The Digital Blue Yonder - what's on the digital horizon for education and how might we harness it?

Over the last six months I have been delivering variations of the above presentation, looking at what I believe to be the biggest disruptors (and enablers) on the digital horizon. 

The presentation begins with the well worn introduction to Moore's Law and covers off a myriad of examples of technology that has continued to double in speed and processing power whilst reducing in size and cost. This is then reinforced by an excerpt from Kaila Corbin's Introduction to Exponentials from the Christchurch Singularity U Summit where she deftly describes the concept of doubling curves and the inability for human brains to actually comprehend such a bonkers rate of change. What I particularly like about this presentation was the way she paints this visual of such an extreme acceleration of change it paints a vertical line, the only problem is we, as humans, standing on the horizontal part of the continuum, tend look back and only see the gentle incline that got us to this point in history, blithely unaware that we are literally backing into a rate of change that will blast us Space X style into the stratosphere. As much as we might like to comfort ourselves that technological change will always be a matter of evolution, there is much on the horizon that suggests it may be more akin to a revolution. 

We are sitting in an interesting space in education. On one hand we are hearing messages about the potential for AI Machines to replace teachers in as little as 10 years, and then on the other hand, we look around and see many secondary schools that have barely evolved (particularly in terms of physical spaces, timetables and subject offerings) in the last 20 or 50 years. It is for this very reason that I believe teachers and schools are being lulled into a false sense of security, not really believing there is a need to change....much. Not only are teachers potentially risking being blindsided, they are also potentially missing out on the benefits that these technologies can provide both them and more importantly, their students.

So, irregardless of where we might sit on the digital-loving-kool-aid-drinking-continuum at present - what is on the horizon that may disrupt education and more importantly might enhance it?

AI (Artificial Intelligence) Machines would be my number one. Most of us will have heard of IBM's Watson which is an AI platform for business which was first designed as a question-answer computing system that could answer questions posed in natural language for the express purpose of beating humans at the quiz show Jeopardy. Not only did the computing system beat the humans, it also provided a computing platform that would transform how we process and utilise information and learning. Consider this, according to John Rennie, Watson can process 500 gigabytes, the equivalent of a million books, per second. This processing power is now being applied to all kinds of jobs and processes. For example IBM Watson is working the American Cancer Society to create a virtual cancer advisor, using it's unprecedented processing power to deliver personalised care to cancer sufferers.  IBM Watson and Sesame Workshop are collaborating to combine Watson’s cognitive computing with Sesame’s early childhood expertise. Using Watson's vast processing power to design powerfully personalised learning within a early childhood setting.

And this isn't just some 'American thang', in New Zealand we have incredibly exciting examples of AI being used in the business and learning sphere. Soul Machines is an Auckland based company who are designing "artificial humans" that bring a human face to the AI technology. Air New Zealand already has Sophie the AI assistant, NatWest UK are also testing their first AI banking assistant. Imagine what this might look as a teaching assistant? This is a question that could be closer to being answered than we might think, particularly when you consider the exciting development of the, just this week launched, Amy the AI Maths Tutor. Like Soul Machines, Amy is another piece of the AI puzzle being developed out of Auckland and picked up around the world. Amy the AI Maths tutor uses AI software to provide Maths tutoring, getting to know the learner and their specific learning needs so as to provide just in time, personalised learning support. Consider the benefits as outlined on the homepage:

• Always online - Amy is there 24/7 to help you learn whenever and wherever you need her
• Faster learning - Amy understands why you make mistakes so she only teaches you what you need to learn
• Real time feedback - Amy gives you feedback as you solve problems so you learn as you go and never get stuck again

Who wouldn't want this as a teaching assistant?! And it all designed to support the NZ Maths Curriculum and NCEA (note - the breadth of this is a work in progress) and at present is completely free for NZ teachers and students. Developer Raphael Nolden is very clear in his intent for this technology to simply support classroom teachers, however I do think the Maths teacher who is still wed to a dusty text book should be warned, you can either embrace such gifts or risk being made redundant. I don't think any teacher, who develops meaningful learning relationships with their learners and delivers engaging creative courses, is at risk of being replaced by these AI Machines, I do however suspect such technologies may have the unintended consequences of sorting the wheat from the barely-teaching chaff!

My second big ticket item in the disrupt and enhance digital developments is the growing availability of online micro-credentials. Micro-credentials (online micro or small credentials or certifications) are not a new concept, in fact online certificates and MOOCs (mass open online courses) have been providing distinctly average online learning opportunities for some time now. What is changing is the quality of these courses and also the way in which these courses are now beginning to be recognised as part of more formal assessment frameworks. Just last year NZQA kicked of the 'Micro-credential pilot' working with three providers (Audacity, Otago Polytechnic and Young Enterprise Scheme) to offer three online micro-credentials that will be recognised as part of NCEA (The YES certificate contributes 24 credits at Level 3 on the NZQF that can be used toward NCEA) or even recognised by NZQA as the equivalent of Masters. From the NZQA website:

Udacity's Self-Driving Car Engineer Nanodegree is a micro-credential that has been assessed by the NZQA for the purposes of this pilot as equivalent to a 60 credit package of learning at Level 9 (Masters Level) on the New Zealand Qualifications Framework (NZQF).

On one level you might say, so what, but think again, what if there was a whole suite of micro-credentials that would allow learners to gain NCEA or beyond with setting foot with a bricks and mortar school?? My personal dream, as outlined in an earlier blogpost, is exactly how I would love see high stakes assessment happen albeit with learners still seeing the value of learning with a school environment - that's if those AI Machines aren't also out-teaching us! Personally I don't see this as a threat to schools and teachers, rather I think both online micro-credentials  and AI Machines might just be a way of addressing teacher workload whilst also supporting greater personalisation and pathways for our learners. And quite frankly, if an AI Machine is more engaging and better at forming  relationships with our learners than we are, we probably need check our career choice! I will however jump at the chance of having an AI assistant if it means I can better meet the needs of increasing complex and diverse learning needs.

Other developments worth mentioning are virtual and mixed reality. Whilst these seem, for the most part, to be ensconced in the land of entertainment, the increasingly sophisticated experiences now available at a fraction of their original cost thanks to the likes of Google Cardboard means virtual reality as an educational tool is quickly becoming democratised. Multi-player virtual reality gaming is growing quickly in both popularity and sophistication. It is not hard to imagine how multi-player VR zombie killing games might quickly evolve into rich and immersive learning experiences.

Also, it is worth noting the impact that the Digital Technologies curriculum may have on the learners who will be arriving in secondary school classrooms in the coming years. Particularly when we consider that learners from as young as five will be designing and developing digital outcomes. What will be their expectations as to what learning will look like by the time they reach high school. I believe we are already seeing young people taking massive steps backwards in both levels of engagement and creativity when they set foot in high school. What will this look like when they are also engaged in creating increasingly sophisticated digital outcomes?

So what will be the impact of this level of disruption if and when it does happen? What will be the value proposition of “bricks and mortar” schools when students can genuinely learn anywhere, anytime and gain their qualifications independent of schools?

Basically, I think we need to focus on what humans do well, connecting with learners and developing warm and demanding learning relationships with our students. We also need to focus on the skills (and yes, the knowledge) that really matters:

• Critical Thinking and Problem Solving
• Collaboration Across Networks and Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurship
• Effective Oral and Written Communication
• Assessing and Analyzing Information
• Curiosity and Imagination

I also think we need to future proof our schools by ensuring they are as relevant and as engaging as possible. Creating a physical space where we can support learners face to face whilst embracing the very best that technology has to offer. This might include:

• One to one devices with an open Internet
• Spend more time doing less.
• Connected interdisciplinary learning.
• Large scale long term   project learning.
• Home rooms with academic and personal coaching.
• Secondary schools move from teaching subjects to coaching young people through their learning journey.

In terms of how we might personally prepare for what is likely to come, I think we need to do what the best educators have always done. Be open, curious and critical. Keep abreast of digital developments and be open to testing and trialling tools and interventions, curating and collecting the best for enhancing and supporting teaching and learning any way that we can. We need to also recognise the power for what is on the 'digital horizon' to help teachers, alleviating workload issues and helping us to personalise learning in real time. 

I would love to know your thoughts. What do you think are the most likely digital developments to disrupt education in the coming years? And what do you think we need to do to ensure it enhances rather than replaces what we do in classroom?

You can also view the full presentation here (as delivered to AUT lecturers at SOTEL): 

http://ondemand.aut.ac.nz/Mediasite/Play/0b776ad969754281ac2dc4b4cab52fe91d

Related blogposts include: 

Teaching as Inquiry: A mechanism for leading meaningful and manageable pedagogical change (and integrating Digital Technologies)

Amplifying best practice with BYOD and Google Classroom (or any online platform)

Blue Sky High - five things every secondary school should implement...now

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Teaching as Inquiry: A mechanism for leading meaningful and manageable pedagogical change (and integrating Digital Technologies)

In light of this week's announcement from Minister of Education Nikki Kaye, it felt like the right time to re-publish this post. As pressure ramps up to integrate digital technologies and strategies, I heartily encourage you to use e-learning infused Teaching as Inquiry or Spirals of Inquiry within your school or COL as a way to lead meaningful and manageable change! It is so important that schools find a way to tackle the integration of the Digital Technologies head on, but do so in a way that is firmly focused on the learner rather than the tool or technology. 

Source: http://nzcurriculum.tki.org.nz/Curriculum-documents/The-New-Zealand-Curriculum/Effective-pedagogy

Issue

An important leadership issue that exists at a micro (school) and macro (systemic/national) level is that school-based, episodic and initiative-focused professional development does not support meaningful and manageable pedagogical change to occur.

Context
This is particularly important as many New Zealand schools have been expected to design and implement a school curriculum based on the New Zealand Curriculum from 2010 and Te Mauratanga from 2011, whilst also introducing National standards from 2010 and the newly aligned NCEA standards from 2011. At the same time a number of schools have also been working on implementing e-learning across the curriculum.

Position
My position is that pedagogical change can and must occur. With the ‘right tools’ school-based professional development can result meaningful and manageable pedagogical change. I believe one of the most effective ways that leaders can help educators to achieve the required pedagogical changes is through the implementation of ongoing school wide professional development framed around the ‘teaching as inquiry’ cycle.

Literature Review
Recent educational literature highlights both the issue of episodic, initiative-focused professional development and the position that ‘teaching as inquiry’ can support teachers in achieving both meaningful and manageable pedagogical change.

In the summary section of the ‘Teacher professional learning and development: best evidence synthesis iteration (BES)’, Timperley (2008) highlights “the strong, mostly anecdotal, evidence that much professional development has not been effective in terms of achieving change in teacher practice” (p.x). PPTA President Robin Duff (2007) also suggests in the BES that the current professional development is not enough, stating, “For many teachers, one-day workshops are all the professional development they experience because of the cost and unavailability of better options. These are not the ideal form of PD, although they may still have their place to share new information or to enable teacher networking.” (p.xii).

Timperley (2007) also suggests the importance of setting up conditions that are responsive to the way that teachers learn. She emphasises the need for teachers to define and monitor their goals and progress towards them. Now, more than ever, teachers need to see themselves as life-long learners who are adapting to changing needs of students (Bolstad et al. 2012). As Timperley (2007) states “an essential element of this inquiry is that teachers see themselves as agents of change - for their students and their own learning” (p.xliv). ‘Teaching as inquiry’ allows a teacher to align their learning to meet the demands of their curriculum and the needs of their specific students. This assists in making the professional learning authentic and personally meaningful in a way that initiative-focused sporadic professional development does not.

Another reason ‘teaching as inquiry’ provides such effective professional development is its focus on student learning outcomes. Alton-Lee (2003) and Timperley (2007) promote the importance of clear learning outcomes as goals, which then inform teachers’ learning goals which ensures the focus is on the student from the outset. This is reinforced by Fullan (2001) who states that “the key to system-wide success is to place educators and students at the centre” (p.1). He highlights the importance of educators focusing on the student and not just the educational initiative of the moment. This also means that teachers can appreciate the links between how and what they teach, how learners respond and what the students actually learn for ‘teaching as inquiry’ to be effective and actually lead meaningful change (Timperley, Wilson, Barrar, & Fung, 2008).

One of the key reasons that pedagogical change is often challenging to achieve in schools is due to the way schools deal with the introduction of ICT tools and strategies as a singular focus. As Fullan (2011) states “no successful country became good through using technology at the front.” (p.5). Without the focus on pedagogy and student outcomes, technology has the potential to become a distraction (Fullan, 2011) detached from the student’s learning. Using a ‘teaching as inquiry’ model to support ICT professional development ensures the focus remains on the student outcomes, not ICT tools in isolation. Noeline Wright (2010) highlights the importance of embedding “technological tools into the natural flow of schooling” (p.14). Educators need to use the ‘teaching as inquiry’ cycle to ensure they are examining the effectiveness of ICTs and online learning (Means, 2009). Similarly, Alton-Lee (2003) highlights the need for “curricular alignment: The use of resources, teaching materials and ICT is aligned with curriculum goals to optimise student motivation and accomplish instructional purposes and goals.” (p.ix). ‘Teaching as inquiry’ becomes increasingly important as it supports educators to trial new teaching interventions and measure the impact that teachers have as knowledge-generator (Robinson, 2003).

One reason why episodic initiative-focused professional development fails to result in meaningful and manageable change is because there is often inadequate time and support provided. As Aitken (2008) states “while research and inquiry can powerfully illuminate the impact of practice on students and take us forward, the process may involve discomfort” (p.31). Timperley also (2007) highlights the importance of organisational conditions and support, suggesting that teachers are unlikely to engage in inquiry if these are not present. As Alton-Lee (2008) states “the challenge for us all is to create systemic conditions that support teachers in their learning and inquiry” (p.31). Therefore, for learning and inquiry to be meaningful and manageable, school leaders have a responsibility to develop and sustain a school-wide learning community and are responsible for supporting and sustaining a continuous culture of learning amongst staff (Bolstad et al., 2012). The 2012 Education Review Office (ERO) report on ‘teaching as inquiry’ also reinforces these ideas, observing, “effective practice was seen where school leaders had worked with teachers to build an understanding about ‘teaching as inquiry’. They had progressively established systems to support inquiry, and were monitoring how effectively inquiry was impacting on learning.” (p. 9). However, ERO also highlighted that this was happening in only a few schools, which would suggest that whilst ‘teaching as inquiry’ has been identified as a meaningful and manageable way to enable pedagogical change, schools still struggle to make it a priority. As Justine Driver (2011) states in her thesis “teaching as inquiry is a tool for implementing change within schools and managing change is challenging for school leaders and teachers” (p. ii).

Assumptions, justifications and the larger educational picture
My position is that ‘teaching as inquiry’ is a process that has the potential to facilitate pedagogical change. However, one assumption is that appropriate time and support is important in making the inquiry successful and effective. Aitken and Sinnema (2008) highlight that teachers need to inquire into the impact of their actions on their students and into interventions that might enhance student outcomes. The New Zealand Curriculum (2007) also states that effective pedagogy requires that teachers inquire into the impact of their teaching on their students. ‘Teaching as inquiry’, if implemented across the school, can be an effective way for teachers to evolve their pedagogical practice whilst focusing on the needs of their learners. This process also addresses school wide goals, which often focus on improving student learning and achievement.

Findings gathered from a study I undertook (having implemented a school wide professional development model framed by the ‘teaching as inquiry’) support the assumption that appropriate time and support is important in making the inquiry successful and effective. During 2011 and 2012 I was responsible for leading and reporting on a school wide ICT professional development contract for over 150 teaching staff at Epsom Girls Grammar School (a large girls secondary school located in Epsom, Auckland). It was during this time that I observed first-hand the pressures teachers felt due to the simultaneous implementation of the NZC, newly aligned NCEA standards and the introduction of ICT tools and strategies. This process provided a range of new understandings of the issue and it was during this time that I also saw first hand, how ‘teaching as inquiry’ could be used as a mechanism for achieving meaningful and manageable pedagogical change.

Figure 1

Arriving at the end of the first year of a three-year school-wide ICT PD contract, feedback from the teaching staff suggested (as assumed) that teachers were feeling overwhelmed by ‘yet another’ educational initiative (ICTPD) that had been added to an already busy professional development programme. There was also a level of frustration with the first year of the professional development being sporadic and having focused (as it does in many schools) on the ICT tools and strategies in isolation, highlighting the issue episodic, initiative-focused professional development. It was therefore necessary to change the focus to their students’ learning outcomes, not just the ICT tools and strategies alone. The way this was achieved was through the development of an ‘E-learning Action Plan’ (refer to Figure 1) that used used the stages of the ‘teaching as inquiry’ cycle to inform an action research project which was completed by curriculum based professional learning groups (PLGs).


The aim of this inquiry process was to provide all curriculum teachers, with a process to guide their integration of e-learning tools and strategies that was directly related to student outcomes and aligned to school-wide and personal learning needs. This provided a mechanism for pedagogical change that felt both manageable and meaningful to both the teacher and learner. The contextualisation and personalisation that ‘teaching as inquiry’ allowed meant that teachers could also focus on implementation of the newly aligned NCEA standards within the same cycle, which added to the sense of achieving pedagogical change (by introducing ICTs tools and strategies) in a way that was meaningful (as it was focused on the student) and manageable (as it integrated student learning outcomes, NCEA and ICT needs to be addressed in a single contextualised cycle) way.

Figure 2

It was in the second year of leading the school wide professional development that feedback was gathered that further justified the assumption that manageable and meaningful pedagogical change can be achieved using ‘teaching as inquiry’. This time the model was adapted to more directly address the demands of the NZC (with a particular focus on thinking, collaboration, differentiation) as well as focusing on the implementation of ICT tools and strategies. It was this adapted model that highlighted how ‘teaching as inquiry’ could be used to address the many challenges teachers are facing, including the implementation of the NZC, the demands of the newly aligned NCEA achievement standards as well as the need to be integrate ICT tools and strategies. The use of ‘teaching as inquiry’ allowed all of these topics to be aligned within a single cycle of school wide professional development. (refer to Figure 2)

The feedback from teachers was again very positive, with many highlighting how this process made implementing aspects of the NZC and introducing ICT tools and strategies manageable and ensured that the focus remained on the student throughout.

The experience at Epsom Girls Grammar School, I believe, reinforces how effective ‘teaching as inquiry’ can be in supporting teachers to navigate their way through the demands of the NZC, assessment and ICT tools and strategies that results in pedagogical change that is both meaningful and manageable. This however, can only be successful if the school provides the time and structures to enable inquiry and learning to take place.

Over the last two years I have also shared this strategy, through platforms such as EdTalks, NZC Online, Ulearn and a series of national conferences and online communities. Several schools have now adopted this model and feedback would suggest that this approach works well across the wider New Zealand educational landscape. There are a number reasons why I believe through using teaching inquiry, professional development can be meaningful and manageable in today’s learning environment. Firstly, it is based on effective pedagogy as outlined in the NZC. Secondly, it can be personalised to meet teacher professional needs and to encompass a range of educational initiatives. Thirdly, it can be contextualised into any curriculum area. It also provides a plan of action that provides structure and a level of accountability (if plans are shared and reported on). The final reason I believe ‘teaching as inquiry’ is so effective, is that it puts the focus on the student outcomes, not just the initiative of the moment.

Conclusion

Adaptive experts also know how to continuously expand their expertise, restructuring their knowledge and competencies to meet new challenges. 

(Darling-Hammond, 2006)

In a time when teachers are juggling a number of demands it is important that we provide them with strategies and processes for becoming adaptive experts who can achieve pedagogical change in a manageable way. As Earle (2008) states, “action research and focused inquiry both contribute to professional learning for teachers” (p.11) reinforcing the idea that ‘teaching as inquiry’ can be used, at both a micro (school) and macro (systemic/national) level, to guide not only professional learning but can also become a mechanism for achieving meaningful and manageable pedagogical change.

REFERENCES
Aitken, G. & Sinnema, C. (2008). Effective pedagogy in social sciences/tikanga a iwi: best evidence synthesis interation (BES). Wellington, New Zealand: Ministry of Education.

Alton-Lee, A. (2003). Quality teaching for diverse students in schooling: best evidence synthesis. Wellington, N.Z.: Ministry of Education.

Bolstad, R. & Gilbert, J. (2012). Supporting future-oriented learning & teaching: a New Zealand perspective. [Wellington, N.Z.]: Ministry of Education.

Driver, J. (2011). Teaching as inquiry: Understandings and challenges towards a professional way of being. Unitec Institute of Technology. Retrieved from http://130.217.226.8/handle/10652/1828

Education Review Office. (2011). Directions for learning: the New Zealand curriculum principles, and teaching as inquiry. Wellington, N.Z.: Education Review Office.

Education Review Office. (2012). Teaching as inquiry: Responding to learners. Wellington, N.Z.: Education Review Office.

Fullan, M. (2011) - The wrong drivers.pdf. Retrieved from http://elearn.waikato.ac.nz/pluginfile.php/523311/mod_forum/attachment/1235832/Fullan%202011%20-%20The%20wrong%20drivers.pdf

Hattie, J. (2009). Visible learning. London, U.K.: Routledge.

Hattie, J. (2012). Visible learning for teachers. London, U.K.: Routledge.

NZ Curriculum Online. (n.d.). National Standards. Retrieved July 18, 2013, from http://nzcurriculum.tki.org.nz/National-Standards

Organisation for Economic Co-operation and Development & Education Review Office. (2010). OECD review on evaluation and assessment frameworks for improving school outcomes: New Zealand country background report 2010. [Wellington] N.Z.: Ministry of Education.

Schleicher, A. (2011), Building a High-Quality Teaching Profession: Lessons from around the World, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264113046-en

NZ Curriculum Online. (n.d.). Teaching as inquiry. Retrieved July 18, 2013, from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry/Teaching-as-inquiry

TeachThought - Learn better. (2013). Retrieved July 18, 2013, from http://www.teachthought.com/

Timperley, H. (2007). Teacher professional learning and development: best evidence synthesis iteration (BES). Wellington, N.Z.: Ministry of Education.

Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development. Retrieved from http://www.orientation94.org/uploaded/MakalatPdf/Manchurat/EdPractices_18.pdf

Wright, N. (2010). e-Learning and implications for New Zealand schools: a literature review. Wellington. N.Z.: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/__data/assets/pdf_file/0006/77667/948_ELearnLitReview.pdf

This post was original published on 14/09/13.

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Future Focused Assessment - imagine if schools did no high stakes assessment...

Today I was lucky enough to attend the Ministry of Education Cross Sector Forum where they were launching the Digital Technologies curriculum draft (check it out here and provide your feedback). 

It was an excellent event. The Lynfield College Robotics group kicked off the event, charming the room with their articulate argument for technology across and within the curriculum. Then our new Minister of Education, the Honourable Nikki Kaye, provided an excellent insight into her vision for education, I got the sense that the Minister is well positioned to prepare the sector for the exponential change that is closer than we think. Her vision for digital transformation was bold (the need for which was excellently articulated by Frances Valintine's keynote) and her message was clear - we need to act and we need act now! It was also clear that the Minister understands that there are very real issues with teacher wellbeing and workload and intends to address this head on as well. Good move. 

This got me thinking, we need to to use this technology more effectively, we need to tackle the very real issue of workload and wellbeing, we want to develop this thing called 'learner agency' and want to personalise pathways and we really want NZ to lead the way. 

Well I have a suggestion, I have a dream! Why the heck don't we just remove high stakes assessment from the clutches of these overworked teachers? Why don't we remove them from schools altogether? Why don't we make schools about exploring, experiencing, teaching and learning? There is a simple way we could do this. Why don't we support NZQA to develop a portal where by students submit their work so as to evidence their mastery of a specific skills when and if they are ready? Students could work strategically to build up suite of micro-credentials to make up the certification that equips them to enter their next stage of their education or pathway. Teachers teach, learners learn, teachers verify student work, NZQA facilitate opportunities for learners to evidence their learning and assess their skills. 

Imagine the flow on effects, teachers would be freed up to do all the creative stuff that can get squeezed out of the school day, schools could genuinely focus on teaching and learning, exerting energy on assessment for learning rather than assessment of learning. Schools would still prepare these young people for assessment, they would also have to prepare these young people to manage themselves. In fact the latter would be the key to a young person's success. If students were encouraged to see Achievement Standards as micro-credentials and curate these strategically to piece together a certificate of THEIR choice, what might that do to how we deliver learning? Might we be less inclined to deliver learning in unnaturally discrete "subjects" all year long? I hope so. 

On the flip side it would also make us have to evaluate the whole value proposition of school, particularly senior secondary. For some students school might be rendered redundant, why go to school when you can prep through Kahn Academy and then be assessed by NZQA? Bloody good question. What do we need to do differently to ensure the whole notion of attending this thing called school remains relevant and valued by young people if they no longer necessarily needed us to gain a NCEA Level Two or Three certificate? What an awesome question to tackle. What an opportunity to rethink what we do and why we do it! Would be interested to hear your thoughts. 

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Mindfulness and the Machine

Simply Being App

This is something I have been thinking about for a while, borne mostly out of my own bad habits of being "connected" and "online" for most of my waking hours. I suspect I am not alone. I love technology and I love it's capacity to provide instant information (and gratification) at the click of the button. In many ways technology allows me to be hyper-efficient - emails responded to quick smart, meeting minutes created and shared on the spot, sharing or rather over sharing every magic moment, meal and milestone instantly. In my teaching I was an exuberant early adopter of technology, embracing the way that it allowed me to make learning available 24/7, supported young people to share and publish rather than simply "hand in" work. When I am not teaching I am learning via this hyper connectivity, reading articles, blogposts, watching TED talks and connecting with educators around the globe via Twitter and Google+. When not learning, I am still online, shopping (ebay, Amazon and a Paypal account make it way too easy) or I am indulging in my passion for design and interiors, stalking folk on Instagram and creating mood boards for imaginary second, third, forth careers as a stylist, nutritionist and all round satorialwhore. In the fleeting moments left over I do manage Yoga once or twice a week, face to face offline sit down dinners with my family and read on yet another device - my Kindle. And I love it. I love the connections made, I feel like I learn constantly and get a huge amount of enjoyment from sharing as well. I genuinely believe our lives can be enhanced and definitely believe learning is enhanced and supported through this access to technology. 

But at what cost?

What are we missing whilst trapped in the magnetic glow of a laptop, tablet or increasingly our smartphones. One thing I have become increasingly aware of is the fact that I struggle to put down my device. My iPhone is more often than not glued to my palm, it's crappy battery life sending me into irrational panic attacks as I worry I might be forced to go offline - my God, how will I cope?! I also check, compulsively and mindlessly: my inbox, Facebook, Twitter and Instagram - what do I think I am missing in the five or so minutes that passed?? And what am I really missing as a result? Children are excellent at identifying the issue with my 9 and 10 year old daughters often pointing out that I am always on "that thing". I am also increasingly aware that I kid myself that I can effectively multitask and think I can conduct conversations with my kids and husband whilst staring zombie like at my LCD lover. And it's not just me. We are all doing it in this household. Whilst I'll admit I am the ultimate recidivist offender I do also note that it's increasingly common for all four of us to be subtly lit from below whilst pretending to watch "reality" TV. Zombie TV habits to support our zombie online surfing, or in the case of my three amigos, zombie game playing. I have also started to become aware of pretending I am having an actual conversation with my children or husband as I grunt and stare at the screen. My lucky family get to live with the lazy stereotype of a teenage boy - not ideal, I mean there's good reason for teenage boys not being Mums (no offence teenage boys...although I suspect you being part of my readership is slim). And it's not just my at home behaviour that is beginning to disturb me. It's the checking of my phone at traffic lights...it's not like I'm driving is it. Or the poor manners that have crept into my catching up with friends, family and colleagues - don't mind me, I'm just ignoring you whilst I just check my Facebook. Okay more like my Facebook, Inbox, Instagram, Twitter, Pinterest, weather....and if you are really lucky I might even photograph my food and share it with the world. It appears my online habits have eroded something I hold dear, my manners.

So what now? They say recognising you have a problem is the first step to recovery. Step one nailed.

For me the next step is where the mindfulness comes in. Mindfulness is enjoying a genuine renaissance in the western world, both in the business and education worlds and I suspect it is no coincidence that this is occurring at the same time that we are reaching saturation point in terms of our technology use. Just as we have seen the "slow" movement grow as the pace of life increases to points of ridiculousness, so too are we seeing mindfulness come to the fore just as our behaviours become increasing mindless. However, I don't believe it needs to be about being overly reactive and shunning technology, I believe it is simply about being more mindful about how we make the best use of the technology. Excuse the sexist trash talk, but it really is time to ensure that technology is my bitch, not the other way around. This isn't about foregoing technology at all, in fact technology is incredibly powerful and closing the digital divide needs to be a huge priority. It is simply about ensuring that technology is supporting my attempts to be a well-rounded successful human being and not thwarting it by sucking my into it's digital void.

So how how can we ensure we have a more mindful relationship with technology? Well I am employing a range of strategies. Maybe it's the English teacher in me, but the first step has been reading up on mindfulness, Thrive by Arianna Huffington has been particularly powerful as it helps to hear from someone whose perspective is aligned to mine, someone who embraces technology and someone who has always relished being a hyper busy "yes" person (admitted she has took this to the next level somewhat...). I really enjoyed the way Huffington speaks from experience, names the elephants in the room and then suggests ways we might challenge the status quo. A highly recommended read.

The second way I am tackling my marriage to the machine is by putting in place a few ground rules: switching off by 7.30-8.00 at night, leaving my phone in my handbag at cafes and restaurants (any friends reading this, feel free to call me on this one) and having technology free holiday time (I head to Kawau on Wednesday and plan to stay offline until the following Wednesday). This may not sound like much for some, but for me this is a big healthy step in the right direction. I am also working on my acts of conscious mindfulness when using my devices as well and actually thinking about what I am doing, working on doing one thing at a time, mindfully, rather than jumping between tabs, skimming, scanning constantly - easy said than done, believe me.

I am also looking at developing my mindfulness practices in other ways. I already do Yoga a couple of times of week, I am looking to add to this regular walks with my kids and dogs (sans phone) and fortnightly sessions with a personal trainer (believe me it's impossible to be anywhere but in the moment when you are being forced to work out that hard). The cost of the trainer has been covered by giving up my daily takeaway coffee (yet another mindless behaviour I realised I wasn't really even enjoying).

The final way I am working on my mindfulness is, rather ironically, is by using a mindfulness app. The app 'Simply Being' is beautifully simplistic, offering 5, 10, 15 or 20 minutes guided meditation supported by voice and music or voice only. I am doing five minutes a night just sitting cross legged on my bed with the aim of working up to 20 minutes over the next few weeks. It is amazing what five minutes of simply doing nothing can achieve - well worth a try.

And it's not just my habits I am concerned about, as a Mum and as an educator I really do worry about their generation, at least we know another way of operating. I believe mindfulness and mindful use of technology is something that needs to be taught and modelled (hence wanting to change my own behaviours). I don't buy in to the rhetoric that BYOD stands for Bring Your Own Distraction, I believe technology must be available to all students, just as long we commit to supporting them to manage themselves at the same time. It's important to acknowledge that teenagers with devices are like labradors with food, they ain't going to stop gorging themselves unless you stop them (for the most part). Mindfulness in and of itself has a real place in our curriculum, increasingly we hear about schools who adopt mindfulness programmes and see all kinds of improved outcomes. It's also about teaching manners, maybe that what we need in schools - Mindfulness, Manners and Machines 101.

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Thoughts on the future of EdTech

This post was originally written as part of a 'Thoughts on the future of EdTech' blog series on the Ed Personnel Blog.

“The only constant is change.”  

- Heraclitus

There are two things that strike me when thinking about the future of EdTech. Firstly it’s the fact that we are quite simply incapable of “knowing” what EdTech might look like in the future and even what we “imagine” seems to be limited by what we already do. For instance, when educators are asked to predict the future of EdTech it concerns me that they often appear to be simply predicting current best practice becoming more widespread. Not exactly aspirational. Secondly, there is the fact that the EdTech itself is actually nowhere as interesting as the potential transformation of the wider pedagogical landscape that EdTech will make possible.

“The future is unknowable but not unimaginable.”

- Ludwig Lachman

If I were to be safe in my thoughts on the future of EdTech I would focus on how EdTech will support the shift to more widespread student centred practice. Digitally rich pedagogy, critical thinking, and increasing levels of self direction will ensure we are developing learners who can “survive” in the knowledge age (the age we live in now). EdTech has the capacity (when readily available and used effectively) to move us from having 'caged' classrooms to increasingly 'free range learners'.

Free range learners who are:

• Free to choose how they learn
• Free to choose where they learn
• Free to choose how they process their learning
• Free to choose how they evidence their learning
• Free to experience learning that is relevant and responsive to their needs not our limitations

“Unlocking the power of new technologies for self-guided education is one of the 21st century superhighways that need to be paved.” 

- Sugata Mitra

However if I were to be brave and be more brutally honest about what the future of EdTech might entail I would go further.

“If the rate of change on the outside exceeds the rate of change on the inside, the end is near.”

- Jack Welch

I believe that the future of EdTech will actually facilitate something even more exciting - the partial dissolution of what we have come to know as “school”. I suspect that if schools continue to struggle to evolve and to leverage the power of EdTech effectively and cannot change at a rate that mirrors the rate of change in wider society we will begin to see a society that questions the relevance of such a formal and seemingly inflexible structure. In fact, it is possible that we could see the whole notion of school questioned and the relevance of formal education challenged as future generations refuse to accept the glacial pace of change and instead harness the powers of EdTech to form something akin to connected home-schooling community. You only need look at the global proliferation of democratic schools and rising profile of hackschooling to get a sense that this shift has already begun. And whilst democratic schools, for the most part, still base themselves in what we might recognise as a school, I do wonder if the ubiquity and autonomy that EdTech affords learners, we may see that change as well.

The future of EdTech is one of disruption, democratization and for some, complete dissonance.

Before you dismiss this as little more than a pedagogical fantasy, I would suggest that you at least stop to consider the future of EdTech as something more than the status quo on steroids and I implore you recognise that what is really exciting is not the EdTech at all, but rather how EdTech might help to redefine what “an education” might look like in the not distant future.

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