Are Our Screens and Devices Harming the Very Students We Serve? Perhaps, Here's a Book to Spark Critical Thinking about Device Addiction in Schools

 In order to Disrupt the passive, uncritical acceptance of all things technological into schools, I recommend that school leaders and all educators add Jared Coooney Horvath's "The Digital Delusion: How Classroom Technology Harms Our Kids' Learning—And How to Help Them Thrive Again" to their reading list.

It really isn't about "banning all screens" in schools; it's about not allowing devices and tech determine what happens in our classrooms and with our students.

Horvath rightfully captures how we as educators have been complicit in turning the control of education over to companies who have made big promises that have not panned out. In fact, the evidence is growing, despite dismissal by the tech evangelical movement, that there is some actual harm caused by this proliferation of technologies.

Don't forget, the smartphone and its apps, especially social media apps, are designed to be addictive and to "capture eyeballs" and we have invited these into our classrooms with open arms. 

Horvath is correct in his whole premise that we need to wrestle back control of our education system, our schools, our classrooms, and our instruction from devices.

It doesn't mean a complete ban; it means removing tech from its central pedestal on which we have placed it.

I could see using this book as a faculty-wide read with some powerful and lively discussions on the rightful place of technologies in our schools and in our lives.

Horvath even offers many hands-on ideas to implement a EdTech Detoxification Process in schools or even in our lives as parents.

If we are going to foster critical examination of EdTech and the constant flow of gadgets from Silicon Valley this book is a good place to start.

Losing the Smartphone: You Can Choose Who's In Control, You or That Infernal Device of Intrusion and Behavior Modification

Today, I got into the car and on the way to pick up a take-out order, I discovered I had left behind my cell phone. I was reminded of this fact when I looked at the center console screen and it read: "No cell phone found." There was instant, organic feeling of panic for just a moment accompanied by the thought, "Oh no! I've forgotten my phone!"

This discovery and these thoughts were immediately followed by "So what!" and  I began to realize that forgetting it was not a bad thing. Actually, it was a good thing. I had left behind my 21st century intrusion and life modification device, and all was going to be just fine. Why did I react with these notions and the reaction of "Oh No!"?

It was in these moments and all moments like them, I am reminded of just how successful Silicon Valley and the Techno-Optimists have been able to market and condition all of us with the notion that "We must be connected at all times, 24 hours a day."

I was additionally reminded of another equally important fact: "I control my life. I can choose to leave my technological-intrusion device when I CHOOSE to do so. It is not a blasphemous act. It is not an act of the Luddite. The world and my world is not going to end. Despite the techno-optimist babble and blather, I am not irrelevant nor left behind without that infernal mechanism of beeping, chirping, and ringing.

Perhaps, without that thing connecting me to the intruding world outside and beyond my immediate one, I am perhaps at that moment closer to just being and living than ever. 

I have to add a final technological note of disclosure...I have have already turned off all notifications on my cell phone. This has been liberating and has no negative effect on my work or life. I am in charge of my device. I check my messages, email, and even the news when I CHOOSE. What's more, I've learned that this works fine. Rarely do any of these intruders of my life and my thoughts require immediate attention despite what the techno-optimists and marketers say.

Questioning Whether to Adopt and Adapt to Tech Including AI: It Is Still a Choice

Photo by Author: Blueridge Afternoon Blooms

The idea that a technology is inevitable so we might as well accept it and adapt to is an unquestioned norm our our current society. When a new invention comes along--the desktop PC, the smartphone, social media, and now artificial intelligence--we are told that it is inevitable; that it is fruitless to resist. We should just acquiesce, adopt, and adapt to that technology-machine. To not do so is to be a Luddite. To not accept and adapt will somehow put you "behind." But is this the case? What if we question this so-called "doctrine of technological inevitability" used to promote these gadgets?

The idea of "technological inevitability" is largely unquestioned in our tech-worshipping world. As new gadgets come and go, consumers race in circles to keep up. But is this idea of inevitability reality, or is it a tactic of manipulative-marketing? Nichols Fox, in her book, Against the Machine, poses a question that gets to the heart of this inevitability doctrine:

"People must, in other words, adapt to the machine. The idea that it should be the other way around--that machines should adapt to humans--seems not to have occurred to anyone. And yet it would seem obvious. Who, after all, is in control here?"

This a clear statement that pierces through the inevitability doctrine of tech integration. We were told when PCs, social media, smartphones, (you insert whatever tech gadget you wish here)..."you have no choice but to use and adapt your lives around these devices." Now, AI is the latest and the inevitability doctrine of tech integration is again being invoked. But, Fox's question reminds us that I-you-we are still in control here.

The notion and question of who is in control at the advent of a new technology is immediately hijacked bu a promo-marketing assemblage of tech-inventors, entrepreneurs, consultants, salespersons, all who stand to gain a bundle and even establish their professional identities on getting more and more people to acquiesce, adopt, and adapt to this new technology. Their doctrine of technological inevitability immediately says, "You can't control this...you can't resist, so you might as well let this technology into your life as it is." These tech-promo-optimists frame the entire argument around the "get-on-board-or-be-behind-or-be-irrelevant" argument. It is their old promo-rhetorical tactic used over and over again. But it is wrong and manipulative. I-you-we are still in control. We can still choose which technologies we allow into our lives; we can choose how we use those technologies, and if they do not work for us, we can choose not to use them. We must see through the manipulative application of the inevitability doctrine of tech integration and adoption.

Our lives will certainly not end, and we will not be destined to a life of inefficiency and unproductivity if we choose not to adopt or adapt to the latest offering by Tech. The opposite could also be true that the adoption and adaption of our Tech will help us be more efficient and productive. The point, however, is, we can and should choose for ourselves if, how, and when we allow the shining baubles of tech to enter our lives. We need to take control of these instead of being controlled by these machines. 

We also need to see through the manipulative marketing of tech-peddlers, consultants, and prophets of prosperity and discover for ourselves the role technologies play in our lives and work.

I-you-we still have the power of choice. We can demand that the technologies adapt to us, and if they do not, it is not a sin to say "No thanks."

Oh No! AI Has Arrived in Education: Educators' Misplaced Faith in Technology Again

 "...Thoreau questioned our faith in technology. First and foremost, the lives of workers in Thoreau's time, as in ours, were often forced to conform to a mechanical process, not an organic one. Machine work meant machinelike lives." John Kaag & Jonathan Van Belle, Henry at Work: Thoreau on Making a Living

Educators seem to have an "unending faith" that the gods of Silicon Valley are going to deliver to them the one magical device-tool-software-hardware that will deliver achievement results for students. As a teacher in mid-1995, I remember that the Internet was the educational promise land, where our students have at their fingertips all knowledge and learning. We opened the cyber doorways wide and brought forth this new digital world, only to discover that it had its less-than-desirable places and people. There was then a scramble to try control access through new devices and new software, clearly a boon for the tech industry but an added expense in the education budget. No one seemed to question the faith in technology.

Over the years of my career as an educator, new technologies have been invented and peddled to the schools, and in the mid 2000s, the tech industry successfully convinced the entire educational institutional establishment that schools needed to invest even more in technology in order to "stay relevant" as they called it. For example, school leaders were told to get a Twitter-Facebook account in order to connect and be a part of the twenty-first century. I even bought that blather myself. Then, through the mid-2010s, social media began to fail in its promise to "connect others" by dividing us more than ever, spewing so much misinformation, so that today, we are so polarized we might never be able to unite as a country. Somehow calling Twitter "X" seems appropriate now, for it and Facebook have been left to continue poisoning discourse and people's minds.

Next came the "one-to-one" efforts to get a "device in the hands of every student." I again bought that story from Silicon Valley as well. If students only have a device then they will be able to learn. We're about ten years into that with little to show for it. Those who were learning are still learning, and those who struggled are still struggling. It would seem that it is not the technology that matters.

Perhaps the whole problem with our 21st century education is that we have this misplaced faith in technology. I am not writing some Kaczynski diatribe here where all technology is evil, but I see this faith alive again with all the professional development and books talking about the promise of Artificial Intelligence or AI. The educational tech gurus and consultants have been converted and are proclaiming the "Promise of AI" in bringing about student learning. No seems to be questioning this faith in another technology.

John Kaag and Jonathan Van Belle (2023),  point out that in writer Henry David Thoreau's time, the faith in technology was equally strong. But Thoreau was not as enthralled, because the "machines of the time" required workers to "conform to mechanical processes." Work lost its organic quality and workers engaged in "machinelike lives." Maybe that's the issue with all this tech in our classrooms...learning is no longer an organic process of growth, but a machinelike process that students are subjected to. Teaching and learning have become work that is machinelike making the lives of both students and teachers lifeless and mechanical.

Kaag and Van Belle (2023) write:

"When we idealize the mechanical, it often comes at the cost of dehumanizing workers; laborers have 'no time to be anything but a machine ,' Thoreau complains. There is no time, no energy, no strength left to reflect on higher goals and act meaningfully toward them." (p. 61)

As educators, why we continue to idolize technology disturbs me. It has failed in its promises time and again. What's worse, I think it has in some ways "dehumanized" and continues to "dehumanize" both teaching and learning. Teachers are expected to "produce results" like machines. Students are expected to "produce test scores" like machines. No one has the time to engage in "reflection on the higher goals of life" and act in a "meaningful manner" to obtain them. There is no longer any time to learn about those higher things in the universe that matter a great deal more.

Kaag, John & Van Belle, Jonathan (2023), Henry at Work: Thoreau on Making a Living. Princeton University Press: Princeton, NJ.

The Educational Technology Cult Is Alive and Well in the 21st Century

Does anyone else notice how "cult-like" ed tech leaders and supporters can be? They constantly proclaim salvation by technology for every educational ailment that we face. Yet, we've been on this "ed-tech binge" since perhaps the mid-1990s with very little to show for it. Why? Perhaps it boils down to a simple fact: whether students learn or not simply depends on the quality of the instructional interactions that teacher has with students during the given instructional time.

Too often, educators have made of "cult of technology" and as social media researcher Siva Vaidhyanathan writes:

"When we make a cult of technology and welcome its immediate rewards and conveniences into our lives without consideration of the long-term costs, we make fools of ourselves."

Too often, educators uncritically accept the latest tech evangelist's word regarding the promise of technology. When some other educator comes proclaiming how much this web app changed their lives, their word is uncritically accepted as gospel. I myself have been guilty of that too. The truth is, educational leaders placing their trust in salvation by technology will ultimately be sorely disappointed. We've been traveling that road for over 20 years and there really hasn't been very much substantial change in education.

Educational technology has become a bit cult-like in some ways. Those pushing technology talk a great deal about relevance in teaching and push tech solutions like that is the only way we can make instruction relevant to students. The truth is, no one really knows what will be relevant in the future, and anyone who claims that they do suffers from a level of arrogance and delusion that is dangerous.

It is imperative that we demand those making claims about technology, and any other educational panacea, provide support for their claims. We need not accept what they say as truth just because they are skillful TED talkers or excellent at providing keynotes.  We need to subject any and all claims to a level of critical scrutiny that unmasks blather for what it is. 

Vaidhyanathan, S. (2018). Anti-social media: How Facebook disconnects us and undermines democracy. Oxford University Press: New York, NY.

Pearson PowerSchool Disasters in NC and Tech Lessons to Be Learned From It

I have always fundamentally understood that when it comes to implementation of new innovations, whether technological, instructional or organizational, it is a cardinal rule to “Not implement too much at once!” I’ve heard that mantra during my whole career as an educator, and even as a classroom teacher we have been cautioned not to try to change too much too fast. In school leadership, they tell you the same thing. Trying to implement too much, too fast, usually results in nothing being implemented well or at all.

It’s too bad the state of North Carolina recently forgot this important wisdom when it took on implementing Pearson’s PowerSchool student data system, a new online educator evaluation system called NCEES, or North Carolina Educator Evaluation System, and a new teaching assessment resource system called Schoolnet. Now that we are one-half year in with implementation, all three systems have been been so buggy as to be almost unusable.

About four years ago, Pearson purchased the company that supported North Carolina’s Student data system called NC WISE. Pearson then informed the state that it was shutting down support for NC WISE. Naturally, North Carolina then purchased Pearson’s PowerSchool software to provide the state with a state-wide student data system. In addition, North Carolina won a considerable sum of money from its Race to the Top application, and a portion of this was used to create a “one-stop data portal” for all the data educators need. State education officials called this portal “Home Base.” Through “Home Base,” educators theoretically can access  three programs and all the data they could possibly want. One is PowerSchool which is the state’s student data depository and teacher grade book. Next is the NCEES or the North Carolina Educator Evaluation System, and Schoolnet, which is a source that helps teachers with formative assessments tied to state testing. The idea was that educators would have one portal to access each of these important programs. While all three have been failing to work as intended, PowerSchool seems to have the greatest impact on school operations and on kids and it has caused one problem after another.

Now, it’s January, and there are still enormous issues with the system. In PowerSchool, students’ transcripts aren’t always accurate. Schools can’t access discipline incident features, and sometimes report cards can’t be printed. We can’t even trust attendance data on report cards right now due to issues with software. The list of failures for this program is way too long list in this blog post. The short of it is that there’s a whole lot of educators and staff in this state frustrated with this software and its gazillion bugs. I’m not even sure Pearson, nor the state education department can even repair its image after this fiasco. In addition, PowerSchool is beginning to become the butt of many, many jokes among educators. Say the name, and many times there is a collective groan in the room. When I have to tell a parent that I can’t print them a report card right now because of some technical issue in the program, or I have teachers frustrated repeatedly because they can’t get in to take attendance; that’s a pretty good sign that PowerSchool as a product fails to provide the service it’s supposed to provide.

Tech support is also non-existent or sparse. If you can ever get someone in tech support to answer your email, you usually get the answer, “We’re working on it.” That too is hardly acceptable. Should it not be worked on before it’s used? Would I want my car dealer to tell me as I drove off, “Come in next week and we’ll add the brakes?” If my cell phone service or cable provider were to tell me that for even two or three days, I would be looking to change providers. Perhaps North Carolina needs to do the same. If Pearson can’t deliver a product that streamlines and makes it easier for educators to do their jobs, then maybe we need to find another product.

Now those still trying to salvage this sinking ship will try to tell you that there are always bugs when you try to implement something new. Yes, there are always issues, but what we’re dealing with here is a “Pestilential PowerSchool Swarm of bugs” that should be embarrassing to those who still advocate for this product. When I go to my computer, I shouldn’t feel dread when I realize I have to access Home Base. It should fit my experience as a user seamlessly. But that isn’t how it is with PowerSchool or NCEES or Schoolnet. Instead, when someone calls me wanting a schedule, I am overcome with dread as I click on my PowerSchool shortcut icon. Will it work this time? Will I be able to easily find the information I want? The odds are perhaps 50-50 or 20-50, depending on the time of day, week or month. It might even prove impossible.

In my opinion, North Carolina and Pearson have forgotten some fundamental principles that could have guided their implementation and avoided all the issues we face with Home Base, PowerSchool and NCEES. Here’s some advice, and some lesson principles we might learn from this experience.

1. Limit implementation. Instead of trying to implement 3 new data systems at once,  try one. The problem is we have three new programs and neither of them is working well 6 months into implementation. Why not try to get one implemented and working rather than having three that fail to work properly. You can save a great deal of frustration for everybody by being realistic in your implementation plans. Start small and add, rather then hit everybody with everything at once.

2. Realize that a data system or program can’t possibly do everything. Far as I know, the PowerSchool program as Pearson originally designed might function well. North Carolina has obviously asked for all these updates and revisions to make the system its own. Perhaps it’s time to take a realistic assessment of the software limitations and just realize it can’t do all that we would like it to do. When programs get complicated; things go wrong. Just ask Microsoft or even Apple. Get a program that operates well, then you can have an experimental version operating on the side to try new features and ideas. You can’t sail a ship as you build it!

3. Keep it simple.  Steve Jobs understood this well. When anything---software to TVs----get more and more complicated; then more and more can go wrong and usually does. So what if you can claim your student data system does all these things. But what good is it if it does none of those things well? Simple is good. Keep the user experience simple. Complexity is only good when it’s simple.

4. Always keep the end user in mind. This is just plain common sense. Software manufacturers know this. You can’t sell a product that makes its users miserable. When designing any student data system, you must always keep those using it in mind. Perhaps it would be neat to add the ability to enter disciplinary data into the system. But if doing so makes the user experience more difficult, then table the idea until you can incorporate and reflect on the user experience. Keeping the end user in mind at all times means making sure you know who your users are and what they need to be able to do to successfully operate from day-to-day.

In some ways, North Carolina’s struggles with PowerSchool, NCEES, and Home Base is symptomatic of a greater problem we have in education. In our zeal to make things better, we sometimes make things worse. Also, instead of letting what we do as educators----teaching and learning---drive how we design what we do, we let the stuff---the technology----drive what we do. Our data systems should not dictate what we do in our schools; they should not even be noticeable. I certainly should not dread using them. There are major issues with these systems. Perhaps its time to start with just the imperatives; what must our data systems do to facilitate the operation of our schools. Then, we build that first and make it work.

5 Ways Schools or Districts Can Immediately Use Technology to Engage in Authentic Learning

"Opportunities brought about by the recent developments of technology have been almost completely missed in education," writes Yong Zhao in, World Class Learners; Educating Creative and Entrepreneurial Students. Take a quick look in schools, and you will see that there are a great deal of "missed opportunities." You are still likely to see students sitting in rows, teachers at the front of the room lecturing, or students flipping pages in a textbook and answering questions at the end of  chapters. This is happening, while across the room sits four or five desktop computers, fully wired to the world. Or, safely tucked away in many of the students' pockets are smartphones with more computing power than the first PCs many of us owned. These missed opportunities exist for lots of reasons. Failure to provide training and support for implementation. Lack of technical support for the devices. Leadership that discourages innovation and experimentation. The list is endless.  Nonetheless, these are missed opportunities for engaging students in authentic, 21st century learning.

What, then, are ways schools and school districts can turn these missed opportunities into the means to engage students in 21st century learning? It simply involves looking at the technologies and using all of their capabilities, not just those that support the ways we've always taught. Here are five ways schools and school districts can immediately use technology to engage their students in 21st century learning.

• Use the technology as a media creation tool. Desktops, laptops, netbooks, and can do so much more than type research papers. While that is certainly a legitimate educational activity, our technological devices will do so much more. Educators and their leaders need to see them as tools to create media products, such as books, artwork, photos, movies, music, web pages, and blog posts. The list for media creation possibilities is limitless. In the end, you can recognize a school that gets it technologically by the media products students are asked to create.
• Use the technology as a communication tool that enlarges your school campus. Instead of using our devices to just email parents and communicate with each other in the building,  we can have students email experts, and engage national and international leaders in conversations that constitute real learning. When it comes to communication, you can recognize a school that gets it technologically by the extent of its use of global connections.
• Use the technology to engage global audiences. Instead of seeing devices as a way for students to publish and share in the classroom, use them to engage students in India, Japan, and Australia as authentic audiences. Use the world as an audience, not just the students in the classroom or the teacher. When it comes to engaging authentic audiences, you can recognize a school that gets it technologically by who their audiences are.
• Use the technology for global collaboration, not just for in-class cooperative learning. Instead of students only partnering with their peers in desks across from them, have them partner with peers in India, Argentina or Germany. Effectively engaging technology means having students work with other students on the other side of the world, rather than just the other side of the room. When it comes to collaboration, you can recognize a school that get its technologically by where the students with whom they are collaborating are located.
• Use the technology to forge partnerships with other educators in other parts of the world. Use the devices to make connections with educators and students in areas of the world that are seeing first hand what you want your students to see and what you want your students to learn. Technology offers the opportunities of global partnerships. When it comes to partnerships, you can recognize when a school that gets it technologically by whether it engages in international partnerships for learning.

One only need look around his or her schools and districts to see if there are missed opportunities for engaging in authentic learning through technology. Are there missed opportunities sitting on tables, resting in students' pockets, or sitting in storage carts? Are students still primarily learning through textbooks and chapter questions? Authentic learning can happen when we engage in learning that capitalizes on the capabilities of our technologies rather than simply using those technologies to enhance what we've always done.

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7 Kinds of Thinking Keeping Your School or District from Transformation

Is your school or district “missing the wave of change” that is propelling many other innovative schools and districts forward? What exactly is it within the DNA and thinking of your educational organization that is causing it to resist efforts to reform, transform, or change? We only need to look to business in recent times to learn what the consequences are for “failing to adapt to the enormous wave of change” that is all around us.

In Out of Our Minds: Learning to Be Creative, Ken Robinson writes:

“Organizations that stand still are likely to be swept aside, and corporate history is littered with the wreckage of companies and whole industries, that have been resistant to change. They become stuck in old habits and missed the wave of change that carried more innovative companies forward.”

Many of our schools are “standing still” and stuck in "old habits" and are in danger of being “swept aside.” It is difficult to believe in an era of reform, but there are still educators, policymakers, and politicians who are “stuck in the old habits” of seeing education “as something done to kids,” and who see children’s learning as a “process of adding value.” Those, who hold tight to this conception of education where children are passive participants in learning, will be standing among the “wreckage” of a public education system that stubbornly held on to past era.

Believe or not, I experienced this “wave of change” at an early age. At only seven or eight years old, I experienced firsthand Ken Robinson’s phenomenon of companies “standing still in a wave of change” way back in the 1970s. My father worked for the trucking industry, which at the time was a way to make a good living. Then, deregulation came along, and many of the trucking companies refused to adapt and cope with the new world they faced, and they went under, one by one. My father worked for a series of successive trucking companies, each folding the tent when they could not longer adapt and cope with rapidly changing transportation industry. Instead of adapting to the change, they tried to ride it out, only to ride into nonexistence.

Fast forward to more recent times and we see the same thing happening again and again with businesses. If you glance back four of five years, the names of companies like Circuit City, Blockbuster, and Borders come to mind. Each of these companies stood still in the face of change and it cost them dearly. More recently, news reports speak about the struggles of Best Buy, a major electronics retailer, who is trying to cope with the rapidly changing retail environment, and who seems guilty of the same kinds of thinking these businesses had. Each of these businesses found themselves in a changing environment and made decisions, based on specific and stagnation-generating kinds of thinking. With the exception of Best Buy at this point, that thinking ended in their demise. They could not adapt.

If you examine your school or district closely, you are likely to find this same self-destructive thinking that is causing your educational organization to “stand still in a wave of change.” If it continues, then you could find yourself standing in the wreckage.

What are these kinds of thinking that are clearly obstacles to adaptation and transformation? Over the years, I have come to see them in very simple terms. Here are the top 7 Kinds of Thinking, or what I might call “Resistors to Change.”

• “We’ve always done it this way thinking.” In public education, I have found this kind of thinking the most common. You can easily run up against this thinking by simply questioning a policy or procedure, or by suggesting a new way of doing something. Immediate replies by the institutional-preservation police are, “You can’t do it that way. We've always done it this way.” Or, more simply, “I like the way we've always done it.” At the heart of our schools and school districts are thousands of these “ways of doing things” that are protected vehemently by others, not because there is anything special about them. These are valued because they are wrongly seen as  not negotiable for change. The best antidote for this kind of thinking? Asking the simple “Why” question. If the answer is, “Because we’ve always done it this way,” then the underlying rationale might be suspect.
• “Head in the sand thinking.” I can’t help but wonder if this was the kind of thinking Blockbuster was guilty of. They had to see streaming video services coming, especially if they were reading anything about industry trends. But just as deadly as ignoring the “waves of change” can be, so can the same head-in-the-sand habit of getting so caught up in “the doing” that you don’t see the change coming. In other words, sometimes organizations are so busy caught up in doing what they do, that they don’t pause and connect to the world around them. In that environment, it is extremely easy to miss the “wave of change” right in front of you. Schools are sometimes notorious for adhering steadfastly to motions they've always carried out, and with change roiling all around them. Each of these businesses certainly had to be guilty of some of that. They did not notice the change until it was too late. That can happen to schools too. Antidote for this kind of thinking? Simply being informed. Having the latest information goes a long way helping education organizations avoid being blindsided by change. But there must be a willingness and courage to act on that information.
• “It’s someone or something else’s fault thinking.” Back in the 1970s, many of those trucking companies complained that is was the government’s fault they had to go out of business, after all politicians brought about deregulation. In more recent times, I am sure there were those at Borders who blamed cheap electronic books and Amazon for their demise, and currently I read  where Best Buy is blaming Amazon for their problem of decreasing sales. Schools, school leaders, and policymakers do the very same thing. It’s the teachers’ unions fault. It’s the politicians’ fault. It’s the parents’ fault. In the interest of honesty and confession, I have been guilty of this thinking myself. Still, there’s no productivity in searching for a boogie man on which to place blame. There’s certainly enough blame to go  around anyway. If you spend all your effort and time trying to find someone or something to blame, you are wasting energy and resources that could be used to adapt and meet solidly the “wave of change” that is upon you. The best antidote for this kind of thinking is perhaps to engage in looking for solutions. That way, there’s no energy to expend on blaming.
• “You have to do it this way because policy says so thinking.” I honestly find this one of the most ridiculous reasons why we defend so much of what we do in education. Educational institutions are notorious for this kind of thinking, and often they do it much more than businesses. Businesses, to exist for any length of time, are most often forced to question what they do, and when they become too entangled in “policy-think” they lose sight of their reason for existence: making money. Then they simply cease to exist. On the other hand, schools do the same kind of thinking too, and they continue to perpetuate it. They get so caught up in “policy-think” they lose sight of their purpose too. This is most evident when decisions are made, clearly not in the best interest of kids. When adhering to a policy is more important than meeting the needs of kids, the school or district has lost sight of its purpose, and it’s reason for existence, and the world will move on without it. Antidote for “policy-think?” Spending some refocusing on why we do what we do, the kids.
• “I’m right and everyone else is wrong thinking.” In our polarized society right now, there is a great deal of this kind of thinking, and it can have a detrimental effect on an organization facing a “wave of change.” There was a time when being “open-minded” was a virtue, and compromise was not a dirty word. Tolerance ruled the day. Now, our polarized “”I’m right thinking” has bled over into our schools too. Polarized debates on topics such as school vouchers, sex education, prayer in schools, and teachers’ unions only serve to widen the divide between people. If someone questions the effectiveness or usefulness of these measures, they are immediately attacked.We can’t have an honest look at policy change without one side or the other cooking the data, which in educational research is all too easy to do. An immense amount of effort is going into establishing the “I’m right and you’re wrong” view, and the waves of change meanwhile are slamming hard into our educational institutions. There is greater interest in proving the other side wrong, than learning the truth of what really does work. What is an antidote for “polarized thinking?” Realizing that there is nothing sacred about being right in the debate, especially when it’s more important to do what’s right for the kids.
• “Protect our turf at all costs thinking.” I have often thought, the only people who have a claim to “turf” in public education should be the kids, and that turf is “What’s in their best interests.” When the “waves of change” started battering the trucking industry in the 1970s, I remember well how trucking company owners held strongly to their turf of wanting wage concessions and benefit reductions to preserve the company. Union trucking company workers held equal ground on these same issues of turf, and in the end, both sides lost. Companies closed, and no one had any turf to battle over any more. Fast forward today, and the recent complaints by Best Buy about Amazon seem to be the same kind of turf battle. Best Buy does not appreciate Amazon’s selling electronics and appliances to undercut their prices, so there was talk about Best Buy refusing to sell Amazon’s Kindle readers. The end result of this turf war would not improve Best Buy’s current situation against the “wave of change” that is upon them. There is just too much money to be made in electronics and appliances. Protect the turf at all costs thinking in both these cases results in both sides losing. Amazon loses satisfying customers who want to go purchase an e-reader locally. Best Buy loses that customer who came to their store to purposefully buy an ereader. In education, protect-our-turf-at-all-costs thinking is happening on multiple levels. It is most insidious at the local level, where individuals fight hard to preserve what exists because it is their turf, and they’re not giving it up. Antidote for “turf-protecting thinking is simple. Keep your eyes focused on the real reason why we do what we do, the kids. Recognize that we share a common purpose.
• “Change for Change’s Sake thinking.” With everyone yelling about the need to reform our education system, this is perhaps one of the most increasingly common forms of thinking that keeps a school or district from moving forward. This kind of thinking is perhaps best illustrated by the argument many make for certain reforms, by simply stating, “Well, we’ve got to do something.” This kind of thinking is responsible for the endless wheel of reform, education often finds itself on. Educators and policymakers institute change because, in their view, change is called for. Never mind whether the change is sound or really addresses the issues. Many people accuse those who speak out against such reforms or proposals as “defending the status quo” or as “advocating for what is.” But “We’ve just got change this” thinking is just as dangerous to an organization as well. When Borders decided to enter the ebook market, a great deal of blood between Barnes and Noble and Amazon had already been spilt. Their decision was late, and more importantly, it was reactionary thinking. Change for change’s sake thinking is reactionary thinking without deliberation. It is deciding to take a course of action, not because it is the best course of action, but because “We’ve got to do something.” I can’t but wonder whether a great deal of our current national ed policy under Race to the Top is this kind of thinking. There is no research to support that having Common Standards, instituting merit pay for teachers, or using value-added measures is going to raise student achievement. In fact, there is some research to the contrary, yet there’s the push to implement reform, and anyone who questions it is said to be guilty of “supporting the status quo.” Change of change’s sake thinking submits to simply taking a course of action, because there’s a perceived obligation to do so. The antidote for the reactionary thinking of this kind is simply pausing and resisting the urge to do something immediately. By pausing, you buy time for level heads to prevail. 

There are certainly many other kinds of thinking that would cause a district or school to miss that “wave of change” that propels other schools and districts to successful innovation. In my experience, the forces within a school or school district employ any and all of these ways of thinking to preserve things just as they are. Let’s just hope those schools and districts don’t end up like Circuit City, Borders, or Blockbuster.

More on Leadership and Why I'm Not Upgrading to Windows 8

Because one of my readers took the time to post a thoughtful comment to my post entitled "5 Reasons I am Not Upgrading to Windows 8 at This Time," I felt the need to clarify my reasoning as to why a Windows 8 upgrade is not in my picture. Because my explanation is longer than the comment-reply feature can handle, I include it here.

You have my apologies for your disappointing experience with this post, but my target for this post was clearly Windows 8 and my own experience and decision not to upgrade at this time, because everything I read about the new OS indicates that it would be a poor purchase decision for me. Like everyone else, before I spend my money on devices and new operating systems, I turn to the web for information, and in this case I did. Like the web link I included in the original post, article after article indicated to me that upgrading to Windows 8 with my current devices would not be a wise decision. All of the information I have says it was designed for "touchscreen" devices, and that those who purchased it, and were trying to use the OS with a mouse and keyboard, were finding the experience miserable at best. In the interest of fairness though, I am going to change the title of that post slightly to simply read, “5 Reasons I’m Not Upgrading to Windows 8 at This Time,” and I will do a follow up post listing all the resources that led me to make that decision not to upgrade.

It is true, I have not physically tried Windows 8, but that does not mean I can't use the experiences of others to make a judgment on whether the OS it right for me. All consumers do this. I have no testing budget for the software and hardware I describe on this blog, so that means, like any consumer, I can't just rush out and buy every new OS, software platform, or device that comes along "and try it for the sake of being a good leader."  I can and will continue to share both my experiences, and the resources that I can to help others make decisions best for their particular circumstances. In this case, the best decision I can make, with the information I have, is not to upgrade to Windows 8 at this time.

As I mentioned in the above post, I also ran the compatibility utility available from Microsoft as well, and there were way too many "driver incompatibilities" as well. The last time I did an operating system upgrade, I spent an entire day finding compatible drivers. My decision right now is based on the fact that I would have to spend a great deal of time trying find compatible drivers for things like my laptop’s Bluetooth interface, DVD burner, and several other onboard hardware devices.  There were just too many devices in the list that would force me to search the web for Windows 8 compatible devices, and that does not weigh to well against the minimal gains I might get from upgrading. Perhaps in a few months, when Microsoft has had time to work out the bugs, I can reconsider, but my laptop is running smoothly right now. If Microsoft wants me to upgrade, it is up to them to create a product that doesn't change that, and part of that is ensuring that the transition to their new products is a smooth one.

As for the need for a "consistent experience across Windows devices"? I don't need that experience, because I only have one device with Windows, my laptop.  I have recently purchased three Android tablet and e-reader devices, so I am very unlikely to purchase a Windows tablet. I also do not have plans to purchase a Windows phone. This means I have no “Windows devices on which to have a consistent experience,” so that selling point does not work for me.

Anyone can clearly see from my blog that I am willing to try new and different devices and software systems, so you could hardly accuse me of advocating for "stagnation." Choosing not to upgrade to Windows 8 at this time and sharing that decision with my readers does not mean that I am trying to advocate for anything other than informing those who might be in my same situation, that a Windows 8 upgrade might not be in their best interest.

I would love to try Windows 8, but unfortunately, because of the way Microsoft has engineered this new operating system, for me to do so, I would have to purchase a new device to fully experience it the way designers intended, and I don’t have the kind of resources to rush out and purchase a new tablet or a touchscreen computer to sample that experience.

Does any of this mean I will not upgrade in the future? No, but if I do, it will be because the software meets my needs, not because it is latest thing out there. From my perspective, leadership isn't about avoiding stagnation; those who do so, often find themselves only trendy and ineffective leaders who pursue the flavor of the week. Leadership for me is about making wise decisions using the best available information out there, and in this case, at this time, the best information is telling me to avoid a Windows 8 Upgrade at this time.

5 Suggestions for 21st Century School Leaders on Web Presence Management

According to Kitty Porterfield and Meg Carnes, in the book Why Social Media Matters: School Communication in the Digital Age, school leaders should

“Think of your website as home base for your school information platform.”

A great deal is written about school leaders engaging in the use of social media. I myself have done the same. But, most of us have a more powerful way to communicate information and image to the broader world than social media, and that is our school or district web presence.

My own experience is that most districts do not spend a great deal of time deliberately thinking about their web presence. They simply post a web site because either “everyone’s doing it” or there’s some written or unwritten mandate out there that says they must. The result of this often means a school or district has a web site, but it is highly underutilized and poorly updated, and that is a shame. A web site is an opportunity for a school or district to get its message out to the world.

I am going to propose a new idea: “21st century school leaders need to take charge of their web presence.” In other words, school leaders need to make their web sites purposeful places of information and news about their schools and districts, make it a tool of public relations and organizational promotion.  To do that, here’s some simple suggestions:

1. Do not delegate updating the web site to someone else. I can already hear the protests on this one, especially from those “not-so-tech-savvy” school administrators, but hear me out on this one. Too often, school administrators have no clue about how web sites work, and how important web presence is. If a school leader takes on the role of updating and monitoring their school web site, then what goes on it matters. They also know what’s on their school web site. I am afraid there are probably administrators out there who don’t even know everything that is on their web site. By taking on the role of managing your web site, you know what is there. You can also make sure it projects your school mission and vision to the world. In a word, when you take on the job of managing your school site, you take its content personal, and that is important.

2. If you do delegate your web site management and maintenance to someone else, make sure you are involved. Too often, web presence is delegated to someone who knows how to do it, then the school administrator rarely assists in its management and maintenance. If a school leader is going to delegate this task, she needs to meet periodically to review the site and examine it for content, style, aesthetics, etc. This periodic review also needs to look at the site’s statistics. By looking at analytics such as web traffic and traffic sources, school leaders can tell if they are getting the most out of their web presence, and look for ways to increase traffic to their site, after all, why have a web site if you aren’t interested in its traffic?In the 21st century, just having a web site isn’t enough. To utilize that web presence to fullest, school leaders need to be involved in its management and maintenance even if the mechanics are delegated to others.

3. Use social media tools to direct traffic to your web site. While social media can be used to make announcements, which I do myself, it can also be used to promote your web site. This is especially important for those longer announcements and more detailed information that can’t be shared on Twitter in a 140 characters, or on a Facebook page. Using social media tools to direct traffic to your web presence, simply means posting using social media tools when there’s significantly new information, or just important information on your web site. Ultimately, my personal goal is to get parents, and the larger world,  to visit our web site regularly without prompting, even getting them to subscribe to changes with RSS, if that’s possible. Ultimately, social media is a means to call attention to our school or district’s web presence.

4. Update and revise your web site often. If you want people to visit your school or district web site often, then you have to give them a reason to do so, and this can be done by constantly providing new and engaging information. If you take a moment and visit some school or district web sites today, and you return to them a year from now, you will probably see little change. Maybe the calendar widget has changed, or the little announcements box has new items in it, but if you click on the “principal’s message button” you are treated to the same message he posted last year. If you want people to return to your site again and again, you have to give them a reason to do so. This means updating and providing new and engaging information about your school on a regular basis.

5. Carefully and deliberately select your web presence manager. Too often the role of web presence manager is simply “dumped” on someone with the tech savvy to operate the software. This is a big mistake. Instead, 21st century school leaders should delegate their web presence management to after carefully and deliberately selecting the person who will take on this role. Yes, the person needs to tech know-how, but they also need to be expert communicators, knowing how to make the most of the medium. They need to be able to do more than just “update the web page with latest announcement.” They need to know who to make the most of web presence in promoting school or district. Simply selecting someone who knows how to work the tools makes little sense in a digital age when you are projecting a global image by your web presence.

The reality is, a number of school leaders view just having a web presence as enough. The truth is, those who think that are missing out on using an effective tool to get their school or district’s story out to the world. To get the most out of our web presence, you have to start looking at our web site as “information central” about your school and district, and take an active role in its management and maintenance.

Implications of the 2012 NMC Horizon Report for 21st Century School Leaders

"To skillfully change our paradigms and cultivate the ability to embrace change, we must learn to let go of our old paradigms," write Ted McCain, Ian Jukes, and Lee Crockett in their book Lining on the Future Edge: Windows on Tomorrow. As 21st century school leaders, embracing change is no longer an option.

Each year the New Media Consortium (NMC) puts out a reminder of just how important embracing change is. This reminder is the 2012 NMC Horizon Report K-12 Edition (You can download it here.) This report is a snapshot review of trends that have the greatest potential to disrupt and shape education in the next five years. While the report is not meant to be predictive, it does serve as a point of thought and discussion for the 21st century school leader.

2012 NMC Horizon Report Near Adoption Technologies

Where is technology going in the next 5 years, and what might be some things we can expect as educational leaders? Here's what the 2012 NMC Horizon Report outlines as the technologies closest to adoption in our schools.

Near Horizon: (Within Next 12 Months)


Mobile Devices and Apps: According to the Horizon report, mobile devices and apps are increasingly becoming part of the classroom. Schools are implementing BYOD (Bring Your Own Device) policies that allow students Wi-Fi access using their smartphones. The number of applications available for these devices is near endless too, making mobile devices one of the most versatile tools students can have in the classroom.  More and more schools are re-thinking policy regarding students having these devices.

Tablet Computing: Tablets, according to this report, "Presents new opportunities for enhancing learning in ways simply not possible with mobile phones, laptops, or desktop computers, and is esepcially suited for 1:1 learning in the K-12 environment." These devices accelerate the possibilities of accessing existing content on the web, and generating and sharing student-created content. My own school is entering a second year in our district iPad project, with plans to move toward utilizing these devices more effectively.

Mid-Term Horizon (2-3 Years Out)


Game-Based Learning: "Educational gaming brings an increasingly credible promise to make learning experiences more engaging for students, while at the same time improving important skills, such as collaboration, creativity, and critical thinking." Keep in mind that this game-based learning is not the old "drill-n-kill" games peddled to schools in the early days when schools were just beginning to put computers in the classrooms. These are complex game environments engaging students in real-world problem solving and critical thinking. Game-Based learning uses the complex characteristics of gaming to deliver instructional content. These instructional gaming tools employ what Jane McGonigal calls, in her book Reality Is Broken, the "Four Defining Traits of a Game:" 1) these games have goals or specific outcomes players work to achieve, 2) these games have rules that place limitations on how players can achieve the goals, 3) these games have a built-in feedback systems that tell players how close they are to achieving that goal, and 4) these games employ voluntary participation which translates into the acceptance of the goals, rules, and feedback system. As the Horizon Report indicates, one of the greatest potentials for this technology is the ability to "foster collaboration and engage students deeply in the process of learning." From an administrator perspective it is important to understand that just because it's a game doesn't mean it's going to be effective. Those working in this area are trying to capture McGonigal's characteristics of games like Runscape, Minecraft, and World of Warcraft, and employ them in game-based learning environments.

Personal Learning Environments: According to the Horizon Report, personal learning environments (PLEs) are "personal collections of tools and resources a person assembles to support their own learning----both formal and informal." As more smartphones and mobile devices have become a part of our students' experiences, they are in a position to select more and more of the apps and learning tools they use in their own learning. The goal of PLEs is move to a learning environment where students "have more control over how they learn in school." The teacher role shifts in this kind of learning environment to more of a support or facilitator role in helping students develop and engage in their own personal learning environments. As more online tools that lend themselves to this kind of learning have become available, the opportunity to learn in this way increases. This technology will prompt serious discussions on traditional factory schooling concepts like required seat-time, teacher roles, and teacher expertise in technology.

Far Term Horizon (4-5 Years Out)


Augmented Reality: The definition of augmented reality provided by the Horizon Report is "layering of information over a view or representation of the normal world, offering users the ability to access place-based information in ways that are compellingly intuitive." These tools can add to learning experiences by combining real world imagery with virtual content. There are few examples of this technology, but in the future, students may be able to manipulate a 3-D image of a cell overlayed with a real world image. Some experts contend that this technology is not quite ready.

Natural User Interfaces: These allow "computers to respond to gestures, motions of the body, facial expressions, voice, sound, and other environment cues, and are replacing the key board and mouse as the standard for computer/human interaction." These devices make interactions with a computer more intuitive. Examples of this technology include the X-Box Kinect and Ninetendo Wii. These natural user interfaces have been particularly promising in teaching with autistic, blind, deaf, and other special needs students.

Implications for 21st Century Technology Leaders

While these are not predictions, this list does serve as a "Reflection and Consideration Point of Decision" for the 21st century school leader. The object is not to "prepare for these technologies" or even advocate for them. but what are the implications of these "near-horizon" technologies for 21st century technology leaders? Here's some things 21st century administrators might wish to think about in light of this report.

• Rethink, revise, and redo policies governing whether students can have smartphones and electronic devices in our schools. Cell phone bans have outlived their usefulness, just as bans on other electronic devices. Instead, we need poliies and guidelines that encourage students and teachers to engage in the use of these tools.
• Implement school-wide Wi-FI access for all students and staff. Bring Your Own Device (BYOD) policies allow students and teachers to remain connected to the 21st century, not unplug once they walk through the school doors. Providing access should be a priority.
• Begin employing tablet devices in our schools, not as augmentation to current instruction, but to totally disrupt teaching models. If we want teaching and learning to change, we don't want to simply search for ways to augment what we are doing, we want to make it possible for new forms of learning and teaching. Tablets are the type of disruptive device to do just that.
• Stop viewing tablet computers as just another type of computer. Let's not use terms like 1:1 and the number of tablets in our schools as bragging points. Instead, let the discussion and bragging turn to how learning has fundamental changed in our schools for our students due to employing these devices. Let the technology disrupt and cause innovation and new forms of both teaching and learning.
• Be as cautious as ever. Beware of sales pitches and promotions of the "next thing." Insist that those peddling their wares speak in terms of how the technologies will enhance learning, and do not allow them to just quote test scores as evidence. Technology isn't beneficial just because it's new. It's effective in the hands of an effective teacher. Bad teaching with technology is still bad teaching.

The Horizon Report is an annual opportunity for school leaders to glimpse at possible near-horizon technology adoptions. In addition to quick view, as a technology leader, it is also an opportunity to engage in a bit of "what-if" thinking too, and that kind of thinking leads the way to embracing the change.

6 Reasons School Leaders Shouldn't Ignore Social Media as Communication Tool

In their book Why Social Media Matters: School Communication in the Digital Age, Kitty Porterfield and Meg Carnes make a strong case for school leaders engaging in the use of social media as a means of communication. As they so clearly point out, 

"School leaders must be able to communicate with all their stakeholders, from the staff members in their buildings to the parents and other stakeholders in their communities." 

In times past, school leaders could do that through published newsletters and similar communication channels. In the 21st century, our stakeholders expect a more interactive form of communication, often that form is social media. 

In their book, Porterfield and Carnes, provide a list of 10 current realities of social media that no matter how hard district leaders try to block, filter, or policy our way through, these realities are ours and we can't change them.  Here are six of those realities about social media that school leaders ignore at their own and their school or district's peril.

1. "Social media is a new way to build relationships." Social media is the new way to get out and connect and build those relationships. Shaking hands has given way to Tweeting. Conversations at community meetings has made its way to Facebook. Our new reality is that our parents are increasingly expecting to engage in educator-parent relationships through social media.

2. "Communication is no longer about you; it's about your customers." The old days of sending out newsletters meant you were able to tell your story and that's it. Modern communication through social media means that what you speak about is about the people you serve, not you or your organization. Social media is about engaging your customers in conversation about you and your school or district.

3. "If you don't tell your story, someone else will." The truth is, you, your school, or your district is going to have a web presence or digital footprint whether you want one or not. If your district decides to change the school calendar, implement some new dress code, or start school earlier, there are people on the web talking about it. If you don't engage in social media, they are the only ones talking about it. Use social media to tell your story and give them an opportunity to respond. Then, let them know you're listening.

4. "Your reputation is at stake." You and your school or district has an online reputation no matter how hard you've tried to filter, block, and avoid social media. If you aren't there to establish your reputation, there are those who will gladly do it for you. Ignore social media at the risk of your school or organization's reputation.

5. "You don't have to do it all at once." Contrary to conventional wisdom, school leaders are perfectly fine wading into social media waters by using just one or two tools to begin with. Try out Twitter first. Learn all about its benefits and limitations before trying to set up a school Facebook page. There's no reason you can't start small with engaging in social media as a communication tool.

6. "It's here to stay." Finally, school leaders need to stop waiting for social media to go away. While the tools may change, interactive communication using the Web will be around. It doesn't matter how much we filter, block, or avoid it, social media is a part of our culture, and 21st century school leaders know how to use its strengths to engage stakeholders.

In the 20th century, school leaders could be satisfied with sending home newsletters celebrating the stories of their schools. In the 21st century, those newsletters look archaic and harken back to a time when talking at people was perfectly fine. In our current era, our stakeholders expect to engage in two-way conversations about what's happening in our schools and school districts. Social media is a big part of our current communication reality and school leaders who minimize or avoid it are not engaging in 21st century leadership.

Note: I usually don't go out of the way to endorse a book this much, but I would encourage every school leader to get a copy of Why Social Media Matters: School Communication in the Digital Age. Porterfield and Carnes have created a textbook for school leaders to use as they engage in social media as a communication technology.

Honor Roll: 50 Must-Read K-12 Education IT Blogs

I can't help but feel a bit honored to be included among those bloggers in EdTech Magazine's "Honor Roll: 50 Must-Read K-12 Education IT Blogs." This includes many ed tech heroes of mine such as Will Richardson and David Warlick. It's a great list to be included, and one I am going to make sure gets loaded into my Google Reader. Thanks EdTech Magazine.

Here's the link to the "Honor Roll: 50 Must-Read K-12 Education IT Blogs."