Future-Proofing Ed Tech

          The cost of technology makes it very important to future-proof as part of a technology plan. Whitehead, Jensen, and Boshee (2013) emphasize the need to ensure technology programs leverage  systems already available and that are “configured to meet state and federal standards” (p. 198).   More specifically, it’ important to choose infrastructure and devices that are widely available in the marketplace, not a new potential fad.  Apple, Microsoft, and Google have demonstrated marketplace technology that is widely available and regularly updated. Additionally, given cloud technology, schools no longer need spend their funds in purchasing expensive software for every device, making change costly and difficult.  Instead, web browsers offer access to subscription-based capability, and schools that might determine the apps they are using are not fulfilling the promise, can easily transition to different technology (Swallow, 2015).   This “adaptability” (Whitehead, Jensen, and Boshee, 2013, p. 200), enables teachers and students to adapt to rapid changes among students, teachers, and technology.  It is also important to make sure the infrastructure, particularly the network, is sufficient to support the use, and that funding is sufficient in future years to maintain and upgrade the infrastructure.  Schools must count the cost.  This is no different than the reference Jesus made in Luke 14:28, “Suppose one of you wants to build a tower.  Won’t you first sit down and estimate the cost to see if you have enough money to complete it” (Luke 14:28, NIV)?  If schools do not budget sufficiently to support the technology transition, it is probably doomed from the start.  What is implemented today must be anticipated to continue fir the next 5 or 10 years (Whitehead, Jensen, and Boshee, 2013).

          

          It is also that high cost that contributes to potential push-back from some involved.  Some may not see the value in 21^st Century learning skills, instead touting traditional methods as sufficient.  Perhaps these kinds of people would prefer students still use slate boards and chalk to work their problems!  But seriously, some are simply resistant to change.  In previous Blogs, we have discussed techniques for dealing with change, but a common theme in managing change is engaging the stakeholders in the what, why, and how.  Stakeholders must see how the change will improve their students, and will improve student outcomes.  The Ferriter (2013, as cited in Sheninger, 2014, p. 148) infographic emphasizes the need for a focus on learning outcomes, not the technology itself.  The technology is an enabler of 21^st Century learning skills; those identified in the ISTE National Education Standards for Students, Teachers, and Administrators (ISTE, 2016).  In fact, research has shown that if the focus is on the technology, and not integration of 21^st Century learning, then programs are challenged to be successful in their second year (Swallow, 2015).  Instead, stakeholders have to see results in order to believe there is a return on investment.  Additionally, many schools and districts legitimately do not have the funds to move to 21^st Century learning.  This is where partnerships come into play (Sheninger, 2014).  Through partnerships, other public organizations and private industry can help sponsor technology transition to connected classrooms where there are schools and districts that need resources.  As Christians, we should have a heart four our Children, for their growth and education.  Jesus said in Matthew, “For where your treasure is, there will be your heart also” (Matthew 6:21).  If we truly believe in our children’s growth, we will invest our treasure in it.

References

ISTE (2016). International Standards for Technology in Education. Retrieved from  http://www.iste.org/standards/standards

Sheninger, E. C. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin.

Swallow, M. (2015). The year-two decline: Exploring the incremental experiences of a 1:1 technology initiative. Journal of Research on Technology in Education, 47(2). 122-137. doi: 10.1080/15391523.2015.999641

Whitehead, B. M., Jensen, D. F., & Boschee, F. (2013). Planning for technology (2nd ed.). Thousand Oaks, CA: Corwin.

Six Elements That Drive Change

        Sheninger’s (2014) six elements that drive change are “Connectedness Matters”, “ Vision”, “Value”, “Support”, “Professional Development”, “Embracement” (p.64-67).    My professional experience is the military, not in education.  However, I can tell you that before 2008, military networks absolutely blocked Social Media sites.  Not only was there the concern that our personnel would waste their duty time checking social media, but there was a concern that they would post details of an exercise or operation on the Internet thus violating what we call Operations Security or OPSEC.  However, in approximately 2010, the military reversed the policy.  OPSEC training encouraged personnel on what not to post, and Facebook, Twitter, and even Instagram and Flickr have become important components of communicating with Airmen, and have become integrated into our day-to-day business in how we disseminate and consume information.  I have seen through this course, after creating a personal Twitter account for the first time, that I am able to have quick and easy access to emerging information on my area of interest, Higher Education.  This is especially important as I near the end of by Ed.D. coursework and begin to narrow potential topics for my dissertation.

      Next is vision.  As our team collaborated on our vision for our technology plan in this course, we all contributed to building a statement that described the end state we wanted to achieve.  Sheninger emphasizes the WHY and HOW as part of the vision.  That reminds me of key element of Blind Spot: A Leader’s Guide to IT-Enabled Business Transformation (Feld, 2010),.  He emphasizes both the WHY and the HOW as well.  We don’t change just for the change, but because there is an associated vision guiding us. 

       Educators need to see the value of educational technology.   Educators, even the staunch holdouts, must understand that technology can enhance the learning experience, and result in equivalent or possibly enhanced outcomes.  If our schools are like the Air Force, there are still folks that believe the old methods are better, but it may be that they fear embracing educational technology.  They make all of the excuses Sheninger lists in an earlier chapter.  They need to see the vision.

      To back the vision, they must experience the next two, Support and Professional Development.  My experience is that some show more aptitude toward technology than others.  And within those who adopt technology more easily, there are those who are more creative and better innovators who can adapt their teaching and lessons to technology.  This is where Professional Development comes into play.  Those who are better at it can teach the rest of us!  However, for education technology to become fully adopted and transform education, it has to be present in the classroom.  Educational leaders have to effectively outfit classrooms with technology and support that technology.  The ubiquity of technology is what will continue to fuel innovation in its use.

      The last of the six is Embracement, in contrast with buy-in.   Buy-in is the more limited stick-and-carrot approach that Shinenger emphasizes as a non-winning strategy.  Instead of the extrinsic stick-and-carrot approach, educators need “intrinsic motivation” (p. 40).  If as leaders we simply try to sell our teachers on technology or reward its use, then the innovation that is needed will not occur.  Instead, people must reach their own conclusion through evidence and experience, thus be motivated internally to embrace the technology.

References

Feld, C. (2010). Blind spot: A leader's guide to IT-enabled business transformation. United States: Olive Press.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks, CA: Corwin.

Hey.  It’s Gary Cornn here.  I’m going to talk a little bit about Michael Fullan’s (2008, as cited in Scheinger, 2014) Six Secrets of Change. I’m not going to talk about all six and just go through them, but I want to talk about a few that struck me.  The first two are “Love your employees” and “Connect people with a purpose.” (Fullen, 2008, as cited in Scheinger, 2014, p. 54-55).  So let’s camp on those two for a second.  The first one that caught me was Love your employees, which means to “find meaning, increased skill development, and personal satisfaction” (Fullen, 2008, as cited in Scheinger, 2014, p. 54).  When Employees fulfill their personal goals at the same time they fulfill organizational goals, they are successful (Scheinger, 2014). 

That reminded me of a book that I went through in a different class, which was Fundamental Concepts of Educational Leadership and Management, by Razik and Swansen (2010). They talk about resistance to change.  Resistance is related to a couple of factors: Interference with “self-esteem needs, social status, and relationship fulfilment” (p. 349).  So it just kind of reminded me of the other side of that coin.  If we love our employees, we are meeting those needs and therefore we are heading off the resistance to change. 

On Connect peers with a purpose, one of the things Fullan talks about is the why and the how of the change.  People need to understand the why and the how.  They need to be able to connect with their peers and really share that.  After all, it is about making them active participants in the change process. 

Another book I went through recently is this Charlie Feld (2009) book called Blind Spot.  It is about the power of IT in change, and that kind of thing.  This is an IT-focused book, but it’s some of the similar ideas of this course.  One of the planks it talks about is the why of change and the how of change.  So it is a common theme that we see that Fullan has used. 

So the last of the six secrets I want to talk about tonight is Transparency.  Transparency is extremely important to change.  We see this is universal.  It is not just unique to education.  I’ve seen this in my own job in the Air Force, as well as any other place that I have worked. People that are going to go through the change need to see the same data that those who are analyzing the change and making the change see. They need to see that the data that is causing the change, and they also need to see, as they work through the change, the new data--the change that is showing progress.  When you have access to the data and you can see the data and share the data it also increases that engagement and acceptance of the change process and that’s a point that Fullan makes in his six secrets. 

Of course there are three more secrets to Fullan, but we are going to need more than a three to four minute video, in my opinion, for us to talk about all of them with any kind of detail. So I’ve left you with the three that I talked about.  I think they struck me.  I think they are universal, and I think they are important.  Thanks.

References

Feld, C. (2009). Blind spot: A leader's guide to IT-enabled business transformation. United States:Olive Press.

Razik, T. & Swanson, A. (2010). Fundamental concepts of educational leadership and development. Boston, MA: Pearson.

Sheninger, E. (2014). Digital leadership: Changing paradigms for changing times. Thousand Oaks: Corwin.

Introduction

My name is Gary Cornn and I live in Colorado Springs.  I’m seeking my Ed.D. in Educational Leadership, because a series of circumstances throughout my career brought me to an understanding that God is leading me to serve in Higher Education Administration when retire from the military)  For my elective track in my Ed.D., I’ve decided to go down an Educational Technology and Distance Learning track, which is why I’m taking this course.  I am near the end of my course work.  Just one more “Intensive” after this, then I will move toward the research phase and do my dissertation.

I’ve served in the United States Air Force for almost 25 years, and have a job that it is a privilege to have, and am honored every day, even after all this time, to put on the uniform every day.  One verse that has been a mainstay for me throughout my career is Eph 3:20: “To Him who is able to do exceedingly abundantly more than we ask or imagine according to his power that is at work within us.:  Only God had the imagination that would see me enjoy advancing through a  military career for more than 25 years.

As a little additional information about me,  my bride and I have been married for more than 32 years. We have daughters who are 31 and 27.  The oldest and her husband of 13 years live in Oklahoma City and have blessed us with four grandchildren ranging in ages from 3 to 9 years old.  Our 27 year old completed a Bachelor of Arts in literature four years ago and is currently working part time jobs as she continues to apply for positions in careers that interest her.  It is our prayer that she soon discovers her vocation.  

We are part of a little church in Colorado Springs is ministering to a local neighborhood and is providing community and discipleship for 40-50 each Sunday, and is seeing slow but steady growth.  It’s a great little ministry to be a part of, and much different than the 1,100-person church we served in during our last assignment in Maryland.  Here in Colorado, I enjoy running, hiking, and biking…as much as my 52 year old body will let me!

Then there is that final question--what actor would play me in the story of my life.  I guess the only one I can come up with is Mr. Ed!  You see Mr Ed, in his role on his 50s TV show, spent a lot of time in a cubicle offering advice to his boss.  Also, though they didn’t show it on the program, I’m sure Mr Ed produced a lot of horse manure as well.  Mr Ed is one actor who could easily be type-cast in the role of a military officer!  (If I have to pick someone who is still living, I guess it would be Gary Sinise, since he’s the only actor I have ever met!)