Liked The Traditional School Structures Will Never Change | The Digital Evolution of Schooling (

Indeed the pandemic has made it clear that successful school change must be done within the existing structures, giving society the constancy it desires while also providing the young the opportunity to have an apt contemporary education.

Bookmarked Corona Virus, Schools and the Window of Opportunity | The Digital Evolution of Schooling (

Work on the reality that society will expect the kids to go school, and return home at a set time each day, five days a week, for X days of the year, and break for holidays in the same weeks each year.

And just maybe some of the opportunities opened by the pandemic will be realised.

Mal Lee discusses the reality that has come apparent through the current crisis, that parents and society expect students to go to school.

What is now patently obvious from the pandemic experience is that physical attendance at a physical place school must be core to schooling forever.

Change therefore needs to be within this contraint.

Replied to Sustaining School Organisational Change | The Digital Evolution of Schooling (

The challenge of sustaining while simultaneously also evolving the organisational change is an art few have clearly mastered.

It is a markedly different art to that of making the initial change.

While the theory is important the sustaining, and the opportune revitalisation of the core change is an art that requires a macro understanding of whole school change and a recognition that this very much a political exercise. Sometimes it is small p political, but in mostly it is likely capital p political.

Ultimately it is about orchestrating electoral acceptability, governments winning and retaining office and the executive decision makers securing personal ‘wins’; an imperative rarely mentioned in the school or even the general change literature.

System change is an intriguing beast. So much energy is given to getting the change off the ground. Maintaining change seems to be something different altogether. For example, so much effort was put into getting schools eSmart. However, it is unclear what it means to sustain this. I really like Dave Cormier’s call to move past the working with the willing.
Replied to The Importance Of Students Using Their Own Digital Kit by Mal Lee, Roger Broadie (The Digital Evolution of Schools)

Critical is that digitally empowered students can use their ‘own’ suite of digital technologies largely unfettered within the school walls, and have ready connectivity.

That carries with it the school’s and teacher’s appreciation of how best to build upon that ownership to grow the learners and their learning. It entails a willingness to trust students to use in their everyday school learning the technologies they already use 24/7/365, the need to empower them, recognise, to value and build upon the students being digital, while understanding how they can take advantage of that capability in their teaching.

It obliges the school to understand this is a digitally empowered generation, with a digital mindset, ever rising expectations, who have long taken charge of their learning with the digital, who will do so lifelong, who have grown being digital by naturally using the apt technologies in near every facet of their lives and knowing how best to take advantage of that digital skillset.

I am all for handing over control and ownership to students. Agency is not my concern. I just wonder how much agency students can have when rather than schools (or education departments) making critical decisions, it is the market?

The way that you describe the take-up of technology it becomes about what was learnt when three? If you asked me ten years ago if I would recommend Facebook, I might have said yes, it is where everyone is, why not. Now, I would definitely say no. Thankfully no one I worked with agreed with me back then.

I have similar concerns about ‘devices’ and software. Although I like the idea of digital agnostic, especially Matt Esterman’s idea of a toolography, I just wonder about position we put students in following this path? Who is responsible for any data breaches in this circumstance? Even more so if that compromises a whole network?