10 Ways Artificial Intelligence Can Reinvent Education

“Artificial Intelligence (AI) already plays a role in grading essays, largely at the level of discerning infractions of grammar and punctuation. This opens up a potential partnership between AI and teachers: we let AI do the dirty work (find all those annoying run-ons and fragments) while we humans read for meaning and ideas. But what if AI could read for content? What if it could mimic us so well that it could pass the Turing Test, so that students couldn’t tell whether they were receiving feedback from a machine or a human?”

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For decades, science fiction authors, futurists, and movie makers alike have been predicting the amazing (and sometimes catastrophic) changes that will arise with the advent of widespread artificial intelligence. So far, AI hasn’t made any such crazy waves, and in many ways has quietly become ubiquitous in numerous aspects of our daily lives. From the intelligent sensors that help us take perfect pictures, to the automatic parking features in cars, to the sometimes frustrating personal assistants in smartphones, artificial intelligence of one kind of another is all around us, all the time.

While we’ve yet to create self-aware robots like those that pepper popular movies like 2001: A Space Odyssey and Star Wars, we have made smart and often significant use of AI technology in a wide range of applications that, while not as mind-blowing as androids, still change our day-to-day lives. One place where artificial intelligence is poised to make big changes (and in some cases already is) is in education. While we may not see humanoid robots acting as teachers within the next decade, there are many projects already in the works that use computer intelligence to help students and teachers get more out of the educational experience.

Here are just a few of the ways those tools, and those that will follow them, will shape and define the educational experience of the future.

  • Artificial intelligence can automate basic activities in education, like grading. In college, grading homework and tests for large lecture courses can be tedious work, even when TAs split it between them. Even in lower grades, teachers often find that grading takes up a significant amount of time, time that could be used to interact with students, prepare for class, or work on professional development. While AI may not ever be able to truly replace human grading, it’s getting pretty close. It’s now possible for teachers to automate grading for nearly all kinds of multiple choice and fill-in-the-blank testing and automated grading of student writing may not be far behind. Today, essay-grading software is still in its infancy and not quite up to par, yet it can (and will) improve over the coming years, allowing teachers to focus more on in-class activities and student interaction than grading.
  • Educational software can be adapted to student needs. From kindergarten to graduate school, one of the key ways artificial intelligence will impact education is through the application of greater levels of individualized learning. Some of this is already happening through growing numbers of adaptive learning programs, games, and software. These systems respond to the needs of the student, putting greater emphasis on certain topics, repeating things that students haven’t mastered, and generally helping students to work at their own pace, whatever that may be. This kind of custom tailored education could be a machine-assisted solution to helping students at different levels work together in one classroom, with teachers facilitating the learning and offering help and support when needed. Adaptive learning has already had a huge impact on education across the nation (especially through programs like Khan Academy), and as AI advances in the coming decades adaptive programs like these will likely only improve and expand.
  • It can point out places where courses need to improve. Teachers may not always be aware of gaps in their lectures and educational materials that can leave students confused about certain concepts. Artificial intelligence offers a way to solve that problem. Coursera, a massive open online course provider, is already putting this into practice. When a large number of students are found to submit the wrong answer to a homework assignment, the system alerts the teacher and gives future students a customized message that offers hints to the correct answer. This type of system helps to fill in the gaps in explanation that can occur in courses, and helps to ensure that all students are building the same conceptual foundation. Rather than waiting to hear back from the professor, students get immediate feedback that helps them to understand a concept and remember how to do it correctly the next time around.
  • Students could get additional support from AI tutors. While there are obviously things that human tutors can offer that machines can’t, at least not yet, the future could see more students being tutored by tutors that only exist in zeros and ones. Some tutoring programs based on artificial intelligence already exist and can help students through basic mathematics, writing, and other subjects. These programs can teach students fundamentals, but so far aren’t ideal for helping students learn high-order thinking and creativity, something that real-world teachers are still required to facilitate. Yet that shouldn’t rule out the possibility of AI tutors being able to do these things in the future. With the rapid pace of technological advancement that has marked the past few decades, advanced tutoring systems may not be a pipe dream.
  • AI-driven programs can give students and educators helpful feedback. AI can not only help teachers and students to craft courses that are customized to their needs, but it can also provide feedback to both about the success of the course as a whole. Some schools, especially those with online offerings, are using AI systems to monitor student progress and to alert professors when there might be an issue with student performance. These kinds of AI systems allow students to get the support they need and for professors to find areas where they can improve instruction for students who may struggle with the subject matter. AI programs at these schools aren’t just offering advice on individual courses, however. Some are working to develop systems that can help students to choose majors based on areas where they succeed and struggle. While students don’t have to take the advice, it could mark a brave new world of college major selection for future students.
  • It is altering how we find and interact with information. We rarely even notice the AI systems that affect the information we see and find on a daily basis. Google adapts results to users based on location, Amazon makes recommendations based on previous purchases, Siri adapts to your needs and commands, and nearly all web ads are geared toward your interests and shopping preferences. These kinds of intelligent systems play a big role in how we interact with information in our personal and professional lives, and could just change how we find and use information in schools and academia as well. Over the past few decades, AI-based systems have already radically changed how we interact with information and with newer, more integrated technology, students in the future may have vastly different experiences doing research and looking up facts than the students of today.
  • It could change the role of teachers. There will always be a role for teachers in education, but what that role is and what it entails may change due to new technology in the form of intelligent computing systems. As we’ve already discussed, AI can take over tasks like grading, can help students improve learning, and may even be a substitute for real-world tutoring. Yet AI could be adapted to many other aspects of teaching as well. AI systems could be programmed to provide expertise, serving as a place for students to ask questions and find information or could even potentially take the place of teachers for very basic course materials. In most cases, however, AI will shift the the role of the teacher to that of facilitator. Teachers will supplement AI lessons, assist students who are struggling, and provide human interaction and hands-on experiences for students. In many ways, technology is already driving some of these changes in the classroom, especially in schools that are online or embrace the flipped classroom model.
  • AI can make trial-and-error learning less intimidating. Trial and error is a critical part of learning, but for many students, the idea of failing, or even not knowing the answer, is paralyzing. Some simply don’t like being put on the spot in front of their peers or authority figures like a teacher. An intelligent computer system, designed to help students to learn, is a much less daunting way to deal with trial and error. Artificial intelligence could offer students a way to experiment and learn in a relatively judgment-free environment, especially when AI tutors can offer solutions for improvement. In fact, AI is the perfect format for supporting this kind of learning, as AI systems themselves often learn by a trial-and-error method.
  • Data powered by AI can change how schools find, teach, and support students. Smart data gathering, powered by intelligent computer systems, is already making changes to how colleges interact with prospective and current students. From recruiting to helping students choose the best courses, intelligent computer systems are helping make every part of the college experience more closely tailored to student needs and goals. Data mining systems are already playing an integral role in today’s higher-ed landscape, but artificial intelligence could further alter higher education. Initiatives are already underway at some schools to offer students AI-guided training that can ease the transition between college and high school. Who knows but that the college selection process may end up a lot like Amazon or Netflix, with a system that recommends the best schools and programs for student interests.
  • AI may change where students learn, who teaches them, and how they acquire basic skills. While major changes may still be a few decades in the future, the reality is that artificial intelligence has the potential to radically change just about everything we take for granted about education. Using AI systems, software, and support, students can learn from anywhere in the world at any time, and with these kinds of programs taking the place of certain types of classroom instruction, AI may just replace teachers in some instances (for better or worse). Educational programs powered by AI are already helping students to learn basic skills, but as these programs grow and as developers learn more, they will likely offer students a much wider range of services. The result? Education could look a whole lot different a few decades from now.

20 Basic skills EVERY educator should have for the 21st century (16-20)

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During the last 15 years, we in education have moved at light speed in the area of educational technology. Whether you are involved in higher ed, secondary ed, elementary ed, or special ed, all of us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology. Not since the introduction of the blackboard have we seen a piece of equipment make such a difference in how we teach. Today, not only do we use computers, but we also have laptops, wireless laptops, and tablet PCs. In addition, we have the World Wide Web, scanners, CD burners, USB drives, digital cameras and digital video cameras, PDAs, as well as video and DVD players. And most educators use a variety of tools-including video, e-mail, desktop conferencing, online programs such as WebCT and Blackboard, as well as video conferencing-to teach. Thus, it is no longer acceptable for educators to be technology illiterate.

With that in mind, here is a comprehensive listing of the technology skills that every educator should have. Because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work. Today that includes continued time and effort to maintain and improve their technology skills (as much as some educators do not want to admit).

Here are 20 basic technology skills that all educators should now have:

  1. Word Processing Skills
  2. Spreadsheets Skills
  3. Database Skills
  4. Electronic Presentation Skills
  5. Web Navigation Skills
  6. Web Site Design Skills
  7. E-Mail Management Skills
  8. Digital Cameras
  9. Computer Network Knowledge Applicable to your School System
  10. File Management & Windows Explorer Skills
  11. Downloading Software From the Web (Knowledge including eBooks)
  12. Installing Computer Software onto a Computer System
  13. WebCT or Blackboard Teaching Skills
  14. Videoconferencing skills
  15. Computer-Related Storage Devices (Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)
  16. Scanner Knowledge
  17. Knowledge of PDAs
  18. Deep Web Knowledge
  19. Educational Copyright Knowledge
  20. Computer Security Knowledge

16. Scanner Knowledge

Educators should know how to use a scanner and what OCR capacity is. See the following Web sites for helpful information and tutorials.

17. PDAs Knowledge

Educators should now what a PDA is and who to use one. See the following Web sites for helpful information and tutorials.

18. Deep Web Knowledge

Educators should know what the deep web is and how to use it as a resource tool. See the following Web sites for helpful information and tutorials.

19. Educational Copyright Knowledge

Educators should understand the copyright issues related to education including multimedia and Web-based copyright issues. See the following Web sites for helpful information and tutorials.

20. Computer Security Knowledge

Educators should know about basic computer security issues related to education. See the following Web sites for helpful information and tutorials.

20 Basic skills EVERY educator should have for the 21st century. (11-15)

Source

During the last 15 years, we in education have moved at light speed in the area of educational technology. Whether you are involved in higher ed, secondary ed, elementary ed, or special ed, all of us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology. Not since the introduction of the blackboard have we seen a piece of equipment make such a difference in how we teach. Today, not only do we use computers, but we also have laptops, wireless laptops, and tablet PCs. In addition, we have the World Wide Web, scanners, CD burners, USB drives, digital cameras and digital video cameras, PDAs, as well as video and DVD players. And most educators use a variety of tools-including video, e-mail, desktop conferencing, online programs such as WebCT and Blackboard, as well as video conferencing-to teach. Thus, it is no longer acceptable for educators to be technology illiterate.

With that in mind, here is a comprehensive listing of the technology skills that every educator should have. Because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work. Today that includes continued time and effort to maintain and improve their technology skills (as much as some educators do not want to admit).

Here are 20 basic technology skills that all educators should now have:

  1. Word Processing Skills
  2. Spreadsheets Skills
  3. Database Skills
  4. Electronic Presentation Skills
  5. Web Navigation Skills
  6. Web Site Design Skills
  7. E-Mail Management Skills
  8. Digital Cameras
  9. Computer Network Knowledge Applicable to your School System
  10. File Management & Windows Explorer Skills
  11. Downloading Software From the Web (Knowledge including eBooks)
  12. Installing Computer Software onto a Computer System
  13. WebCT or Blackboard Teaching Skills
  14. Videoconferencing skills
  15. Computer-Related Storage Devices (Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)
  16. Scanner Knowledge
  17. Knowledge of PDAs
  18. Deep Web Knowledge
  19. Educational Copyright Knowledge
  20. Computer Security Knowledge

11. Downloading Software from the Web Knowledge – including e-Books

All educators should be able to download software from the web and know of the major sites that can be used for this purpose. See the following Web sites for helpful information and tutorials.

e-Books

12. Installing Computer Software onto a Computer System

Educators should be able to install computer software onto a computer system. See the following Web sites for helpful information and tutorials.

13. WebCT or Blackboard Teaching Skills

Educators should be aware of these two online teaching tools and know about them and/or know how to use them to teach or take classes. See the following Web sites for helpful information and tutorials.

14. Video Conferencing skills

Educators should be able to use a video conferencing classroom and understand the basics of teaching with Video Conferencing. See the following Web sites for helpful information and tutorials.

15. Computer Related Storage Devices Knowledge.

Educators should understand and know how to use the following data storage devices: disks, CDs, USB drives, zip disks & DVDs. See the following Web sites for helpful information and tutorials.

Diskettes

CDs

USB Drives 
(also known as pen drives, flash drives, key chain drives, portable hard drives)

DVDs

Zip Disks

20 Basic skills EVERY educator should have for the 21st century (6 through 10)

Source

During the last 15 years, we in education have moved at light speed in the area of educational technology. Whether you are involved in higher ed, secondary ed, elementary ed, or special ed, all of us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology. Not since the introduction of the blackboard have we seen a piece of equipment make such a difference in how we teach. Today, not only do we use computers, but we also have laptops, wireless laptops, and tablet PCs. In addition, we have the World Wide Web, scanners, CD burners, USB drives, digital cameras and digital video cameras, PDAs, as well as video and DVD players. And most educators use a variety of tools-including video, e-mail, desktop conferencing, online programs such as WebCT and Blackboard, as well as video conferencing-to teach. Thus, it is no longer acceptable for educators to be technology illiterate.

With that in mind, here is a comprehensive listing of the technology skills that every educator should have. Because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work. Today that includes continued time and effort to maintain and improve their technology skills (as much as some educators do not want to admit).

Here are 20 basic technology skills that all educators should now have:

  1. Word Processing Skills
  2. Spreadsheets Skills
  3. Database Skills
  4. Electronic Presentation Skills
  5. Web Navigation Skills
  6. Web Site Design Skills
  7. E-Mail Management Skills
  8. Digital Cameras
  9. Computer Network Knowledge Applicable to your School System
  10. File Management & Windows Explorer Skills
  11. Downloading Software From the Web (Knowledge including eBooks)
  12. Installing Computer Software onto a Computer System
  13. WebCT or Blackboard Teaching Skills
  14. Videoconferencing skills
  15. Computer-Related Storage Devices (Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)
  16. Scanner Knowledge
  17. Knowledge of PDAs
  18. Deep Web Knowledge
  19. Educational Copyright Knowledge
  20. Computer Security Knowledge

6. Web site Design Skills

Educators should be able to design, create, and maintain a faculty/educator Web page/site. See the following Web sites for helpful information and tutorials on these skills.

7. E-Mail Management Skills

Educators should be able to use e-mail to communicate and be able to send attachments and create e-mail folders. See the following Web sites for helpful information and tutorials.

8. Digital Cameras Knowledge

Educators should know how to operate a digital camera and understand how digital imagery can be used. See the following Web sites for helpful information and tutorials.

9. Network knowledge applicable to your organization.

Educators should know the basics of computer networks and understand how their school network works. See the following Web sites for helpful information and tutorials.

10. File Mgmt & Windows Explorer Skills

All educators should be able to manage their computer files and be able to complete the following tasks; create, and delete files and folders, move and copy files and folders using the My Computer window and Windows Explorer. See the following Web sites for helpful information and tutorials.

20 Basic Skills EVERY educator should have for the 21st century. (First 5)

Source

During the last 15 years, we in education have moved at light speed in the area of educational technology. Whether you are involved in higher ed, secondary ed, elementary ed, or special ed, all of us find it difficult to catch up, keep up, and put up with fast-moving computer-based technology. Not since the introduction of the blackboard have we seen a piece of equipment make such a difference in how we teach. Today, not only do we use computers, but we also have laptops, wireless laptops, and tablet PCs. In addition, we have the World Wide Web, scanners, CD burners, USB drives, digital cameras and digital video cameras, PDAs, as well as video and DVD players. And most educators use a variety of tools-including video, e-mail, desktop conferencing, online programs such as WebCT and Blackboard, as well as video conferencing-to teach. Thus, it is no longer acceptable for educators to be technology illiterate.

With that in mind, here is a comprehensive listing of the technology skills that every educator should have. Because as computer and associated technologies continue to change and evolve, educators must continue to strive for excellence in their work. Today that includes continued time and effort to maintain and improve their technology skills (as much as some educators do not want to admit).

Here are 20 basic technology skills that all educators should now have:

Word Processing Skills
Spreadsheets Skills
Database Skills
Electronic Presentation Skills
Web Navigation Skills

Web Site Design Skills
E-Mail Management Skills
Digital Cameras
Computer Network Knowledge Applicable to your School System
File Management & Windows Explorer Skills
Downloading Software From the Web (Knowledge including eBooks)
Installing Computer Software onto a Computer System
WebCT or Blackboard Teaching Skills
Videoconferencing skills
Computer-Related Storage Devices (Knowledge: disks, CDs, USB drives, zip disks, DVDs, etc.)
Scanner Knowledge
Knowledge of PDAs
Deep Web Knowledge
Educational Copyright Knowledge
Computer Security Knowledge

 

1. Word Processing Skills

 

Educators should be able to use some type of word processing program to complete written tasks in a timely manner. See the following Web sites for helpful information and tutorials.

University of Alberta: Online Word Processing Tutorials

 

Tutorialfind.com: Word Processing Tutorials

 

2Learn.ca Education Society: Word Processing Teacher Tools

 

Essential Microsoft Office 2000: Tutorials for Teachers: Word

 

2. Spreadsheets Skills

 

Educators should be able to use some type of spreadsheet program to compile grades and chart data. See the following Web sites for helpful information and tutorials on these skills.

 

University of Alberta: Online Spreadsheet Tutorials

 

Teachnology: Spreadsheets Teaching Theme

 

Excel in TutorGig Tutorials

 

Essential Microsoft Office 2000: Tutorials for Teachers: Excel

 

Black Hills State University: Technology for Teachers: Spreadsheets

 

3. Database Skills

 

Educators should be able to use some type of database program to create tables, store and retrieve data, and query data. See the following Web sites for helpful information and tutorials on these skills.

 

University of Alberta: Online Database Tutorials

 

Technology and Telecommunications for Teachers: Database Tutorial

  • www.k12.hi.us/~tethree/01-02/tutorials/db
  • This tutorial was created by the Advanced Technology Research Branch of the Hawaii Department of Education to provide supplemental productivity tool information to teachers enrolled in the Technology Telecommunication for Teachers (T3) Program.

 

Microsoft Access Database Tutes

 

Essential Microsoft Office 2000: Tutorials for Teachers: Access

 

Black Hills State University: Technology for Teachers: Databases

 

4. Electronic Presentation Skills

 

Educators should be able to use electronic presentation software to create and give electronic presentations. See the following Web sites for helpful information and tutorials on these skills.
PowerPoint in the Classroom

 

University of Victoria: PowerPoint I

 

Steven Bell’s PowerPoint and Presentation Skills Resource Page

  • http://staff.philau.edu/bells/ppt.html
  • A list of resources that provide information and technical assistance for developing Power Point slide presentations, as well as information on designing computer-based presentations and mounting PowerPoint files on the Web.

 

University of California: Presentation/In-Class Software Tutorial & Guides

 

University of Alberta: Online PowerPoint Tutorials

 

Essential Microsoft Office 2000: Tutorials for Teachers: PowerPoint

 

5. World Wide Web Navigation Skills

 

Educators should be able to navigate the World Wide Web and search effectively for data on the Internet. See the following Web sites for helpful information and tutorials on these skills.

 

Black Hills State University: Search Engines

Finding Information on the Internet: A Tutorial

 

Searching the Web in the Yahoo! Directory

 

Online Writing Lab: Searching the World Wide Web

 

How to be a WebHound

 

ICYouSee: T is for Thinking

This is the first of a four part series on technology tools that educators need for the 21st century classroom and preparing our students for the global economy.

Here’s What Our Smartphone Obsession Looks Like … In 26 Photos

One in every five people owns a smart phone. That’s more than one billion people. Our devices have become an extension of ourselves; they are company in some of the most monumental, meaningful and intimate experiences of our lives. We bring them to the bathroom. We keep them near us while we sleep. We invite them to dinner. We clutch them tightly when we meet the Pope.

Technology’s pervasiveness seems innocuous at first. A five-minute walk with the dog on a nature trail becomes a five-minute window to check email. A couple of scrolls through Instagram while Spike does his thing appears harmless, but we miss the little off-screen moments that make life better and even decrease our stress. (And sleeping with your phones is just a bad idea.)

We’re only getting more hooked. Over the past half-decade, smartphone use has increased exponentially. Our reliance on these device has evolved too. Data in a 2012 report produced by the Pew Research Center revealed that 29 percent of American cell phone owners describe their phones as “something they can’t imagine living without.”

The way we experience all aspects of life — from the mundane moments to the momentous — has been changed. Our relationship with phones is a complicated one: They come with us everywhere we go, but they often lead us to be lonely or alone. They record every moment of our lives, but they pull us from living in those moments. We have yet to master the perfect balance of phone as an accessory and phone as a life source. The series of photos below illustrate the juxtaposition of life before phones were a continuation of our social identities and the unromantic present, where they seem to be just that.

President Bill Clinton leaves the White House, 1994
bill clinton
Photo: AP

President Barack Obama speaks at the Women’s History Month reception at the White House, 2013
womens history month reception
Photo: Getty

Passengers ride the subway, 1970
passengers nyc subway
Photo: Getty

Passengers ride the subway, 2014
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Photo: Getty

Pope John Paul II visits St. Peter’s Square in Rome, 1983
104403201
Photo: Getty

Pope Francis visits Guidonia Montecelio near Rome, March 2014
479091903
Photo: Getty

A woman walks a dog, 1923
3091183
Photo: Getty

A woman walks a dog, 2014
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Photo: Getty

Girls catch sight of The Beatles, Los Angeles, 1964
640818023
Photo: AP

Girls catch sight of One Direction, London, 2013
177072226
Photo: Getty

A group of women shares a meal, 1930
108432151
Photo: Getty

A group of women shares a meal, 2013
165158670
Photo: Getty

Attendees enjoy a David Bowie concert, 1973
51141069
Photo: Getty

Attendees enjoy a Beyoncé Concert, 2013
beyonce concert crowd
Photo: AP

A man walks through the snow in London’s St. James Park, 2007
73090447
Photo: Getty

A woman walks through the snow in London’s St James Park, 2010
107244655
Photo: Getty

Matt Lauer greets fans outside NBC’s Today Show, 1999
1512053
Photo: Getty

Matt Lauer greets fans outside NBC’s Today Show, 2013
163513204
Photo: Getty

A man dines alone, 1959
51239785
Photo: Getty

A man dines alone, 2014
475617091
Photo: Getty

Women sit for manicures and beauty treatments, 1971
162038281
Photo: Getty

A woman sits for a manicure, 2013
women getting pedicure
Photo: Getty

Fans stake out stars at the premiere of “Seven Years in Tibet,” Los Angeles 1996
51651317
Photo: Getty

Fans stake out stars at the premiere of “The Great Gatsby,” 2014
167862856
Photo: Getty

Malia and Sasha Obama stand together at the Inaugural Parade, 2009
090120039897
Photo: AP

Malia and Sasha Obamas sit together at the Inaugural Parade, 2013
669205231317
Photo: AP

12 Barriers To Innovation In Education

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Innovation is not something that just happens.

Or, rather it does given the right chemistry.

Oftentimes this chemistry is referred to locally in schools as “climate,” but climate is only a small part of the formula. Where innovation comes from is an increasingly popular topic recently as new projects are increasingly visible, and due to digital reach, impactful across fields and industries. Right now, let’s stick to innovation in public education.

In K-12 education, there is a lot that can slow down innovation, and below are 12 guesses at some of those suspects.

Note, this doesn’t necessarily make any of the following “bad” anymore than a needle point, hot stove, or venomous snake should be thought of as “bad.” They just are what they are. It very well could be that innovation isn’t all it’s cracked up to be, and we can thank our lucky stars that we have these 12 natural decelerators of change.

Maybe.

vancouverfilmschool-2-barriers-to-innovation

 

12. Busy Parents

Busy parents—an unfortunate reality in homes from single-parent to dual-income and everything in between—rarely can begin to have enough time to support the innovative learning that does manage to occur.

Most parents are accustomed to one way of being educated—the way things were when they were in school. New learning forms confuses busy parents, making it difficult for them to support it, and worse, a harder sell with “fringe” students for whom current formal learning models barely work to begin with. If mom and dad don’t buy in, the children might refuse to as well. This can be corrected a variety of ways, but if the parents and teachers are too busy to consistently talk, it’s difficult for such a correction to take place.

11. SBDMs

The site-based decision making councils that mange most schools have their heart in the right place, as do local school councils. They are made up of teacher and parent reps who vote on school “policies,” curriculum adoption, hiring of new teachers, and so on. Important stuff.

But the meetings can be poorly attended. There is (necessarily) limited representation of all stakeholders, and due to the time and energy necessary to serve, the most innovative educators are too busy innovating to serve on such councils. Or think they are anyway. The point is simple—if parts of the school or district are pulling one way, and other parts pulling another, innovation can be slow or non-existent. Small meetings in the evenings of a handful of tangent “players” in a school is not an ideal circumstance for innovation.

10. Teacher Turnover

This one’s simple. Few things hurt learning/learning management more than teacher turnover. While replacing teachers that aren’t likely to innovate with those that are sounds good in theory, innovation isn’t the only thing. Innovation itself requires conditions to get off the ground—clout, trust, organization, communication, and so on. Constantly replacing teachers is a recipe for not only wasted resources, but stagnant thinking conditioned by systems, tradition, policies, and protocol.

9. Drive-by Professional Development

Experts in education are a boon to innovation. Thought leadership, expertise in niche areas, and general rallying of the troops through conferences, social media, and blogging is great.

When one of these experts/thinkers/doers gets an administrators ear, their ideas are usually “brought in” somehow–books, programs, DVDs, etc. In fact, they may even be invited to share their thinking with staff in person by sitting in on PLCs, addressing staff meetings, and observing classrooms. They may even come in several times throughout the year—and hades has no panic like the day before said expert returns to the school and staff are expected to bring back “artifacts” from implementing said great idea in the classroom.

The issue here is that innovation is usually not their gift to staff, but rather tips and strategies. The best of these tips and strategies are undoubtedly helpful and necessary, and offer opportunities for the kind of incremental improvement that shows up on test scores and Annual Yearly Progress.

But this top-down “improvement” doesn’t create the conditions necessary for bottom-up innovation. If that expert was to instead use a kind of cognitive apprenticeship or coaching model to help guide educators through a thinking process that yielded the innovations that have made them successful, we’d have both innovation and, more critically, improved teacher capacity.

8. School and Community Climate

Many K-12 schools give lip-service to the concept of innovation in mission statements, on websites, in PDs, and during committee, council, and board meetings, but lose their nerve when it’s time to make it happen. Supporting something seen as secondary (innovation) in the face of pressure, far-reaching programs, external standards ranging from Common Core to Literacy, Technology, and Career Readiness becomes a matter of priority–and job security.

While education begs for innovation, arguments against it often turn to tempting, straw man attacks.

The Tempting Position: In the company of innovation, how can we be sure standards are being taught and children are learning?

Different forms of learning require unique data and monitoring infrastructure that could be missing.

The Tempting Position:How can we be sure what’s happening in each school and classroom?

Homogenizing instruction across classrooms, schools, districts and now even states offers up a uniform look provides an illusory comfort. And dampens innovation everywhere it seeks to spring up.

The Tempting Position: How can we encourage teachers to share, collaborate, and work together if “everyone’s off doing their own thing”?

This is the ultimate straw man, comparing innovation to a kind of chaos that gives policymakers ulcers.

So, out of fear of breaking the system through disruption, compliance with “research-based” strategies and “district expectation” and policy is valued above all else. Here, innovation is rare—usually the result of a bright, charismatic teacher or hard-working administrator that realizes that somehow, no matter the cost, something has to change.

7. Policies

Policy is a natural consequence of attempting to manage something unmanageable. The stuff of governments, large businesses, and organizations that can’t personalize decision-making with the attention that it deserves—the careful thinking needed to solve important problems. So policies are adopted to police departments, curriculum, conferences, professional development, etc.–all to help ensure that “everyone is on the same page.”

The immediate reaction might be, “Yeah, ‘carefully thinking’ about 800 pre-adolescents a day is impossible” to which a rational person might respond, “Exactly the point.”

Policies—at least how they are used today–are necessary only as a result of a system that’s either too large or too industrialized for the personalization that it’d ideally benefit from. This might be fine levying taxes, manufacturing cars, or enforcing laws, but when nurturing the minds of children—and the adults charged with their “intellectual care”—it fails miserably. And worse, we tend to react by “improving the policy” or creating new ones instead of re-considering limits, scale, and even notions of collaboration. We form policies to police the policies.

And innovation? Policies hate innovation, because they’re not built for that kind of fast-moving thinking, and put teachers at odds with other educators and personnel who dutifully follow said policies, making these kinds of educators seem like “non-team players.”

6. Meetings

Meetings are undoubtedly necessary on some level, but with so many digital tools and social media platforms available, a huge percentage of the information exchanged at meetings could be distributed elsewhere—and in ways that could be curated for broader sharing, input, and reference later as well. The problem is that meetings are often required at a district level—so many hours per week or school year, the pleasing image of collaborative teachers sitting together in libraries or conference rooms making education better one meeting at a time.

The reality is that teachers collaborate, seek need-to-know information, and “get on the same page” in lieu of these meetings, not because of them. Innovation does not happen in the minds of passive teachers discussing the logistics of bus duty or computer lab access during testing. If digital and social media platforms could be used to reduce their duration and frequency, educators could have more time to relax their minds, read about education leisurely, and as a consequence, innovate.

5. Overly-Rigid Professional Learning Communities (PLCs)

Though not a staple of universities, in the modern K-12 public school in the United States, PLCs are a trending instrument of school improvement.

In concept, a PLC is an embarrassingly obvious response to the workload of planning and differentiating high-level learning for so many unique minds. It simply asks teachers to agree on standards, share instructional strategies, and gather again to disaggregate the data. This kind of professional collaboration is par for the course across industries, and makes sense for education as well. The problem is that many PLCs unwittingly meld together teaching and instructional design styles across classrooms and teachers until they’re indistinguishable.

Teaching is an incredibly personal act—creating a climate where learning happens doesn’t come as the magic result of an industrialized formula, but the carefully planned interaction between teacher, learner, and content. In many schools and districts, this is what PLCs help realize. But in many others, where educators are uncertain of shifting roles, bring massively different technology or planning forms to the table, and may struggle to internalize the process that may include up 10-15 steps across several weeks, and you have a formula that, at best, may be failing to foster innovation.

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4. District Programs

District programs make sense on a district level. If you’re in charge of a system of schools, and you discover a program or platform that you believe would support learners and teacher in those schools, as a leader of that district, you have to make that happen.

The challenge comes in application. These programs are necessarily comprehensive (or they’re not really programs). Whether they are for reading, testing, career readiness, or some other likely noble initiative, they can be far reaching in their integration. Learner rosters, teacher schedules, access to school resources, professional development required, “district expectations,” hardware and software technology, curriculum mapping and instructional sequencing, and other areas can all be impacted by well-intended programs.

At the district level it might be easy to say “Good! If everything’s impacted, that means it’s working!” Trouble is, there’s already more to do as an educator than there is time for. What makes a great teacher can often be not what they “put in,” but what they leave out—and how to hide that from those “holding them accountable.” Adding more programs that are tangled with everything else a teacher touches only guarantees that other things are going to fall by the wayside, including many of the same kinds of (often expensive) programs from the year before.

And worse, by their very nature these kinds of programs rarely support innovation at the classroom level.

3. Traditional Report Cards

Blaming report cards for a lack of innovation may like a bit much, but the traditional report card as we come to know it reduces the complex and messy process of learning and learning mastery. Which is not as good a deal as it sounds, as the end up as misleading letter grades that don’t give parents nearly enough information for them to begin to help, leading to questions such as “What’s going on in math?”, rather than “Where exactly in graphing coordinate planes are you getting stuck?”

Standards-based reporting would be a step in the right direction. A leap? Learning that is community-based, where families are embedded from the beginning, and accountability is shared across stakeholders far beyond the walls of a school, where a piece of paper every 9 weeks wouldn’t be required to communicate learning progress.

What this has to do with innovation is significant: the fundamental relationship between learner, family, and content is tied up in the iconic “report card.” Innovating learning requires that performance and local application be innovated as well. It will be difficult to design incredible 21st century learning environments, and then report “A/B/C” in “Math/Science/English.”

It all misses the point (something gamification can help with, incidentally).

2. Scripted Curricula

In the face of mounting pressure and countless initiatives that at times seems to pull teachers in different directions, some districts respond the best way they know how: buying a curriculum that’s scripted. This provides the pleasing image of all educators on the “same page,” and would seem to make tracking learning results simpler across classes. Unfortunately it doesn’t work that way—and worse, it stifles innovation and ultimately reduces teacher capacity.

Curriculum has to be responsive and flexible. Curriculum maps that aren’t living, breathing documents can confound efforts to align learning experiences. Scripted curricula, such as SpringBoard by SAT’s College Board, are a placebo for schools and districts wishing to consistently offer high-level, progressive, and personalized learning experiences that result from well thought-out innovation.

1. Overworked Teachers

While an occupied mind signals engagement, one bursting at the seams with learning targets, meetings, fluency probes, IEPs, ECE, ESL, ELL, 504s, G/T, PDPs, RTI, ORQs, MAP, ACT, Explore, Common Core, scripted curricula, Stiggins/Wiggins/DuFour/Marzano, AYP, pre-assessment, differentiation based on assessment results, summative assessment, authenticity, PBL, CBL, and PBE does not. And this is not simply a matter of shorter days, fewer students, or longer summers, but rather a schedule and climate within formal learning environments like schools that support educators in developing truly lasting innovations where the rubber meets the road—the classroom.

Top-down change–programs from the district and state level, for example–can certainly support educators, but lasting innovation and change must come from a collaboration between learners, educators, and communities. In an era of “accountability,” teachers are tasked with “proving” everything. Nothing is trusted, and on the surface this makes sense: all professions have accountability standards to one degree or another. But the sheer quantity of “accountability tasks” your average K-12 teacher has to perform at best doesn’t guarantee the learning success they are intended to, and at worst, smother any opportunity for innovation at the classroom level.

No matter the school climate, PLC/Data Team format, or elements of instructional design, if the teacher is drowning in paperwork, meetings, and accountability tasks, true innovation–and subsequent consistent performance–will always be a challenge.

12 Silent Saboteurs Of Innovation In Education; this post was revised and republished from an earlier TeachThought article in August of 2012; image attribution flickr user vancouverfilmschool

 

The Real Reason(s) Teens Are Forgetful

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If you teach teenagers (or maybe you have/had one at home), you know that they can be…well, forgetful. When you ask if they need something, they adamantly say no, but suddenly they remember they need to be somewhere in five minutes/they have a paper due tomorrow morning/they need money for a school trip and it is due in an hour/they’re going to be out tomorrow. Sound familiar? Well, don’t worry – you’re not the only one noticing this!

As it turns out, this forgetfulness is not just because they want to drive you (and everyone else?) nuts – there are a lot of changes going on in teenaged brains that may be causing this – and it can last into the college years. Mia MacMeekin and David Wilcox have teamed up to create an awesome infographic that takes a look at why teens forget so much, a bit of the science behind it, and some ideas on how you can help. It’s a great little guide for bringing some order and organization into your classroom filled with teenagers, but also a great reminder that they aren’t just trying to drive you up a wall (for those times when you might want to strangle them!).

The Science

  • Changes occur in three areas of the brain during the teenage years – the cerebellum, the prefrontal cortex, and the limbic cortex
  • These changes are referred to as ‘blossoming’ (age 11-14) and ‘pruning’ (age 14-25)
  • The prefrontal cortex controls things like: alertness, attention, planning, working memory, and regulation of social behavior
  • The cerebellum controls things like: balance, motor coordination, recognition of social cues
  • The limbic cortex controls things like: emotion, attention, memory, and emotions

So What Happens?

  • The teenage years are often known as the ‘use it or lose it’ years due to this synaptic pruning
  • The changes in the brain impact memory and attention
  • This brain ‘reorganization’ is complex, and adds extra strain on the teenager’s brain
  • Teen brains are losing about 30,000 connections per second
  • A teenager’s brain needs to reconnect with information it once found easy to locate
  • The circadian shift impacts sleep and information retention

What Can You Do?

  • Love, forgive, encourage
  • Experiment – what works for one teen may not work for another, so try a number of avenues
  • Let them take healthy risks
  • Help create systems and routines
  • Create order
  • Be actively involved
  • Teens need at least 9.5 hours of sleep per night
  • Acknowledge wins, build on losses, allow natural consequences
  • Minimise ‘business’
  • Let them be emotional

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How to Respond to Negative People Without Being Negative

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“Don’t let the behavior of others destroy your inner peace.” ~Tenzin Gyatso, 14th Dalai Lama

A woman with whom I once worked seemed to talk non-stop and loudly, interrupt incessantly, gossip about whomever wasn’t in the room, constantly complain, and live quite happily in martyrdom.

It seemed nothing and no one escaped her negative spin. She was good at it. She could twist the happiest moment of someone’s life into a horrendous mistake. She seemed to enjoy it too.

At first, my judgmental mind thought her behavior to be quite inappropriate. I simply didn’t approve of it. But after weeks of working with her, the thought of spending even one more moment in her presence sent me into, well, her world.

Her negativity was infectious. More and more, I found myself thinking about her negativity, talking with others about her negativity, and complaining about her constant negativity.

For a while, though, I listened to her whenever she followed me into the lunchroom or the ladies’ room. I didn’t know what to say, or do, or even think. I was held captive.

I’d excuse myself from the one-sided chit-chat as soon as possible, wanting to someday be honest enough to kindly tell her that I choose not to listen to gossip. Instead, I chose avoidance. I avoided eye contact, and any and all contact. Whenever I saw her coming, I’d get going and make for a quick getaway. I worked hard at it, too.

And it was exhausting because whether I listened to her or not, or even managed to momentarily escape her altogether, I was still held captive by her negativity.

I interacted with her only a handful of times a month, but her negative presence lingered on in my life. And I didn’t like it. But what I didn’t like didn’t really matter—I wanted to look inside myself to come up with a way to escape, not just avoid, a way to just let go of the hold this negativity had on me.

And when I did look within, I saw that I was the one exaggerating the negative. I chose to keep negativity within me even when she wasn’t around. This negativity was mine. So, as with most unpleasant things in life, I decided to own up and step up, to take responsibility for my own negativity. Instead of blaming, avoiding, and resisting the truth, I would accept it. And, somehow, I would ease up on exaggerating the negative.

I welcomed the situation as it was, opening up to the possibilities for change within me and around her.

I knew all about the current emotional fitness trends telling us to surround ourselves with only happy, positive people and to avoid negative people—the us versus them strategy for better emotional health. I saw this as disconnecting, though. We all have times when we accentuate the positive and moments when we exaggerate the negative. We are all connected in this.

Instead of attempting to continue to disconnect, to avoid being with negativity, while just denying my own, I wanted to reconnect, with compassion and kindness toward both of us.

She and I shared in this negativity together. And once I made the connection, and saw our connection, a few simple, and maybe a little more mindful thoughts began to enter my mind, and my heart. This reconnection would be made possible through love.

And these simple little, love-induced thoughts spoke up something like this:

  • Patience can sit with negativity without becoming negative, rushing off to escape, or desiring to disconnect from those who choose negativity. Patience calms me.
  • And while I’m calm, I can change the way I see the situation. I can see the truth. Instead of focusing on what I don’t like, I can see positive solutions. I can deal with it.
  • I can try to see the situation from the other person’s perspective. Why might this woman choose or maybe need to speak with such negativity? I can be compassionate.
  • Why does what this woman chooses or needs to say cause me to feel irritated, angry, or resentful? I have allowed her words to push my negativity buttons. I can’t blame her.
  • She doesn’t even know my buttons exist. She’s only concerned with her own needs. I’ve never even told her how much her negativity bothers me. I see what truly is.
  • I see that we are both unhappy with our shared negativity. People who complain and gossip and sacrifice themselves for others aren’t happy. I can help to free us both.
  • I will only help. I will do no harm. I have compassion for us both. I will show kindness toward both of us. I will cultivate love for us, too. I choose to reconnect.
  • I will start with me and then share love with others. May I be well and happy. May our family be well and happy. May she be well and happy. I choose love.

And whenever I saw her, I greeted her with a kind smile. I sometimes listened to her stories, excusing myself whenever her words became unkind, much the same as I had done before. But I noticed the negativity no longer lingered within me. It disappeared as soon as I began choosing love again. I was freed. And I was happier. And compassion, kindness, and love had made me so.

My desire was not to speak my mind in an attempt to change hers, to change her apparent need in choosing negative words. I did hope she might free herself from negativity and liberate herself by choosing positivity instead. Our reconnection was complete, quite unlimited, too, and it gave me hope that happiness could be ours, shared through our connection.

I continue to cultivate this loving connection, being compassionate and kind whenever people, myself included, choose to speak negative words, for we all do from time to time. We are positively connected in this negativity thing, and everything else. And compassion, kindness, and love happily connect us all.

Photo by D. Sharon Pruitt

Why It’s Time To Change How Students Cite Their Work

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When students write a paper, it goes without saying that they must cite the sources that they use in creating it. For generations, students have created note cards to document and organize these resources and/or submitted a bibliography page with their finished work.

In the modern classroom, student research and creation has taken on a new look. Before, when students created a poster, and then separately handed in a bibliography page to the teacher, justice was done and fair credit was given for the ideas used.

However, as widespread sharing of these projects becomes more common, and the internet allows students to reach an audience far beyond the school or classroom, we need to re-evaluate this procedure and address our responsibility to share these sources – not just with the teacher or school, but with all who might consume the project.

Without readily available sources to review, the audience cannot truly evaluate the validity of the project. They are left with what might be a beautiful and elegant project (the product) without knowing the sources used to construct it (the process).

Sharing sources with an audience is how we can focus on the PROCESS of creation rather than seeing only the PRODUCT.

Sharing Sources of Student Work

1. Include citations for individual pieces of information within the products themselves. This method has the advantage of sharing the sources with those who are consuming the project. For a classroom, this further engages the class in evaluating the sources that are used and allows them to ask “is that a valid source?” or “does that source have a perspective or a bias?”

2. Have students create a traditional bibliography page in Google Drive and include a link to it on their project. This will increase the likelihood that students will explore sources and evaluate projects at a deeper level. The same could be done with Evernote or a shared document in Dropbox.

3. For traditional paper projects, science fair projects, posters, mobiles or other display work, have the students provide a shortened URL to let others find and explore their works cited as they view the product. This will also work for electronic work such as PrezisGlogstersPoppletsGoogle Presentations or online videos. Shortnened URLs can be created at tinyurl.com or by using chrome extensions such as goo.gl URL shortener.

3. In place of a Tiny URL, use a QR code to link viewers to works cited. QR codes can be created for free using QR Kaywa or QRCode Monkey. QR codes are an image file that can be easily added to online projects, and are equally effective when added to the end of videos.

In our information-rich world, accessing information is a daily activity, making it essential to credit the sources being used. This is no less true in elementary school, high school or college. The “Culture of Creation” that emerges in connected classrooms makes this even more important, and putting it at the forefront of creation will allow for a healthy and necessary evaluation of how classwork is created and the ideas used to do so.

Shawn McCusker will be addressing online research & citations during his Teaching History with Technology workshop in Chicago this June.