In looking at schools and technology from a systems perspective, I always try to remember that a school system is a sub-system of our broader society. When you filter things this way, you realize that there are a number of major societal forces converging on our school systems today. You have to leverage these positively if you want technology to work successfully in classrooms.
Letās examine several of these societal forces:
Ā·Ā Changing Demography ā We are becoming a nation of color, and some school districts have over 100 languages. Diversity is increasingly the norm, and schools need to clearly reflect this in every way.
Ā·Ā Global and Economic Transformation ā There are over 7 billion people on the planet and 80 percent do not speak English. Or, put another way, 25 percent of Appleās customers are from China. How do we prepare our workforce to deal with this?
Ā·Ā Increasing Expectations ā No matter which ideology you support, there are now standards for learning. And we are gradually standardizing these expectations. Schools must adapt.
Ā·Ā Accountability ā Equity is a big agenda item today, and schools and teachers are increasingly being held accountable for results. Itās no longer universal access to education that weāre after, but, rather, universal success in the classroom.
Ā·Ā Technology ā This variable is driving and accelerating the forces listed above, no matter where your school is located.
Since technology is such a critical ingredient in the mix, letās look at what it takes to implant high-performing digital solutions in the classroom, and, when I say āimplant,ā I mean in a sustainable way.
First and foremost, a school district has to have a broadband backbone. Without this, you can have the best teachers, lots of laptops and terrific curriculum, but itās just not enough. You must have devices, content and the right Internet connectivity, or itās just not going to work for students.
Second, you need leadership ā and aligned leadership ā at the school board and central office levels. This helps you avoid all the distractions, politics, policy shifts, budget cuts and contract issues that so often get in the way when youāre trying to install technology in classrooms. The key here is to remain focused at a sustained systems level.
Third, you need the support of the community in order to make an educational technology initiative work. When I served in a school district outside Seattle, for example, voters banded together and approved a local levy that supported classroom technology expenditures.
Fourth, to support and sustain technology initiatives in a school district, Iāve found that partnerships ā both big and small ā with civic organizations and technology companies are an absolute must. As educators, we simply canāt create rich and lasting digital change on our own.
Fifth, technology will never become a widespread and sustained reality in a school district unless there is infrastructure support from other functions like HR and finance, which have already deployed highly operable technology systems.
Finally, once youāve trained teachers and administrators on the new technology, you have to be prepared to adapt. That means refreshing your classroom technology every four years or so or you will have to constantly re-invest; thatās not efficient or effective.
Technology can help students travel to many new and exciting learning places; but, after helping to digitize thousands of classrooms, I really believe that embracing a holistic systems approach is the only way to make this knowledge journey meaningful and sustainable for legions of young people everywhere.
