Technology – Barry Dequanne

Reflections on the Future of Learning

Consider the future for our current kindergarten students and what the world will be like when they graduate in the year 2031. Given the technological advances we are witnessing today, any description of our near future that does not resemble something out of a science fiction story may likely represent an underestimation of the changes that will impact our lives. It is within this context of accelerating change that we are tasked with the challenge to reimagine school and learning. If one word could be used to describe the current educational landscape, it would indeed be change. Three factors associated with driving this change are arguably the areas of social and emotional development, personalised learning, and emerging technologies.

Social and Emotional Development

While the discussion surrounding social and emotional skills is not new, there is an ever-increasing importance placed on this area. The developmental abilities of empathy, initiative, curiosity, resilience, and adaptability will be vital in preparing our students for the rapid changes in society we are experiencing. How do schools ensure that students are ready to communicate effectively, engage with others in meaningful and authentic ways, and embrace the inherent beauty of human nature?

Thomas Friedman argues in his book, Thank You for Being Late, that our students are growing up in an age of acceleration in which technological change is outpacing human adaptability, as per Eric Teller’s graph.

If it is correct to assume that technology and globalisation will not slow down, then our focus must be on improving human adaptability by ensuring a population that is more agile, creative, and adaptable.

Schools also have a responsibility to reconsider what is now commonly viewed as our outdated and misaligned systems and metrics of success, which are associated with rising rates of mental illness. The narratives related to achievement and personal realisation are considered to be contributing to the adverse health outcomes found in society. How can schools and society support our students in redefining measures of success that include balance, health, and well-being? Several collaborative groups are seeking to answer this very question, which is exemplified by the Mastery Transcript Consortium and the work of universities and K-12 schools to redefine student transcripts.

Personalised Learning

In the recent KnowledgeWorks, The Future of Learning Report, the authors describe the future of learning as one where, “flexible configurations of human educators and mentors, along with digital learning coaches and companions, will be coordinated seamlessly to support learners’ short- and long- term needs and help all students reach their goals.” Personal growth of this nature is requiring the development of customised learning relationships and connections with an expanding range of learning partners. Our current school structures do not necessarily always lend themselves well to this system of learning, particularly when considering an expanded view of what constitutes mentors and learning coaches.

Schools are experimenting with systematic changes, such as flexible scheduling, blended learning opportunities involving both face-to-face and online opportunities, the redesign of campus learning spaces, and alternative credentialing, including a complete redefinition of report cards and transcripts. Technology is, of course, also challenging schools in many ways as learning continues to be more and more personalised due, in part, to a push towards 1:1 computing environments and an increase in adaptive software systems.

Emerging Technologies

Many of us have already experienced adaptive learning in which a program analyses our performance in real time and then modifies the teaching methods and curriculum focus. The use of an adaptive program or app to learn a new language is now commonplace. The field of education will undoubtedly continue to be revolutionised as machine learning becomes more prevalent. As computer systems use data and statistical techniques to “learn” on their own and continue to improve performance without a human explicitly programming the computer, schools will need to continue to adapt to this new reality. Teachers can increasingly use learning and predictive analytics to connect millions of data points to arrive at conclusions and predict future performance based on past data. One of the key outcomes we see today is an increase in personalised opportunities and students guiding and pacing their learning.

What we are experiencing now is considered to be the third educational revolution, following the high school movement and education for life in the early 1900s and then the support for higher education at around the midpoint of the last century. As the Future of Learning report highlights, schools are now becoming more fluid in that we are moving from a fixed structure driven by administrative convenience to one that is a fluid network of relationship-based formats that reflect a learners’ needs, interests, and goals. Algorithms and artificial intelligence are providing personalised learning opportunities and educators who best match each learner’s needs. We are also increasingly seeing a demand for flexible and customised learning environments which many of our current administrative structures act as constraints.

While there is much work ahead of us, the International School of Zug and Luzern’s (ISZL) foundations of an adaptive and evolutionary mindset provide our community with an effective basis to embrace the changes in the educational landscape we are experiencing today and will continue to do so in the future. Learning at ISZL is guided by an inquiry-based and transdisciplinary and interdisciplinary program that values play, experiential and project-based learning, and hands-on experiences, which are supported by a relationship-based and connected community. It is these set of values, philosophical approaches, and sense of community that will both empower and enable ISZL to adapt and thrive in an environment that requires critical building blocks for a digital economy while not allowing technology to outpace our humanity.

Reference:

KnowledgeWorks. 2018. Navigating the Future of Learning Forecast 5.0. Retrieved from https://knowledgeworks.org/resources/forecast-5/

Featured image: Photo by Myles Tan on Unsplash

Connected, But Alone?

As we expect more from technology, do we expect less from each other?

This is the question clinical psychologist Sherry Turkle asks in her book, Reclaiming Conversation: The Power of Talk in a Digital Age, which is based on 30 years of her work studying the psychology of people’s relationships with technology. While she is not anti-technology, Turkle presents a compelling case that our current communication revolution is degrading the quality of human relationships.

Based on five years of research and interviews in homes, schools, and workplaces, Turkle argues that many of us, “would prefer to send an electronic message or mail than commit to a face-to-face meeting or a telephone call” (Turkle, 2015, p.3). Her concern is the cost associated with this new type of connection and how technology allows us to find ways around conversation. She argues that “face-to-face conversation is the most human – and humanizing – thing we do. Fully present to one another, we learn to listen. It’s where we develop the capacity for empathy” (Turkle, 2015, p.3).

Reclaiming Conversation argues that, while technology presents us with seemingly endless possibilities to improve our lives, it also allows us to hide from each other even as we’re constantly connected to each other. And, it is this loss of connection and conversation that should give us pause and cause for concern. In having fewer meaningful conversations on a regular basis, we are losing skills such as the ability to focus deeply, reflect, read emotions, and empathise with others, all of which are needed to actually engage in meaningful conversations.

Turkle further argues that the ability to have meaningful conversations also depends on our engagement with solitude and self-reflection. If we are always connected, then we may see loneliness as a problem that technology needs to solve and that being connected is going to make us less lonely. However, Turkle cautions that it is actually the reverse: “If we are unable to be alone, we will be more lonely. And if we don’t teach our children to be alone, they will only know how to be lonely” (Turkle, 2015, p.23). Research in this area indicates that being comfortable with solitude and, correspondingly, our vulnerabilities is central to happiness, creativity, and productivity.

Building on these considerations and thinking about Turkle’s writing in the context of ISZL, the book presents several compelling arguments for any school and community to consider, particularly given our collective work to support student learning and development. On a personal note, the book challenged me in several ways in terms of my own relationship with technology and my practices as a father, husband, educator, and community member. By way of an example, the following passage from the book has led me to further consider the implications of the presence of a cell phone during conversations:

“What phones do to in-person conversation is a problem. Studies show that the mere presence of a phone on the table (even a phone turned off) changes what people talk about. If we think we might be interrupted, we keep conversations light, on topics of little controversy or consequence. And conversations with phones on the landscape block empathic connection. If two people are speaking and there is a phone on a nearby desk, each feels less connected to the other than when there is no phone present. Even a silent phone disconnects us ” (Turkle, 2015, p.20).

A central question emerged during the reading of this book: Are we unintentionally inhibiting our students’ development in terms of the skills and tools that are crucial to friendship, love, happiness, work, creativity, and sense of worth? Like anything that is of deep significance, there is no simple response to this question as we continue to understand the benefits and impacts technology is having and will have on our lives.

Turkle believes that our regular connection to be online and “elsewhere” will likely lead to the erosion of the essential human qualities of empathy, generativity, and the mentoring of our young. If this is true, then there are obvious and compelling reasons for our school community to further our reflections, conversations, and actions associated with this challenge. These thoughts may perhaps be best summed up by Cameron, a student Turkle interviewed, when he shared what he sees around him: “Our texts are fine. It’s what texting does to our conversations when we are together, that’s the problem” (Turkle, 2015, p.21).

Reference:

Turkle, S. (2015). Reclaiming Conversation: The Power of Talk in a Digital Age, Kindle Edition. Penguin Press.

Featured image: cc licensed (CC BY 2.0) flickr photo d26b73: i I i
https://www.flickr.com/photos/jeff_sch/9274657293/in/photostream/

Success in School & Life

How would you answer the following question: What are the factors that most influence how children achieve success in school and life?

Several EAB teachers are currently attending the annual AASSA teachers’ conference with a focus, in part, on answering this essential question. To that end, our teachers are spending three days engaging with professional colleagues and internationally renowned educational specialists. Two of the specialists, Dr. Michael Thompson and Dr. Catherine Steiner-Adair, both highly recommended authors, have offered insights towards answering this question.

The psychologist, Michael Thompson, challenges adults to remember what school is actually like to better understand the psychological journey that students experience during their K3-12 school years. Thompson argues that children are constantly searching for three things: connection, recognition, and a sense of power and highlights that children are able to find these three needs in a variety of ways within the life of a school.

Thompson further describes the different student needs by elaborating on the “three types of children in school:
I. those whose journeys are characterized mostly by success,
II. those whose journeys are characterized by a chronic but manageable struggle,
III. those whose journeys are characterized by fury and despair.
Each journey has its own different pressures. Every child is constantly developing strategies for coping with the pressures that he or she feels.”

Thompson uses the metaphor of a person preparing for a long hike and the importance of finding just the right shoe “fit” to facilitate the hike and avoid painful blisters. While there is an important element of resilience and persistence associated with the learning process, the shoe metaphor challenges schools to find the right educational program to “fit” student needs so that the three types of children in schools are not subject to unnecessary “blisters” and are able to achieve personal success.

Returning to the need of children for connection, recognition, and a sense of power, Catherine Steiner-Adair’s book, The Big Disconnect: Protecting Childhood and Family Relationships in the Digital Age, addresses the impact technology has on the relationships between children and adults. While Steiner-Adair advocates for the use of technology and the benefits to be gained, she also shares research findings that highlight how the ubiquitous presence of technology in our lives can result in serious negative implications for our relationships. Steiner-Adair offers insights and advice that can help parents and educators to determine how best to integrate technology in our daily lives without diminishing our personal connections. She asks us to question how we interact with technology when engaging with children (e.g. Do we give children our undivided attention when they are speaking with us or are we continuously looking at our cell phones?) and how our need to access technological devices frames our days and lives.

If we are to respond to each child’s need for connection, recognition, and a sense of power, then we must not only question how well our educational program is addressing these needs, but also review the degree to which technology may be adversely affecting our relationships with students and adults alike. The further integration of technology into our lives is a reality that will not go away. Therefore, it is our responsibility to control how technology affects our lives to ensure that we are taking advantage of the tremendous benefits and available opportunities that technology provides, while also addressing the inherent challenges to our relationships and overall wellbeing.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Matt https://www.flickr.com/photos/d35ign/9580068088

Innovation and Creativity

I am writing this week’s article from 44G, my assigned seat on the plane returning me to Brasilia. It has been nearly two weeks since I departed from Brazil to attend a series of international teacher recruitment fairs, planning meetings, conferences, professional development workshops, and school visits. As with any professional trip of this nature, the challenge with the follow-up is to determine how best to consolidate and apply the essential outcomes within the context of our school’s ongoing growth and development strategies. To that end, the concepts of creativity and innovation, among several other resulting focus areas, emerged as one of the dominant themes of this trip.

During a retreat hosted by the Academy for International School Heads, the school directors in attendance agreed to the American School of Bombay’s (ASB) proposed working definition for the word innovation:

Innovation: an idea, practice, or object perceived as new by an individual, team, organization, or community.

Equipped with this definition, the directors were then asked by Craig Johnson, ASB’s Director, to rank the following industries from the most innovative and relevant to the least:

Agriculture, Communications, Education, Entertainment, Medicine, and Military.

While a debate about the ranking order ensued, there was a general consensus that education was the least innovative among this list of industries. While the reasons for this are varied and complex, it is clear that inhibitors to innovation in education can be attributed to two key areas: (i) the challenge of teaching in a manner that is different from how teachers were taught; (ii) overcoming the adult expectation for children to learn in a manner that is similar to how these same adults learned as students.

David Burkus’ book, The Myths of Creativity, presents the metaphor of a mousetrap, which may be used to better understand the challenge of innovation in schools. While the catchphrase, “If you build a better mousetrap, the world will beat a path to your door,” may be widely believed as a fact, is not necessarily true. Our initial reaction to an innovative idea is usually to reject or ignore the idea. Burkus emphasizes, “Creative ideas, by their very nature, invite judgment. People need to know if the value promised by the new idea is worth the abandonment of the old.”

Since the original and current version of the spring-loaded mousetrap was patented in 1899, over forty-four hundred new versions of a mousetrap have been patented, with several identified as more effective than the original. Yet, it is the original model that continues to be the most popular. Why? Burkus highlights several other examples of resistance to key innovative ideas, such as Kodak’s rejection of their own digital camera invention in 1975, as Kodak did not believe people would prefer digital to film pictures. Sony, in contrast, is now a digital photography industry leader, and has been a key benefactor of Kodak’s inability to embrace its own innovation.

According to Burkus, our natural tendency is to inherently reject innovation, resist change, and act with bias against new ideas, the later of which has been established through validated psychological research. Based on these arguments and the deep, personal nature of education, it is easy to see why education is ranked as one of the least innovative industries. So, how do we move forward in the face of these challenges? Burkus again provides us with helpful advice:

“It’s not enough to merely generate great ideas. Though we live in a world of complex challenges and our organizations need innovative solutions, we also live in a world biased against creative ideas. It’s not enough for an organization to have creative people; it has to develop a culture that doesn’t reject great ideas. It’s not enough for people to learn how to be more creative; they also need to be persistent through the rejection they might face.”

I am not alone in my belief that education is currently undergoing a transformative change process representative of an inflection point in the history of educational reform. While we can speculate, no one can be certain about where this change process will eventually lead us. Only time will determine which of the current innovations in the world of education will prove to be highly effective and become standard practice. EAB is no exception to facing this challenge. However, there are innovative approaches, such as EAB’s new assessment policy, the focus on collaborative learning and associated learning spaces, like the iCommons, that educational research has established and validated as best practices.

Like other industries, education will continue to face challenges associated with establishing and embracing an effective culture of creativity and innovation. Based on Burkus’ work, it is probable that several key innovations, which would likely lead to significant improvements in education, may not come to fruition in the near future. However, we also know that some innovative ideas will be accepted and will soon be recognized as standard practice. By way of example, it is predicted that, in the near future, the pervasive use of technology in learning environments will be second nature, rather than new and innovative.

As I submit this note for publication from seat 44G, I can’t help but reflect on Burkus’ theories about our inherent nature to reject innovation in the context of my current travels. How outlandish it must have seemed when someone first proposed the idea of passengers sending email messages from their airplane seats while jetting across the sky.

_________________________________________________

Reference: Burkus, D. (2013). The Myths of Creativity: The Truth About How Innovative Companies and People Generate Great Ideas. John Wiley & Sons.

Featured image: cc licensed (CC BY-NC-SA 2.0) flickr photo by Morten F
Flying from Copenhagen to Oslo https://www.flickr.com/photos/glimt1916/15506061634

Social Media: A Dog’s Story

“If I have seen further, it is by standing on the shoulders of giants.” ~Isaac Newton

A friend of mine from Brasilia is known for habitually reposting to Facebook, on behalf of desperate dog owners, photos of missing dogs. Gisela’s hope is that neighborhood residents will recognize the dogs in the photos and reunite these beloved, missing canines with their owners.

As a fellow dog owner, I quietly grieve for owners each time I see one of these missing dog announcements. This feeling of grief was no different when a posting of a cute, elderly dog with a broken ear and a lazy eye appeared in my newsfeed. What was different about this posting, however, was that my name was linked to this posting with the following message: “The dog has a tag that appears to be from the United States. Barry, with your connection to the international community, could you reach out to your contacts?” I would of course reach out, but, as a busy workday was about to begin, I made a mental note to send messages in the early evening.

While the day did turn out to be very busy and productive, it was about to end on a high note as I made my way to visit the after-school chess activity. While watching two five-year-old students discover the nuances associated with the beautiful game of chess, I noticed one of the students was in a lackluster, almost despondent mood. When I asked the student if anything was wrong, he turned to me and lamented that his dog Crawford was missing and not been home for nearly a week.

It was then that I recalled the Facebook posting from the morning. While it seemed highly unlikely for there to be such a coincidence of circumstances, I went ahead and showed the student the Facebook posting of the missing dog with a broken ear and lazy eye. Upon seeing the photo, the student beamed an enormous smile and shouted, Crawford!!!”

After a series of phone calls and messages, Crawford was finally reunited with his owners later that evening.

The events of the day served as an important reminder of the inherent power associated with social networks, particularly when used in an ethical, meaningful, and purposeful manner. It is clear that the way we communicate, connect, problem solve, and learn has been forever changed. While we need to continue addressing the challenges of social media, the potential for creative and positive change derived from the harnessing and application of seemingly endless resources offers a unique set of tools to solve problems and ensure a better future.

Isaac Newton’s iconic quote, “If I have seen further, it is by standing on the shoulders of giants,” refers to Newton’s gratitude for the contributions of those who have preceded him. In today’s context, I wonder if Newton would have considered the “shoulders of giants” to also include the learning and understanding resulting from the use of technology to exponentially increase levels of collaboration, networking, and sharing?

If social networks can be used to rally a community’s resources towards reuniting Crawford with his family, it is exciting to imagine how these same networks and associated resources will continue to redefine not only our daily lives but the paradigm of traditional education and learning. It is the challenge of educators to determine how these new technologies will be employed to improve the learning process.

There is no doubt we are living through a fascinating inflection point in the history of educational development in addition to our understanding of how we learn. Nevertheless, through all of this change, we must never lose sight of the “why?” and “to what end?” questions. I am confident that Crawford would approve of this guiding principle as he again basks in the warmth of his home and loving family.

__________________________________________________________________

“Quando nos importamos, nós compartilhamos.” – Jonah Berger, Contagious: Why Things Catch On

Uma amiga minha de Brasília é conhecida por sempre compartilhar fotos de cães perdidos, em nome dos donos que, sempre estão desesperados. A sua esperança é que moradores do bairro possam reconhecer os cães nas fotos e, fazer com que eles retornem aos seus donos.

Como proprietário de uma cadela, bem companheira, eu sempre lamento a perda dos donos quando eu vejo um desses anúncios. Esse sentimento de tristeza, não foi diferente quando eu vi um anúncio no meu feed de notícias sobre o desaparecimento de um cão idoso, com a orelha quebrada e um olhar de preguiçoso. A diferença desse post para os demais é que o meu nome estava marcado no post com a seguinte mensagem: “ Esse cão tem uma placa que parece ser dos Estados Unidos. Barry, já que você tem tantos contatos na sua comunidade internacional, você poderia compartilhar com eles?” Claro que eu o faria, mas como eu estava começando um dia cheio de trabalho, eu decidi que iria compartilhar no final do dia.

Já era quase o fim de um dia corrido e produtivo e eu estava a caminho da aula de xadrez. Ao observar dois alunos de cinco anos de idade descobrindo as nuances do belo jogo de xadrez, eu percebi que um dos alunos estava triste e desanimado. Quando eu perguntei ao aluno o que havia de errado, ele me disse que o seu cachorro Crawford estava desaparecido por quase uma semana.

Foi então que eu me lembrei do post no Facebook que eu havia visto pela manhã. Eu achei que não seria possível tamanha coincidência, mas mesmo assim eu mostrei o post do cachorro perdido, com a orelha quebrada e um olhar preguiçoso, que estava no Facebook, ao aluno. Ao ver a foto, o aluno deu um grande sorriso e gritou: Crawford!!!

Após uma série de telefonemas e mensagens, Crawford, finalmente, se encontrou com seus donos naquela noite.

Os acontecimentos do dia serviram como um lembrete importante do poder inerente associado às redes sociais, especialmente quando usados de forma ética, significativa e proposital. Está claro que a nossa forma de comunicar, conectar, resolver problemas e aprender foi mudada para sempre. Enquanto nós precisamos continuar a enfrentar os desafios da mídia social, o potencial para as mudanças positivas e criativas vieram do aproveitamento e da aplicação de recursos, aparentemente, intermináveis e oferece um conjunto exclusivo de ferramentas para solucionar os problemas e garantir um futuro melhor.

A famosa citação de Isac Newton – “Se eu vimais longe, foi por estar de pé sobre ombros de gigantes,” se refere à gratidão de Newton em relação às contribuições que o precederam. No contexto de hoje, eu me pergunto: Será que Newton teria considerado os “ombros de gigantes” para também incluir o aprendizado e a compreensão resultante do uso da tecnologia, para aumentar exponencialmente, os níveis de colaboração, networking e compartilhamento?

Se as redes sociais podem ser utilizadas para reunir recursos de uma comunidade, no sentido de juntar Crawford com a sua família, é emocionante imaginar como essas mesmas redes e recursos associados continuarão a redefinir, não só as nossas vidas diárias, mas o paradigma da educação e da aprendizagem tradicional. Esse é o desafio dos educadores, determinarem como essas novas tecnologias serão empregadas para melhorar o processo de aprendizagem.

Não há dúvida de que estamos vivendo um ponto de inflexão fascinante na história do desenvolvimento educacional e na nossa compreensão sobre como aprendemos. No entanto, através de toda essa mudança, nós nunca devemos perder de vista os “porquê?” e os “para quê?”. Estou confiante de que o Crawford aprovaria este princípio orientador, já que ele, novamente, se aquece no calor da sua casa e amorosa família.

__________________________________________________________________
Featured image: cc licensed ( CC BY-NC-ND 2.0 ) flickr photo by Tarek Harbi: https://www.flickr.com/photos/53813549@N08/15090632281

Creating Innovators

What does it mean to be an innovative school? This is a question we have been wrestling with in relation to both EAB’s mission statement reference to innovation and our responsibility to offer a consequential educational program that keeps pace with societal changes.

The answer to this question will depend on the context of the discussion. In a local context, many would consider EAB’s implementation, for example, of home learning and standards-based reporting in the Lower School, the move to one-to-one and BYOD devices in the Upper School, and the introduction of late-start Wednesdays to support professional development to be innovative. While these are all very important and forward thinking initiatives in our local context, it can be argued from a macro perspective that these initiatives are not necessarily new and innovative.

To further address our question about innovation, EAB’s Leadership Team is currently engaging in a book study using Tony Wagner’s, Creating Innovators: The Making of Young People Who Will Change the World. The Team’s readings and reflections have led to a reframing of our question, from seeking to define what it means to be an innovative school to the question of, “How do we create the next generation of innovators?” Through Wagner’s extensive study of high profile innovators who have achieved noteworthy success in our current society, he identified one key common theme among all of these individuals. In every case, it was during the childhoods of the future innovators that the, “adults in their lives nurtured their creativity and sparked their imaginations, while teaching them to learn from failures and persevere.”

Through his research, Wagner goes on to identify a fundamental pattern: “A childhood of creative play leads to deep-seated interests, which in adolescence and adulthood blossom into a deeper purpose for career and life goals. Play, passion, and purpose: These are the forces that drive young innovators.” Wagner’s emphasis on the three mainstays of play, passion, and purpose leads us, in turn, to the ideals associated with intrinsic motivation, which is really the crux of this conversation.

Creating Innovators Video Summary

Therefore, how can an educational program lead students to become driven by intrinsic motivation rather than external rewards? Examining this question from a systems perspective, Wagner highlights the three main stages in the evolution of learning: (1) memorization-based, multiple-choice approach, (2) project-based learning where the problem is already determined, (3) design-based learning, where students learn how to define and frame problems. The process of defining a problem and then working through innovative and creative solutions has a significantly more profound impact on student learning than the expectation to recall and repeat answers.

Though it was not by my intentional design, it as during one of the recent high school leadership classes I teach at EAB that students naturally exhibited the power of design-based learning. While using the issue of homework to develop debate and communication skills, the students far exceeded the original scope of the project as they decided to extend the activity, formally challenge the school’s current homework policy, and draft their own policy statements. The prominent feature of the activity was how the students’ discussions evolved from one of entertaining and engaging exchanges (play), to a heated debate over the value of homework (passion), to a determination to influence the school’s current policy to better meet the needs of students and teachers (purpose). The resulting policy statements, which were researched and debated, were innovative, creative, insightful, and clearly illustrated how students, when presented with the opportunity to define a problem, can demonstrate the ideals of intrinsic motivation, self-direction, and lifelong learning.

To be clear, the students’ initial policy statements failed to address several key homework issues, but this was okay. It was the process of learning from their mistakes and the perseverance to improve that was most important. Wagner’s research stresses that the companies recognized as innovative leaders are also the same companies that celebrate failure. He goes on the emphasis that the word failure should be replaced with iteration, as the key to innovation is to continuously learn from experimentation and mistakes through several iterations.

Returning to the question of “How do we create the next generation of innovators?” education must move away from the false dichotomy that an instructional approach is based on either telling students or letting students learn on their own. Instead, there must be a balanced approach where students are exposed to new ideas and have some freedom to choose their learning focus while also receiving guidance and support from teachers. To achieve this goal, Wagner suggests the following three steps: (1) Convert most classroom experiences into collaborative problem-solving events led by facilitators (vs. instructors) who engage learners to think and understand the relevance and context of what they learn. (2) Tailor learning to the individual learner’s experience and competence level based on the results of a pre-test and/or assessment. (3) Dramatically reduce or eliminate instructor-led slide presentation lectures and begin using a blended learning approach that incorporates virtual and constructive simulations.

It is through these focus areas that the American School of Brasilia will ensure that the evolution of our educational program continues to evolve and embody the ideals associated with an innovative school.

Featured image: cc licensed ( CC BY-NC-SA 2.0 ) flickr photo by Orwell Kowalyshyn: http://www.flickr.com/photos/79414198@N02/7313476952/in/photolist-c9gtUd-fuF1BJ

Book Cover Credit: Tony Wagner and Scribner

Change is Not Optional

During this week’s AdvancED conference, Will Richardson, a leader in the area of social online learning networks and education, shared a thought provoking key note address. While the presentation associated with the talk may be difficult to follow out of context, there are striking photos and quotes that may be of interest and can be viewed through the following link: Will Richardson Presentation. In terms of the talk, there are two main points I would like highlight in this posting.

Scarcity versus Abundance

The talk referred to a “period of scarcity” in education when teachers were the keepers of knowledge and bestowed this information on students through traditional schooling structures. Access to information for students relied heavily on classroom settings in brick-and-mortar buildings. This paradigm has been substantially shifted through advances in technology. While students previously accessed information through their teachers and the selection of books in their classrooms and libraries, students can now access, arguably, the entire sum of human knowledge through a single handheld device. How do educators transform instructional approaches from a model that addressed scarcity of information to one where there is an overabundance? This is a question without a clear answer, which makes the issue both exciting and formidable. What we do know is that the shift from scarcity to abundance makes schooling look very different from the schooling of today’s adults.

Change is Not an Option

Schools that choose to ignore the transformative societal changes taking place around us do so at their own peril. Clay Shirky, a writer who focuses on the social and economic effects of Internet technologies, believes that, “the change we are in the middle of isn’t minor…and it isn’t optional.” Schools will continue to face tremendous challenges as they redefine schooling such that student learning embraces an era of abundance of information, rather than clinging to a model based on a premise of scarcity. In my current role as a school director, I can assure you that the challenges before us can feel a bit daunting at times. However, these same challenges represent an exciting and important challenge for all educators. Change is not an option given the now ubiquitous presence of technology that is redefining significant aspects of our lives. When referring to learning and technology, Will Richardson stated that students are waiting for adults to catch up to them. I would modify this statement, as I believe students are not waiting but, rather, rushing forward with or without us. Schools must find a way to lead through this transformation, rather than continuously playing “catch up.

Barry Dequanne

Featured image: cc licensed ( CC BY 2.0 ) flickr photo by Milica Sekulic: http://www.flickr.com/photos/ywds/310670770/

The Importance of Arts Education

Anyone entering EAB’s auditorium on Friday morning was greeted by a resounding rush of energy and exhilaration, generated by students singing and dancing in their aisles to the music of a live New Orleans brass band. This was the scene last week when, through a series of serendipitous events, The Hot 8 Brass Band found its way to EAB to entertain our students and teachers with a memorable performance that spilled into the school’s hallway (photo credits: Valmir Gomes)

[easyrotator]erc_97_1385835399[/easyrotator]

The show put a fitting exclamation mark on a succession of outstanding arts events at EAB in recent weeks. From the upper school band performance, to last Saturday’s parent-student arts celebration, to visual arts displays, to theater productions, our community has had the opportunity to appreciate and delight in the impressive work and talents of our students. The arts related events of recent weeks have served to emphasize one of EAB’s five educational pillars and the importance of arts education.

Educational research is categorical in concluding that the inclusion of arts in educational programs is an essential factor associated with the learning process. The Washington Post recently published an article highlighting the Top 10 Skills Children Learn from the Arts: creativity, confidence, problem solving, perseverance, focus, non-verbal communication, receiving constructive feedback, collaboration, dedication, and accountability. Another article about the Important of Art in Child Development added motor skills, language development, decision-making, cultural awareness, and improved academic performance to the list of proficiencies. Harvard’s Project Zero Study emphasizes the importance of arts education, as does the Guggenheim Study, among many other studies. If there is any doubt about the importance of the arts, then read the student comments submitted to the New York Times in response to the question, “How Important is Arts Education.”

Given my own academic background in mathematics and technology, I particularly appreciate how John Maeda and Mae Jemison emphasize, through their Ted Talks, the importance of integrating the arts, mathematics, and sciences in a K-12 educational program. John Maeda, the President of the Rhode Island School of Design, shares how art, technology, and design inform creative leaders (John Maeda Ted Talk). Similarly, Mae Jemison, emphasizes the importance of integrating the arts and sciences and how these skills contributed to her success as an astronaut (Mae Jemison Ted Talk).

This article is not designed to diminish the importance of other academic fields but, rather, to highlight how arts education can complement and strengthen the study of other disciplines while also embodying a key field of study in itself. I often hear of educators referring to the “core subjects” which, more often than not, excludes the arts. Given what we know about the arts, this paradigm must shift to a more inclusive approach to arts education.

Perhaps the Kennedy Center’s National Standards for Arts Education states it best:

“. . . the arts have been an inseparable part of the human journey; indeed, we depend on the arts to carry us toward the fullness of our humanity. We value them for themselves, and because we do, we believe knowing and practicing them is fundamental to the healthy development of our children’s minds and spirits. That is why, in any civilization – ours included – the arts are inseparable from the very meaning of the term ‘education.’ We know from long experience that no one can claim to be truly educated who lacks basic knowledge and skills in the arts.”

Featured image: cc licensed ( BY NC SA 2.0 ) flickr photo by Nick Sherman: http://www.flickr.com/photos/nicksherman/4946005960/

A Importância da Educação Artística

Qualquer um que tenha entrado no auditório da EAB na quarta-feira pela manhã, foi saudado por uma onda ressonante de energia e alegria, gerada por alunos cantando e dançando pelos corredores ao som da música ao vivo de uma banda de New Orleans.

Este foi o cenário, na semana passada, quando, através de uma série de eventos fortuitos, a banda The Hot 8 Brass Band chegou até a EAB para entreter os nossos alunos e professores com uma performance memorável que se espalhou pelos corredores da escola .

[easyrotator]erc_97_1385835399[/easyrotator]

O show colocou um ponto de exclamação em uma sucessão de acontecimentos marcantes do Departamento de Artes da EAB nas últimas semanas. Desde a apresentação da banda do Upper School até a celebração de artes de pais-alunos no sábado passado, as exposições de artes visuais e as produções de teatro, a nossa comunidade teve a oportunidade de apreciar e deliciar-se com os trabalhos e talentos dos nossos alunos. Os eventos de Artes das últimas semanas serviram para enfatizar um dos cinco pilares educacionais da EAB e a importância da educação artística.

A pesquisa educacional é categórica ao concluir que a inclusão de artes em programas de educação é um fator essencial associado ao processo de aprendizagem. O Washington Post publicou recentemente um artigo destacando a as 10 Habilidades Top Que As Crianças Aprendem com a Educação Artística : a criatividade, a confiança, a resolução de problemas, perseverança, foco, comunicação não-verbal, receber feedback construtivo, colaboração, dedicação e responsabilidade. Outro artigo sobre A Importância da ARte no Desenvolvimento da Criança acrescentou habilidades motoras, desenvolvimento da linguagem, tomada de decisão, consciência cultural e, um melhor desempenho acadêmico para a lista de proficiências.

O Project Zero Studyde Harvard destaca a importância da educação artística, assim como O Estudo Guggenheim, entre muitos outros estudos. Se houver qualquer dúvida sobre a importância da educação artística, leia os comentários dos alunos apresentados ao New York Times, em resposta à questão: “Quão Importante é a Educaçã o Artística“.

Dada a minha formação acadêmica em matemática e tecnologia, eu particularmente aprecio a forma como John Maeda e Mae Jemison enfatizam, por meio das Discussões do Ted, a importância da integração de artes, matemática e ciências em um programa de educação K-12. John Maeda, Presidente da Escola de Design Rhode Island, compartilha como a arte, a tecnologia e o design informam líderes criativos (. Da mesma forma, Mae Jemison, destaca a importância de integrar as artes e a ciência, e como essas habilidades contribuíram para o seu sucesso como astronauta (Mae Jemison Ted Talk).

Este artigo não se destina a diminuir a importância de outras áreas acadêmicas, mas sim para destacar como a educação artística pode complementar e reforçar o estudo de outras disciplinas ao mesmo tempo, incorporando um campo de estudo chave em si. Eu geralmente ouço de educadores que se referem aos “temas centrais” que, na maioria das vezes, excluem artes. Dado o que sabemos sobre artes, este paradigma deve mudar para uma abordagem mais inclusiva a educação artística.

Talvez o Padrão Nacional de Educação Artística do Centro Kennedy, descreva da melhor maneira: “… a arte tem sido uma parte inseparável da jornada humana, na verdade, nós dependemos da arte para nos levar para a plenitude da nossa humanidade. Nós a valorizamos por ela mesma, e por causa disso, nós acreditamos que compreendê-la e praticá-la é fundamental para a o desenvolvimento do espírito e da saúde mental nos nossos filhos. É por isso que, em qualquer civilização –inclusive na nossa – a arte não pode ser separada do termo “educação”. Nós sabemos, através da nossa longa experiência, que ninguém pode querer ser verdadeiramente educado, caso não tenha conhecimentos básicos e habilidades em artes.”

Featured image: cc licensed ( BY NC SA 2.0 ) flickr photo by Nick Sherman: http://www.flickr.com/photos/nicksherman/4946005960/

Opportunities and Challenges

It is not hyperbole to state that educational systems and pedagogical approaches are in the throes of a revolution. While most of us accept the premise that we are in the midst of a historical transformation in education, the challenge is to make sense of these changes while also seeking to find our own footing in the constantly shifting technological and societal sands. I have no doubt that historians will look back at this time as a watermark moment in the evolution of schools, pedagogy, and learning.

These reflections were sparked by an article about education that I recently reread called, 21 Things that Will be Obsolete by 2020. The common theme linking the 21 declarations is the pervasive influence of technology, not as an extension to support learning but as a foundational platform and tool that will be as common as working with paper and a pencil.

In a typical 21st century learning fashion, I casually clicked on a seemingly interesting link that took me to another essay called, Three Trends That Define the Future of Teaching and Learning. This author argues that three key trends – collaborative, tech-powered, and blended – will frame the transformation of education. There are compelling arguments in support of this claim, especially the concept of blended learning, where teachers embrace students’ online and connected proclivity towards the learning process.

While writing this article, I clicked on yet another link with the title, How Does Multitasking Change the Way Kids Learn? I read the article, somewhat self-consciously, acknowledging that my multitasking at that moment may not have been the most efficient use of my time. You see, the article seeks to answer the question of whether or not our brains are able to effectively multitask. As with all similar research, the article is unequivocal in concluding that we are not capable of effectively multitasking beyond the simplest activities. The research has also clearly concluded that multitasking leads to a series of negative outcomes while doing schoolwork.

So, what does this all mean? As with any large-scale transformative experience, there are currently more questions than answers in the field of education. While this is an exciting time, there is also a degree of trepidation among educators and parents alike. The elements of education that will become obsolete by 2020 are the same elements that were the foundations of the education of today’s adults. To say the least, it is a challenge to manage current changes while also overcoming our past to establish educational programs for an unknown future.

EAB is committed to embracing this time of change through innovative and creative approaches to teaching and learning. The focus on the implementation of collaborative, tech-powered, and blended teaching trends is central to our professional development discussions. The impact of technology on student learning, including issues related to multitasking, is an area that continues to influence our instructional practices and curriculum development. Likewise, it is within these new paradigms that we seek ways to continue to successfully work with students in the areas of service and leadership, while also developing skills associated with conflict resolution, decision making, empathy, communication, and character building, among others.

If parents and teachers are to model the ideal of life-long learners, then there is no better time to do so than now, especially in the context of a transformative moment in the history of education. Our students count on the continued partnership and commitment among parents and teachers to embrace new challenges and focus on a continuous learning model that seeks to provide the best educational program possible. It is these challenges that make our collective work so important and exciting.

Oportunidades e Desafíos

Não é exagero afirmar que os sistemas de ensino e abordagens pedagógicas estão no meio de uma revolução. Enquanto a maioria de nós aceita a premissa de que estamos no meio de uma transformação histórica na educação, o desafio é dar sentido a essas mudanças e ao mesmo tempo tentar encontrar o nosso próprio pé nas areias tecnológicas e sociais em constante mudança. Não tenho dúvidas de que os historiadores olharão para trás neste momento como um momento marcante na evolução das escolas, pedagogia e ensino.

Estas reflexões foram desencadeadas por um artigo sobre educação que eu reli recentemente chamado, 21 coisas que estarão obsoletas em 2020. O tema comum que liga as 21 declarações é a ampla influência da tecnologia, não como uma extensão para apoiar a aprendizagem, mas como uma plataforma fundamental e uma ferramenta que será tão comum como trabalhar com papel e lápis.

Em uma forma de aprendizado típico do século 21, eu cliquei casualmente em um link, aparentemente interessante, que me levou para outro ensaio chamado: Três Tendências que Definem o Futuro do Ensino e Aprendizagem. Este autor argumenta que as três tendências principais – colaboração, tech-powered, e harmonização, vão enquadrar a transformação da educação. Existem argumentos convincentes em apoio desta afirmação, especialmente os conceitos de ensino harmonizado, em que os professores adotam o processo de aprendizagem dos alunos, online e conectando as tendências.

Enquanto escrevia este artigo para o Bull-It, eu cliquei em mais um link com o título: Como a Multitarefa Muda a Maneira Como as Crianças Aprendem? Eu li o artigo, um pouco autoconsciente, reconhecendo que a minha maneira de realizar várias tarefas, naquele momento, não foi o uso mais eficiente do meu tempo. O artigo procura responder se o nosso cérebro é ou não é capaz de realizar várias tarefas de forma eficaz. Tal como acontece com todas as pesquisas semelhantes, o artigo é inequívoco, mostra a conclusão de que não somos capazes de, efetivamente, desempenhar várias tarefas, além das atividades mais simples. A pesquisa também conclui claramente que a multitarefa leva a uma série de resultados negativos, em relação a fazer um trabalho escolar.

Então, o que isso tudo significa? Como acontece com qualquer experiência transformadora em larga escala, atualmente existem mais perguntas do que respostas no campo da educação. Enquanto este é um momento emocionante, há também um certo grau de ansiedade entre os educadores e pais. Os elementos da educação que se tornarão obsoletos em 2020 são os mesmos elementos que foram os alicerces da educação dos adultos de hoje. Para dizer o mínimo, é um desafio gerenciar as mudanças atuais e ao mesmo tempo superar nosso passado para estabelecer programas de educação para um futuro desconhecido.

A EAB está empenhada em abraçar este momento de mudança por meio de abordagens inovadoras e criativas para o ensino e aprendizagem. O foco sobre a implementação das tendências pedagógicas colaborativas, “tech-powered”, e ensino harmonizado são fundamentais para as nossas discussões de desenvolvimento profissional. O impacto da tecnologia no aprendizado dos alunos, incluindo questões relacionadas à multitarefa, é uma área que continua influenciando as nossas práticas de ensino e de desenvolvimento curricular. Da mesma forma, é dentro desses novos paradigmas que buscamos formas de continuar a trabalhar com sucesso dos alunos nas áreas de serviço e liderança, além de desenvolver competências associadas à resolução de conflitos, tomada de decisão, empatia, comunicação e construção de personagem, entre outros.

Se os pais e professores querem moldar o ideal de alunos aprendizes ao longo da vida, então não há momento melhor para fazer isso do que agora, especialmente no contexto de um momento de transformação na história da educação. Nossos alunos contam com a parceria contínua e compromisso entre os pais e professores para abraçar novos desafios e se concentrar em um modelo de aprendizagem contínua, que visa proporcionar o melhor programa educacional possível. São estes os desafios que tornam o nosso trabalho coletivo tão importante e emocionante.

Featured image: cc licensed ( CC BY NC SND 2.0 ) flickr photo by Dean Terry: http://www.flickr.com/photos/therefore/4101567511/