Is there a secret sauce for organisational change?

Recently I was working with primary and secondary educators at a conference about leading organisational change.

I usually start this workshop with a Socratic circle, asking colleagues to share their biggest challenge or obstacle towards adoption of technology in their school communities. As attendees rattle off bugbear after bugbear of their sticking points, I listen intently to their key messages and (attempt to) make connections from what they are describing by way of a mind map.

It is always interesting to see how varied these connections are, but ultimately, it seems that regardless of the type of school or where it is located, the problems are seemingly universal:

“Our teachers are not motivated to use the tech”

“We are still debating acquisition strategy (shared / 1:1 / BYOD)”

“Leaders higher up the scale are not supportive of my change”

“We are still trying to push the envelope to truly transform our classrooms with technology”

Once everyone has had their say, I often take a deep breath before I admit a simple truth. There isn’t a silver bullet, a definitive recipe, or even a secret sauce for dealing with all of these challenges.

As I have written previously, schools can be incredibly hard places to change, and at times, difficult spaces for re-imagination to take place. Technology itself often becomes the focus of anything that is to be supported or enhanced by technology, when the reality is that it is only just one piece of the puzzle. I use the diagram below in a lot of my workshops to illustrate the point that social capital makes up most of the equation, not technology.

Screenshot 2017-04-14 at 6.51.37 PM

Driving change with technology can be particularly complex, and for some school communities, still not even well understood. Some of my favourite authors around change, leadership and re-imagining schools include Michael Fullan, David Price, Andy Hargreaves, Eric Sheninger, Guy Claxton, Clayton Christensen, John Kotter… and I could go on. But that’s not the point.

Their ideas, frameworks, strategies and even research can indicate how to drive change in our schools, and what that can look like. Whilst their suggestions on what ‘works best’ can be taken as definitive, we should be mindful of the conditions of where and how it ‘works best’.

Schools are incredibly diverse in their people, their needs, and their structures; and just because a strategy worked in my school with my team, doesn’t mean it automatically works somewhere else!

 

Transformation Center

One of the resources I suggest to educators who are interested in driving change in their school community is the Google for Education Transformation Center. It still surprises me how many school leaders I interact with who have not heard of this useful resource, even though it was announced last year.

Google TransformationCenter

The Transformation Center is a hub of resources, materials and best practices to support schools in the change process. And whilst no magic secret sauce is offered towards transformation in schools, it does highlight success stories, case studies, and guides which have come from real schools that are driving real change.

The Center categorizes a seven element framework that educators and schools have emphasised when dealing with change:

  1. Vision
  2. Learning
  3. Culture
  4. Professional Development
  5. Technology
  6. Financing and Durability
  7. Community Involvement

 

Under each of these themes, educators can find suggested strategies and questions for consideration that can serve as an individual reflection, or a great discussion springboard at a team meeting.

There is also a resource directory where you can filter by ‘problems solved’, which contain the most common challenges reported by schools under each element of the framework, and gives related support material.

Even though our schools are different, we often face the same challenges and opportunities. The Transformation Center is a great way that members of our profession can connect more widely with educators around the globe to realize that change is hard, but possible when coupled with certain strategies for certain conditions.

In my opinion there is no generic secret sauce for change, because change depends very much on the purpose of change, the community context, and stakeholders at hand. However, The Transformation Center does reveal that through the power of a connection and sharing our practices, we can equip ourselves to move our agendas of innovation forward.

If you have your own experiences of innovation and change, consider sharing your idea to the Google for Education team for inclusion of your story as a powerful resource.

Screenshot 2017-04-28 at 11.43.34 AM

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Educators, are you using the Transformation Center?

How might educators connect to drive agendas of innovation and change?

 

 

 

 

 

 

Leading a Digital School Conference 2015

This week I will be presenting 2 sessions at the 2015 Leading a Digital School Conference. Abstracts and session resources can be found below.

 

Google Apps for Education and BYOT

Abstract: Google is much more than a search tool – it is an extraordinary tool for education. Cloud-based technologies are now enabling “anytime and anywhere” access which has the ability to redefine learning and teaching for our staff and students. The vast suite of Google Apps and tools offer distinct advantages and powerful collaboration for its users. This session will: – Unpack the advantages and disadvantages of Google Apps For Education. – Provide resources and advice for deploying Google Apps in an educational setting. – Provide examples of Google tools in action in a primary setting. This session is intended for educators with basic knowledge of Google Apps or starting to experiment with some of Google’s offerings. It is also suitable for anyone considering whether Google Apps for Education is suitable for their school context, and if it might complement a BYOT program.

 

 

Ignited Learning through Genius Hour

Abstract: Genius Hour, inspired by Google’s 80/20 time, is a timely change from the industrial model of schooling. Time is set aside each week for students to take ultimate control of their learning. Teachers will no longer dictate the entire curriculum of the teaching and learning that is taking place in their classrooms. Students will have choice and voice in their learning as they pursue their interests and passions. It is Passion Based Inquiry Learning at its finest, and is engaging and motivating students around the globe to unprecedented levels. More information can be viewed at http://www.geniushour.com. This session will: – Explore the disruption of a traditional pedagogical approach that goes beyond the idea of flipping delivery of content, but flipping how, what and when students learn. – Discuss successes and surprises from a recent school implementation of Genius Hour. – Provide resources and advice for implementing a Genius Hour / 20 Time program in your school context.

 

What’s your impact?

One of the 10 principles of our approach to Genius Hour which we maintain to be of high importance  is to encourage students to have an impact beyond themselves. We want our students to think about how they could potentially change the world, whether that is on a local, national, or global stage. We are bringing the expectation that they could contribute something meaningful as a global citizen.

10 principles of genius hour

Our 10 principles of Genius Hour

What we found in our first iterations of Genius Hour last year was that this notion was hardly realised. Students unsurprisingly grappled with the foreign concept of undertaking a lengthy process of discovery on a deep level, let alone considering what they were going to do with their new found knowledge in the inquiry. This improved in 2014 as we applied a Design Thinking process to Genius Hour to focus on the development on a deep, complex and “Non-Googleable” question. The introduction of “How might we…” led naturally to tangible actions that could potentially lead to opportunities for sharing beyond a student’s own benefit.

During the proposal stages students considered what the impact beyond themselves would be. However when it came time to undertake the inquiry, students became caught up and often forgot about it and therefore was often too little and too late in the process  for their impact to be realised. Having said this, in our most recent Genius Hour attempt the majority of our students were able to at least make, teach or do something genuine for their school and wider community. Holding an Open Expo for the school community, and sharing projects via the level blog and on Google Hangouts certainly helped in this regard.

We asked our students to map out a self-assessment of their impact using a graphic organiser with the levels of SELF, SCHOOL COMMUNITY, WIDER COMMUNITY, STATE, NATION and WORLD by providing evidence of what they either made, did or taught. Upon completing this task, students reluctantly realised that their intended impact may not have been entirely realised.

IMG_5180IMG_20141119_173107

In our next attempt of Genius Hour, we feel that it would be appropriate to use this graphic organiser during the ideation stage and development of the inquiry line. Our challenge as educators is to assist students during the inquiry process to connect them to opportunities that allow them to make their desired impacts, particularly those outside of the school community.

Below is a copy of the graphic should you wish to use it (or in PDF). I would be interested in hearing about how other educators are encouraging their students to think beyond their community and actually making their efforts a reality!

What's Your Impact

 

Australian Computers in Education Conference 2014

This week I will be attending the 26th Australian Computers in Education Conference in Adelaide. I will be looking forward to meeting up with members of the ACCELN network and previous members of the ACCE Study Tour. I am also privileged to be presenting two sessions:

E-Portfolios made easy with GAFE

Presentation

Resources

 

EdTech MasterChef Challenge: ACEC14 Edition

I will be hosting this with fellow 2013 Study Tour colleage Narissa Leung. Narissa and I attended the Iron Chef challenge at ISTE 2013, which was a major highlight for both of us. Kirsta Moroder from the EpicYEN network at ISTE kindly made their resources available and we are pleased to bring a modified version of this challenge to ACEC14. We have a website for the event hosted at bit.ly/edtechchef.

Google Apps for Education Summit Melbourne (2014)

This week the Google Apps for Education Summit rolls around to Melbourne again. All of my resources and presentations for the sessions that I am running can be found below:

E-Portfolios made EASY with GAFE

Session description

Presentation

Resources

 

Unleashing the potential of Google Forms

Session description

Presentation

Resources

 

Google Classroom 101

Session description

Presentation

 

Demo Slam x3 featuring “Google Sticky Notes, Google Cloud Print, and Chrome Remote Desktop


Presentation

 

 

 

 

 

So you think you are using technology to “Transform” learning?

At ISTE 2014 in Atlanta, I attended Alan November’s session on “Learn to Learn: First 5 Days of School”. Alan spoke about the opportunities within the first five days of the school year, and the range of activities and pedagogies that could be “invested in” during that time and carried into each term.

Whilst the topic of conversation was very interesting (See the November Learning resources and #1st5Days), there was something else that sparked an interest in me.

Alan showed a set of questions that he had been working on, named “Six questions to ask for transformed learning”. Alan’s point was that the we ought to consider more frequently how much of our use of technology IS in fact transforming classrooms. His questions could be used to “test” or analyse assignments, as one can easily get carried away in the urgency to use technology but not consider how in fact it is improving (or hindering) the learning process or opportunities.

Here are Alan’s questions in full:

1) Did the assignment create capacity for critical thinking on the web?
2) Did the assignment reach new areas of teaching students to develop new lines of enquiry?
3) Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
4) Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?
5) Is there an option or focus for students to create a contribution (purposeful work?)
6) Were students introduced to “best in the world” examples of content and skill?

 

Upon reflecting on Alan’s questions I thought that they ring true; in that if the answer is no to all of the above, then there is a danger that technology has merely substituted the task and not transformed it in any way. Educators often talk about how apps or software are “transformational” because they are engaging or motivating, or personal devices that are in the hands of students hands lead to transformational “approaches”. For me, the transformative opportunities in today’s digital age with technology are when the technologies are used to connect, share and widen classrooms, which in my opinion, are scarcely met in a genuine sense.

 

 SAMR

 

According to the SAMR model above (Dr Ruben Puentedura), transformation occurs when the technology has allowed for significant modification of the task and / or created new opportunities which were previously inconceivable. For more on SAMR, see Kathy Schrock’s awesome guide.

 

So you think you are using technology to “Transform” learning?

Taking Alan’s questions, I have modified them slightly and improved the wording of them for teachers to use more succinctly to get to the heart of the question; so that they could be used to think about whether technology is indeed transforming learning and teaching in classrooms.

The first change you might notice is that I have modified the word “assignment” to task. Assignment to me brings connotations of a moment in time, a “project”, and often used as an assessment piece. To me the word task is a lot more applicable yet still suitable to learning opportunities in the classroom.

1) Does the task create capacity for critical thinking on the web? – The extent to which critical thinking and higher order cognitive skills are utilised WITH the web. The word “web” here is particularly important as it offers the opportunity to broaden perspectives, break down the barriers of place and time, and share and connect across communities.

2) Does the task enrich the possibilities for students to develop new lines of inquiry? – The extent to which the technology is used in a way that sparks curiosity and provides the avenues for students to develop and seek questions.

3) Does the task broaden the conversation via authentic audiences? – The extent to which the technology is used to flatten classroom walls and open dialogue and interaction between other students, teachers, parents, and the wider community.

4) Does the task allow opportunities for students to publish with the possibility of continuous feedback? – The extent to which the technology is used to publish student knowledge and synthesis with the opportunity of viewership and feedback from others without the restrictions of place and time.

5) Does the task allow opportunities for students to create contributions? – The extent to which the technology is used for questioning, moderating, collaborating and co-creating with others.

6) Does the task expose students to “best in the world” examples of content and/or skill? – The extent to which the technology is used to demonstrate high quality examples of the learning objective’s content and/or skills.

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Educators, what do you think? I would welcome you to “test” these questions to analyse tasks or curriculum against the SAMR model. Do you agree with Alan November? Would you include anything else in this set of questions?

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As part of my Google Teacher Academy application, I have made a provocation that can be used for critical and creative thinking about the opportunities of transformational learning with technology. This might be useful to view when planning for deliberate tasks, or consider when delivering of lessons, or for post evaluations and analysis of tasks or curriculum.

 

 

DLTV Webinar

This afternoon I will be hosting a webinar for (DLTV) Digital Learning and Teaching Victoria on Google Apps for Education. This webinar draws upon some of the experiences and success that myself and our school have found to enhance learning with Google Apps.

The webinar is part of a professional learning series of webinars which are free for DLTV members.

The slides for the webinar can be found here or below:

Edit: DLTV have made a recording of the webinar available here or below: