are not drones who simply perform duties as directed by “official leaders” above us. We have a responsibility, therefore, to claim our position as part of the leadership team that officially presides in our districts. We need to think about how we lead and commit ourselves to improvement.

In Dangerously Irrelevant, Scott McLeod challenges bloggers to post their views on leadership every July 12. I highly recommend reading some if not all of these posts — they offer wisdom, observant perspectives, and unique insight, not just for leaders or potential leaders, but for the rest of us, as well.

After reading many of the inspiring responses, such as those written by Kelly Hines, Pam Shoemaker, and Richard Byrne, I can only add my small voice in the like-minded chorus. Some of the posts, such as Jon Becker’s, speak eloquently about systemic changes in education from a wider view (government mandates and interdepartmental struggles within districts); others focus in on the school level.

Each person’s blog post ignites a new spark in the communal fire — we are all impassioned educators who want to spread our love of learning, but we are all aware that burn-out is rampant, and some leaders who hold decision-making positions unknowingly snuff out the brightest flames.

What will it take for the education system to adjust its views of leadership to include all the voices — from the teachers, the students, the teachers’ aides — and not just the administrators and school board office personnel and state or federal politicians? There are several fundamental paradigm shifts that must take place, at all levels, among district leaders, administrators, and teachers. Our beliefs about leadership must change.

Leadership is more than “authority.”

The stereotypical ineffective vice principal swaggers in the halls with too many keys on his belt, boasting that his disciplinary policy is feared and students (and teachers) bend to his will. Hopefully, this is a caricature that most of us see as ludicrous and outdated. As soon as administrators or teachers view themselves as “in control” of others — students or whomever — leadership has been diluted and demeaned by a toxic sense of power. Such a mindset is management, not leadership, and it is not only ineffective, but counterproductive. It leads to an authoritative climate that promotes either bland compliance or rebellious resistance — neither of which fosters a love of learning or a fondness for education. Teachers should beware that their position as a leader of a class of students can also become similarly corrupted and misguided.

Leadership is learned — and earned — from the trenches

In a March 2009 post, I listed 5 changes I would make to improve our educational system. The first two of those, quoted here, directly relate to educational leadership.

“A powerful leader should be able to perform any job his or her followers are asked to do, and furthermore, should be able to do it better than they can. No mediocre teacher should be allowed to rise to the ranks of school leadership. I’ve known countless exemplary administrators who are exceptional, but some administrators are, sadly, not particularly dynamic teachers themselves. In fact, often they are individuals who disliked teaching and wanted to get out of the classroom and/or were lured by higher salaries; they never experienced any true ‘calling’ to teach.

“As instructional leaders, administrators should be able to pass their passion on to their faculty. They should be able to mentor teachers, model techniques, and identify weaknesses and strengths in their teaching staff. Their first love — their calling, their passion — should be the students and the educational process, above all, not their own career advancement.

“Likewise, local school boards should include more than one token educator among its members. Education is unique and specialized, and the people who govern the districts should include the experienced perspective of seasoned educators. We can’t keep trying to run school districts like businesses or like political legislative bodies, in which the status quo is preserved at any cost and the newest members strive to make the community comfortable while ignoring the realities of the school system and the gritty, nuts-and-bolts needs of the teachers.”

Leadership doesn’t isolate itself.

The second change I suggested in my March post was this one:

“Beware the ivory tower syndrome! Both school board members and administrators should venture out of their offices to interact with teachers and students in the halls and in the classrooms. Otherwise, they fall out of touch with the reality of their constituents’ world. Such distance isolates them, making them less likely to build a trusting relationship that would allow a natural dialogue between school leaders and classroom teachers.”

Leadership goes both ways.

But here’s a twist: Teachers and students need to reverse that advice and talk more to the administrators and school board members! Why not reach out and “walk a mile in their shoes,” listen to the challenges and pressures they face, and form a common bond of commiseration? Find and read principals’ and superintendents’ blogs, such as Michael Smith’s PrincipalsPage; friend them on twitter. Knock on their doors. Invite them to your classrooms. We are all out here together, with the same aim: we want to educate students to help them seize the future. Too often, we forget that we’re committed to the same goals.

If we can blend the dividing line between administrators and the “troops” in the classrooms, and between the school board members, district personnel, and school administrators, we can begin to communicate with each other rather than fight a war of “us vs. them.”

We are the “imbedded leaders,” out in the trenches, in the classrooms, the ones who see most of the action. Like imbedded reporters for the media who live with troops in battle, we are close to the action and can best report what we see and what is needed — and we have a first-person point of view about what can be done to improve the chances of success.

Once we step over those lines in the sand, we can forge a common bond of leadership to get our messages across. Granted, there will always be positions of power “above us” that set policy and make rules that we must uphold, but as leaders ourselves — in our own spheres of influence — we can affect change and improve the status quo, and by doing so, earn the right to suggest innovative, constructive steps toward the progress we want to see.

Photo “I Live In the Walls” from http://www.mentalfloss.com/blogs/archives/28071

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on July 12th, 2009 by Sharon Elin
Filed under: Uncategorized | 3 Comments »

We’ve run out of room in our schools for the clunky technology of yesterday, both figuratively and literally. We need to get rid of the old equipment, along with the old mindsets, instructional methods, and philosophies that keep us pinned in the past. But change is exploding all around us at speeds and in directions that are impossible to keep up with.

We need tour guides.

In American education, we call them instructional technology integrators, technologists, ITRTS (Instructional Technology Resource Teachers), or a variety of other terms. These specialized tour guides must be multifaceted and able to stand on either side of the fence: above all, they should be experienced, recognized master teachers (not IT personnel) in order to understand the pedagogy and learning theory required to meet curriculum objectives; yet, at the same time, they should be technologically savvy enough to seamlessly incorporate the complexities of technology into an educational setting.

Finding such a blended combination of expertise is more challenging than one might think. A few years ago, teachers grew or stepped into those roles through their own experience with (and love for) technology. Those were days when technology still maintained a relatively low-key presence. Computers were new, the internet was Web 1.0 and schools still were limited in their connectivity.

In the last few years, however, innovation has fueled itself into a rocketing explosion of inventions, improvements, and emerging technologies, changing so fast that we can barely keep up enough to even know what’s out there and what it can do. Visit a website that reports on and reviews new technologies and one must scroll endlessly to view a complete list — updated daily — of new gadgets and tools. (Check out Wired’s Gadget Lab or Endgadget, for example.) On the internet, Web 2.0 sites have multiplied at a dizzying pace, opening an unexplored universe of interactive, collaborative web workspaces in which students and teachers can create, share, and comment on each other’s ideas, not just with each other, but globally with others around the world.

It is no wonder that many school districts are paralyzed in their technological advancement. And it’s not surprising that many teachers and administrators are overwhelmed.

Districts often blame their sluggish progress on budgetary constraints — and this is undoubtedly a sad reality in our crunched economy — but I suspect technological ignorance, naivete, and culture shock are also tying districts down and they aren’t even aware of it.

Because of the complexity and ubiquitous nature of emerging technology, instructional technology integration now has become a specialized field. University graduate-level masters programs offer instructional technology degrees and certification programs from which candidates (usually in-service, experienced teachers) gain many hours of focused training and immersion in both pedagogy and technological skills.

Who’s hiring?

Even though there are experts to call on, there are still many districts holding out, believing they can do without the experienced help of technology integrators. Some have laid off or repositioned the ones they had (I am a recent example; my position as an instructional technology integrator was eliminated due to budget cuts this past year). Other districts are still at ground zero, having never initiated an instructional technology position at all. School districts either do not recognize the importance of technology integration, or they expect teachers to learn the technological applications on their own without support.

But on their own, the best teachers can’t possibly do a thorough or excellent job teaching and keep up with technological advances. This is not meant as an insult to the abilities of teachers to handle the complexities or additional demands; rather, it is an affirmation of their professional commitment to their career. Teaching — for those of you who are blissfully unaware — is an overwhelmingly demanding lifestyle that requires at least 50-60 hours a week when schools are in session to do well. To expect teachers also to keep up with emerging technologies is asking for superhuman accomplishment and sacrifices to other aspects of the teaching arena.

Who’s buying?

When school systems spend hundreds of thousands of dollars buying upgraded technology equipment, relying on IT personnel to make the purchasing decisions seem counterproductive. Of course the technology engineers and network specialists should weigh in heavily on these decisions because they understand the infrastructure, the technical specifications, and the security issues inherent in a district’s equipment purchase. But balancing the purchasing power by including instructional technology personnel in the decision-making would help keep the focus where it belongs: on education and learning. (Case in point: please stop buying short little ethernet cords for classrooms with only one or two network drops on distant walls.)

Combining instructional and technology personnel in buying committees would also require these two often-divided camps to communicate and exchange ideas. Unfortunately, this is a novel idea in many districts, in which the cliche fits: “The left hand doesn’t know what the right hand is doing.”

Move out of the graveyard

The secret to managing change and staying grounded in the midst of evolution lies in having the luxury of time to adjust to the newness and having time to reconcile old mindsets and habits with new ways of thinking and new approaches. At today’s pace of change and innovation, school systems need “tour guides” to help with this process. It’s all coming too fast to sort out and sift through. Gone are the manageable days of slow progress: In the past, the pace of change was easier to tolerate. The evolution of multimedia tools in the classroom, for example, moved at a slow-walk pace from slide projectors to filmstrips to 16 millimeter movies to TVs with VCR players to DVD players and then to LCD projectors.

But today’s pace has accelerated to a supersonic whiplash flash. Teachers and administrators — and students — need the support and guidance of instructional technology integrators as experts who can research new technologies, suggest and model ways to use them in the instructional process, and weed out the junk, fluff, and trivial toys from the serious tools that encourage critical thinking.

This blog expresses the personal opinions of the author and is not affiliated
with nor representative of any company, employer, or other entity.
Posted on July 3rd, 2009 by Sharon Elin
Filed under: Uncategorized | 13 Comments »