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Leveraging Digital Learning

Lots of Acceleration and Little Steering…yet – How do we Leverage Digital learning during and post Pandemic?

The introduction of new technologies has always brought with it a myriad of responses from users. For example, some are willing to wait in line for countless hours to be the first to own the latest and greatest cell phone, others cannot imagine being without a landline. Some find merit in both. Regardless of where each of us was a few months ago, technology has become an essential tool to address an urgent need as a result of the pandemic. The recent move to learn remotely has administrators, educators and students propelled into accelerated learning on the technology learning continuum.

When remote learning began, the key focus for many was on learning the basics of site navigate and content upload to the virtual learning environment. As familiarity with digital tools have increased at a rapid rate and basic skills are developing with greater automaticity many are using technology as an effective tool to be leveraged to enhance and transform teaching and learning.

Now that school systems have been accelerated into a digital world teaching and learning will forever be transformed to involve technology. The status quo will no longer suffice for many educators and students. Even so, anyone who has driven a vehicle knows that acceleration without steering can have dire consequences. School and system leaders need to consider how to effectively leverage new digital capabilities to support deeper pedagogy. When face to face learning resumes and the urgency of the pandemic is not a significant driver in the use of technology it will be imperative for us to consider how to keep the momentum going for effectively using technology in new and innovative ways in education.

We need to consider:

  • What is your vision for digital in the next year?
  • What conditions need to be in place to continue to leverage technology in schools to enhance learning?
  • What are the ways that technology can be used for transformative learning and the creation of new learning opportunities that were previously inconceivable?
  • What practices will need to discontinue?
  • What is your first move?

We are currently in a state of flux in education with momentum to make significant strides in the use of digital technologies to support student achievement. Putting on the brakes when we return to a more familiar classroom experience should not be our next move. Now is the time for steering. Leaders have opportunity to choose the path rather than having the path chosen for us.

A Superintendent in another Board near us recently posted this Dave Hollis meme on her Twitter feed and it succinctly summarizes exactly what we need to continue to consider together as we move forward.

Are You a Multiplier?

bankingConsider two scenarios for investing money. In the first scenario the investor shares that, after a series of exchanges with your money, your investment will diminish. Conversely, in a second scenario the investor shares that, after a series of different exchanges with your money, your investment will multiply. If given a choice most people would choose the latter scenario. Consider now that certain interactions with people can have similar outcomes as the scenarios above. Some interactions help people flourish while other types of interactions may cause people to feel inadequate and incapable. My recent reading of an inspiring book called “The Multiplier Effect” explains the practices that multiply or diminish the potential of those you lead. I read this book with an initial focus on school leadership, but immediately drew many connections to parent and educator interactions with students.

The Multiplier Effect (Wiseman, Allen & Foster, 2013) shares a series of choices we make when leading others:

We can provide an environment that allows children choice in a context of high expectations; stretchingkitchenkids-in-use their thinking. Or, we can show children how much we know by doing all of the thinking for them.

We can construct an environment where debates and transparency are valued and, where possible, decisions are made collectively. Or, we can make decisions unilaterally and without explanation.

We can micromanage each interaction our children make. Or, we can find opportunities to step back and let our children take ownership over their actions.

It is exciting to that that we can shape an environment that allows children to be decision-makers, thinkers, and collaborators helps them to reach their fullest potential. Every time we interact with children we send a message. Consider the message you want your children to receive.

Wiseman, L., Allen, L. & Foster, E. (2013). The multiplier effect. USA: Corwin.

Living and working with child-like wonder | Liz Wiseman | TEDxUniversityofNevada
(although this TED Talk is about business, connections can be made to any type of leadership; in education or parenting) 

Rear View Camera

backup_cameraI have a rear view camera in my car. This tool helps me back into a parking space by providing a visual of what is behind me while I am backing up. Today was a very muddy, wet day and, much to my dismay, the camera was covered in mud so it was of no use to me as I was backing into a parking spot. Surprisingly, I backed into the spot effortlessly – even without the camera.

Initially when I got the rear view camera I assumed this tool would do the work for me—I would no longer have to do the “thinking” when I put my car into reverse. What I realized today, when the mud was covering my camera and I was left to back up on my own, was that I had been doing the “thinking” all along, even with the camera. This technology in my car was just helping me back up more elearning-course-authoring-toolsefficiently and see things I otherwise may have missed (i.e., my blind spots).

Many technological tools are like the camera in my car—they don’t do the thinking for students; rather, they help scaffold learning by providing support. Learning tools give us the confidence to practice and ultimately become better and better.
Although the tools are important (i.e., the saw, the paintbrush, the technology), the real magic happens in what students learn to do with the tool.

Over the next few weeks we are in the process of reconfiguring our school library into a Library Learning Commons (LLC). In the LLC students will be given the opportunity to research, build, and create with new and not so new technologies. They will learn skills in collaboration, communication, connecting, reasoning and proving in many areas of the curriculum. More will be shared with you over the next few months. Stay tuned.

These are NOT pictures of our Learning Commons, but images of what other schools around the world are doing with their libraries and computer labs to create these new learning environments. This is 21st Learning and Emily Stowe is a part of this exciting movement in education, preparing our students for an equally as exciting future.

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Learning Commons

Creating Innovators

creatingInnovatorsWhen you were younger, do you remember hearing adults say phrases such as, “Kids these days do not have the same motivation that we did when we were young.” Well, I find myself saying exactly that, but not with the tone you might expect. Understanding what motivates students helps educators plan the most effective ways to create conditions in our classrooms that inspire creativity and innovation and prepare students for their academic future.
I have started reading an inspiring book called “Creating Innovators” by Tony Wagner. Tony describes the Seven Survival Skills that students need for careers, continuous learning and citizenship:

  1. Critical thinking and problem solving
  2. Collaboration across networks and leading by influence
  3. Agility and adaptability
  4. Initiative and entrepreneurship
  5. Accessing and analyzing information
  6. Effective oral and written communication
  7. Curiosity and imagination (Wagner, 2012 p. 12)

No doubt, acquiring the skill set above requires students to be motivated. The good news is that children of this generation ARE motivated…just differently. In his book Wagner notes that play, passion and purpose are central to motivating students to learn. Educators and parents play an important role in encouraging these qualities in children.
Wagner notes that less structured play, exploration, experimentation, discovery through trial and error and risk taking are all important activities that have led some young innovators from play, to passion to purpose. These activities can most certainly be fostered at school and home.
One of the reasons why Wagner’s work resonates with me (and why I wish to share it with you) is because of the connection between the skills and qualities students need for success in the twenty first century and E.S.P.S.’ school focus on inquiry learning. Our commitment is reflected in our school goal.

Emily Stowe Public School’s Goal:
“Through the inquiry process students will be able to make connections between what they have learned, what they are learning and why.”

Students will:

  • make connections in communication and articulate the purpose of what they are learning
  • show curiosity by asking questions for different purposes (i.e. clarify meaning, reflecting on context, detect bias)

Educators will:

  • use authentic problems and tasks to explore big ideas and make connections to real life situations

For more about Tony Wagner’s book, Creating Innovators go to www.creatinginnovators.com

Watch a TEDTalk with Tony Wagner on his favourite topic of Play, Passion and Purpose! 

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Time Sensitive Announcement
Tony Wagner will be speaking in Thames Valley via Live Stream
Register Today!

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