tag:blogger.com,1999:blog-52404042990616346422024-03-12T19:06:37.000-05:00Cognitive Interfund TransferA Mashup on School Leadership and TechnologyBrad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.comBlogger131125tag:blogger.com,1999:blog-5240404299061634642.post-34651347382582884222013-05-11T09:56:00.000-05:002013-05-11T09:56:27.345-05:00Out of Touch<a href="http://blog.pgi.com/wp-content/uploads/2011/08/face2face2.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://blog.pgi.com/wp-content/uploads/2011/08/face2face2.jpg" height="125" width="200" /></a>Two weekends ago, I was watching an interview with <a href="http://www.wired.com/business/?p=79854" target="_blank">Eric Schmidt and Jared Cohen</a>. I found the most interesting portion of the discussion about cyber-warfare. One rhetorical question they advanced during the interview was, At what point of cyber-warfare does the destruction become significant enough to warrant actual warfare?<br />
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Twenty minutes later, I was breaking up a full-on, head-lock brawl between my six-year-old and my ten-year-old because the former destroyed the latter’s much-loved architectural tower he had build in a shared <a href="https://minecraft.net/" target="_blank">Minecraft</a> world.<br />
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It seems to me that any online interaction that stirs strong emotion (such as anger or love or inspiration or trust) always leads back to face-to-face interaction. It also seems that the more significant the problem to be solved, the more likely people will meet face-to-face in solving the problem. What implications does this have for education?<br />
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At what point are problems that we are trying to solve in education significant enough to warrant face-to-face interaction? At what point is the innovation exciting enough to warrant a face-to-face workshop or summit? At what point is a student's remedial-need significant enough to warrant face-to-face time?
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-84768409936671653612013-01-09T09:43:00.000-06:002013-01-09T10:51:33.667-06:00The Power of the "Node" <table cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://3.bp.blogspot.com/-XS8_hJSiBWI/UMnasUNjmPI/AAAAAAAAHVI/FKxrN8I9SgA/s1600/network_node_pix.png" imageanchor="1" style="clear: left; margin-bottom: 1em; margin-left: auto; margin-right: auto;"><img border="0" src="http://3.bp.blogspot.com/-XS8_hJSiBWI/UMnasUNjmPI/AAAAAAAAHVI/FKxrN8I9SgA/s1600/network_node_pix.png" height="188" width="320" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Source: <a href="http://www.gapingvoidart.com/network-node-sxsw-2010-p-1536.html" target="_blank">Gapinvoid</a></td></tr>
</tbody></table>
It's interesting to explore an instructional leader's motivation to engage other leaders with digital-age tools. We indeed build collegial friendships because of the mutual experiences we share, common interests we have, and interesting information we seek. We've been networking in a face-to-face platform environment for decades, but now we have tools to extend our networking platform.These tools can help us convene to process complex ideas, solve problems, console each other in difficult situations, and share fresh and fascinating information. But, these tools only help us if we engage reciprocally by not only lurking but tweeting/discussing/sharing, by not only reading but blogging/commenting/curating.<br />
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The power of this network does not come from extracting the energy off of the grid, but when the nodes of the network generate energy by actively engaging. We all need to put more energy on to the grid than we take off of the grid. Pragmatically speaking, how do school leaders do this?<br />
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We dialogue, vent, analyze, relate, change your mind, connect, collaborate, advocate, and criticize. We bookmark, share, categorize, and retweet. We reflect, blog, generate ideas, and apply concepts. In a word, we are active.<br />
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What kind of "node" are you?<br />
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Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-6114362977230908762012-11-07T15:35:00.000-06:002012-11-07T15:38:39.652-06:00Going from Third-Person, to First<div class="separator" style="clear: both; text-align: center;">
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Pause for a moment and reflect
on the cumulative effect of the projects currently at play in Wisconsin: Common Core, RTI,
PBIS, InTASC, SBAC, new district report cards, and a new educator
evaluation system. Not to mention the fact that we are powering up these
initiatives at a time of record-low revenue and depleted morale<span style="color: #2b2b2b;"> in Wisconsin. </span><br />
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All these initiatives are worthy—there is no question about
value or merit. However, to paraphrase Peter Drucker, culture eats projects
like these for breakfast, and without considerable attention to the softer-side
of organizations, our school districts will suffer and struggle to not only
implement but also realize any student-performance benefit from these
mass-scale reforms.</div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><span style="color: #2b2b2b;">To a large extent, school leaders have little influence over
any of these projects; in a practical sense, they are mandates—from the top,
down. We must implement them, and we have trivial authority over the
particulars. While we have insignificant
influence over the actual reforms, we have substantial inspiration in how we
choose to implement them at the local level. </span></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><span style="color: #2b2b2b;">School leaders today have direct
affect on the climates in which these reforms come to fruition. If the quality
of our partnerships aren't strong, if we aren't in agreement about continuous
improvement, and if our vision isn't powerful and based on community values, these reforms aren't going to get very
far. No matter how innovative and
research-based these reforms are, they will fall short without powerful work at
the local level to inspire motivation, commitment, vision, and empathy. <o:p></o:p></span></span></div>
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<span style="background-color: white; background-position: initial initial; background-repeat: initial initial;"><span style="color: #2b2b2b;">For teacher leaders, building principals, district administrators, and board members, we now are fortunate to have this flash of clarity. Yes, the limelight is on top-down reform and the white-hot spotlight is directed at us, yet this affords us the opportunity to direct the action.</span></span></div>
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<span style="background: white; color: #2b2b2b; mso-bidi-font-family: Arial;">Ironic as it may be after decades of efforts to lobby huge and impersonal education legislation, we realize that our most influential efforts are best played
out on a local scale, with our own communities, on personal relationships and
collegial trust. So today, we shift to calling forth the gifts of kids and
colleagues, finding a way to let people’s light shine, and to go from
third-person, to first. <o:p></o:p></span></div>
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com2tag:blogger.com,1999:blog-5240404299061634642.post-63479839361360522852012-11-02T14:09:00.000-05:002012-11-02T14:09:43.505-05:00Other Things Being Equal<br />
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<a href="http://1.bp.blogspot.com/-uwhV5hpCIMU/UJQZrcL9wVI/AAAAAAAAHUY/RN05JywvaRY/s1600/digital-badge.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://1.bp.blogspot.com/-uwhV5hpCIMU/UJQZrcL9wVI/AAAAAAAAHUY/RN05JywvaRY/s1600/digital-badge.jpg" height="200" width="200" /></a></div>
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<span style="font-family: inherit;">For a
little more than a year, I've had the <a href="http://www.awsa.org/displaycommon.cfm?an=1&subarticlenbr=623" target="_blank">awesome opportunity</a> to work with <a href="http://www.amplifiedadministrators.com/" target="_blank">fellow administrators</a> from across the state in helping them to better understanding
digital-age tools. As a part of this effort, we've worked on social
bookmarking, micro-blogging, blogging, and creating screencasts. We've delved
into the concept of PLN creation, and we've looked at the ways that digital-age
tools amplify administrative capacity to support PLCs. I have learned as much
from these people as I hope they have learned from me.<o:p></o:p></span></div>
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<span style="font-family: inherit;">The most striking realization with
which I have come away from this experience is that technology know-how only
matters so much. After the cursory proficiency in understanding how any
digital-age tool works, other things matter. After someone knows how to log-on
to twitter, and understands the concepts of a tweet, hashtag, RT, HT, and list,
then what?<o:p></o:p></span></div>
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<span style="font-family: inherit;">It is at this point in technology
development that underlying leadership traits become very apparent since the
way social media and other Web 2.0 tools are put into action depends largely on
a given leader's philosophies about collaboration, empowerment, innovation, and
learning. <i>After the initial know-how of
technology, other things matter.</i><o:p></o:p></span></div>
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<span style="font-family: inherit;">This vitally modifies how I looked
at development as it relates to technology. This type of development is not
done separate from development associated with leadership; development in
technology must be done simultaneously with leadership development, and the catalytic
interplay between the two can amplify both positive leadership and negative leadership
attributes of the person using the technology. <o:p></o:p></span></div>
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<span style="line-height: 115%;"><span style="font-family: inherit;">What do you think? Is the effective use of
digital-age tools congruent with the quality of the leadership behind their
employment? What leadership attributes are requisite for the effective use of
digital-age tools, and how can we as a community cultivate those attributes in
leaders around us and in pre-service leaders? </span><span style="font-family: 'Times New Roman', serif; font-size: small;"><o:p></o:p></span></span></div>
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com5tag:blogger.com,1999:blog-5240404299061634642.post-68093746491974199542012-10-03T08:26:00.000-05:002012-10-03T08:26:41.235-05:00@JaneHart with the Top Tech Tools of 2012<div>
Always a fun exercise for self-reflection, below is <a href="http://c4lpt.co.uk/" target="_blank">Jane Hart's</a> top 100 tools for 2012. As you click through the slideshow, reflect on the degree to which you use these tools to convene people to solve problems, seamlessly connect stakeholders, and learn from others. Do some exploration, use a new tool, share this list with others, grow as a leader. </div>
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<iframe allowfullscreen="allowfullscreen" frameborder="0" height="356" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/14535899" style="border-width: 1px 1px 0; border: 1px solid #CCC; margin-bottom: 5px;" width="427"> </iframe> <br />
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<strong> <a href="http://www.slideshare.net/janehart/toptools2012" target="_blank" title="Top Tools for Learning 2012">Top Tools for Learning 2012</a> </strong> from <strong><a href="http://www.slideshare.net/janehart" target="_blank">Jane Hart</a></strong> </div>
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-67107837819270910382012-09-27T08:26:00.000-05:002012-09-27T08:26:27.276-05:00As a Matter of Principal Wisconsin public education today, like many states, is in the
condition of <a href="http://cognitiveinterfundtransfer.blogspot.com/2012/09/wisconsin-education-reforms.html" target="_blank">total reform</a>. As in, when you go to the <a href="http://dpi.wi.gov/home.html" target="_blank">Wisconsin Department of Public Instruction</a>, a splash page should flash up and say, “Under Construction.”<br />
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A laundry list of different projects make up this list of
reform. Heading up the list is the shift to <a href="http://www.corestandards.org/" target="_blank">Common Core State Standards</a>, followed
by <a href="http://nces.ed.gov/nationsreportcard/" target="_blank">NAEP</a> cute scores, <a href="http://www.smarterbalanced.org/" target="_blank">SBAC</a>, <a href="http://dpi.wi.gov/tepdl/sloov.html" target="_blank">Educator Effectiveness</a>, <a href="https://docs.google.com/a/cashton.k12.wi.us/viewer?url=http://dpi.wi.gov/eis/pdf/dpinr2012_98.pdf" target="_blank">ACT</a> expansion, new <a href="http://dpi.wi.gov/oea/acct/accountability.html" target="_blank">reportcards</a>, <a href="http://dpi.wi.gov/lds/dashhome.html" target="_blank">WISEdash</a>, <a href="http://dpi.wi.gov/ssis/" target="_blank">SIS</a>, <a href="http://dpi.wi.gov/rti/" target="_blank">RtI</a>, <a href="http://dpi.wi.gov/rti/pbis.html" target="_blank">PBIS</a>, and this list goes on. </div>
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Without a doubt, we all shoulder some responsibility for the
effective implementation of these programs, but let’s not deceive ourselves and acknowledge
the truth: Our building principals are going to bear much of the weight of
these reforms. Much of it is on their shoulders; they are the modern Atlas, accountable
for upholding the sky (apparently from falling). </div>
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Now, I am blessed with an unbelievable administrative team. Smart, hard
working, positive, caring, driven. They arrive early and go home late. They sacrifice
time with their families without question. They trust but verify, have
difficult conversations based on values, admit mistakes when wrong, and care
about details when no one else does. To a large extent, the professionals who
make up my administrative team are also my role models. So, I come from a considerate and measured
place when I ask this question: <i>How on earth are our building administrators
going to accomplish all that they are going to be asked to do? </i><br />
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In the ecology of a principal's calendar, there is no white space. We've all been there: after-school learning programs, summer academic academies, district-wide assessment cohesiveness, educational gaming partnerships, Google Apps training, new elementary Math curriculum, 20 percent staff turnover, inclusionary practice programming, a BYOD initiative, English curriculum revision--just to name a few our own recent projects. Our existing educator evaluation system is currently robust, and any white space after the previously mentioned is consumed by IEP meetings, discipline, attendance issues, parental concerns, and swarm of other urgent issues.</div>
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I already know what’s coming: overused and tired responses,
such as “It’s not about doing more but doing things differently.” Or, “Focus on what
matters most.” The tipping point that we are at, however, is significantly
beyond clichés, such as “We are gonna have to do more with less.” </div>
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Principals need time, leadership development, advocacy, and
emotional support, and we (superintendents) need to help. </div>
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This means fighting against interests that don’t understand administrative
function and want to compress leadership roles (such as hiring a dean of students or
part-time administrators). It means finding a way to help building principals access
the best professional development possible and advocating to school
boards-legislators-parents-and community stakeholders for principal autonomy. It
means helping them focus on possibilities instead of current obstacles. </div>
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In Greek Mythology, Heracles constructed two pillars to hold
the sky for Atlas, hence freeing him of bearing the sole responsibility of possible
collapse. What pillars will we build to help our building principals so that
they don’t singularly bear the weight of the sun, the moon, and all the stars? </div>
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com4tag:blogger.com,1999:blog-5240404299061634642.post-79254827633595046662012-09-14T13:45:00.001-05:002012-09-14T13:52:21.364-05:00Wisconsin Education ReformsWisconsin is currently experiencing what amounts to tectonic plate shifts in the field of education. Of course, reform isn't rare for education. From Desegregation to A Nation at Risk, and from Outcomes-Based Education to 21st Century Skill Frameworks, many veteran educators have seen the field of education literally evolve in front of their eyes. Today, however, we are muddling through reform more sophisticated and ambitious than ever before.<br />
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Because of the quantity, complexity, and inter-relatedness of the initiatives, many even in the field of education don't fully comprehend or are aware of the broad view of these reforms. Below is a collection of resources meant to help people better appreciate current education reform in Wisconsin.<br />
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Even after these lofty projects, still more looms on the horizon, including PI-34 teacher licensing and licensing renewal reform and graduation requirement reform.<br />
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Disclaimer: This review is a simplification of a complex series of initiatives. To actually grasp the nuance and detail of these initiatives, I encourage you to visit the <a href="http://dpi.wi.gov/home.html">Wisconsin Department of Public Instruction website.</a>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-10071050347227842772012-09-06T15:48:00.000-05:002012-09-06T15:50:16.706-05:00Leadership: To Awaken Possibility in Others <br />
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This video could almost be looked at as an extended definition
of leadership. We all have much to argue about should we spend time looking for
it. To focus our efforts, however, in awakening possibility and potential in others, this aim is—indeed—the
substance of leadership. Leadership isn't first about test scores, policies, or
being right or wrong or even “in-the-black.” It’s about community, relationships, trust, service, and vision. </div>
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<i>
<span style="font-family: inherit;">My favorite quotations: </span></i><br />
<span style="font-family: inherit;"><br /></span>
<span style="font-family: inherit;">"<span style="color: #444444; line-height: 25px;">One of the characteristics of a leader is that he not doubt for one moment the capacity of the people he’s leading to realize whatever he’s dreaming."</span></span><br />
<span style="font-family: inherit;"><span style="color: #444444; line-height: 25px;"><br /></span></span>
<span style="font-family: inherit;"><span style="color: #444444; line-height: 25px;">"This is about the bird who flies over the field and doesn't care about the fences."</span></span><br />
<span style="font-family: inherit;"><span style="color: #444444; line-height: 25px;"><br /></span></span>
<span style="font-family: inherit;"><span style="color: #444444; line-height: 25px;">"The conductor doesn't make a sound. He depends, for his power, on his ability to make other people powerful."</span></span><br />
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<span style="font-family: inherit;"><span style="color: #444444; line-height: 25px;">"Who am I being that [your] eyes are not shining?" </span></span>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-64335231448827153662012-08-13T10:17:00.000-05:002012-08-16T10:58:46.074-05:00Shock and Awe of the FutureIn this revealing slideshow by the Pew Research Center, we get a peek behind the curtain at the future, including how millennials will live, the future of money, the impact of big data, and the future of higher education.<br />
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<strong> <a href="http://www.slideshare.net/PewInternet/digital-technology-impacts-by-2020" target="_blank" title="Digital technology impacts by 2020">Digital technology impacts by 2020</a> </strong> from <strong><a href="http://www.slideshare.net/PewInternet" target="_blank">Pew Research Center's Internet & American Life Project</a></strong><br />
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I pulled two quotations out of the slideshow almost immediately: "Mobile is the needle, social is the thread, people are the cloth." And, "These technologies caused revised conceptions of man's place in the universe."<br />
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In reflecting back on school district leadership, I am both excited to be leading in a time of such innovation and concerned about the uneven distribution in the understanding of and access to digital-age tools within schools and homes. We frequently talk about achievement gaps. We should also be frequently talking about accessibility gaps and ignorance gaps in light of digital-age tools, including gaming, mobile devices, etc. Indeed, the shock and awe of the future may not be as much about the amazing nature of the devices themselves but the amazing disparity of understanding, access, and use of them. </div>
Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-63130847126206364522012-07-20T13:56:00.001-05:002012-07-20T13:56:55.266-05:00The "A-Ha" MomentThe "A-ha" moment is not manufactured, but we can set up the circumstances where they are more likely:<br />
<object height="81" width="100%"> <param name="movie" value="https://player.soundcloud.com/player.swf?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F53532727"></param>
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To what extent do we allow educators to pursue innovative thinking (the "A-Ha" moment) if they are so swamped with handbooks, predetermined curricula, policies, and schedules? How much room does a school district really have to support its employees to endeavor to innovate if we are all overwhelmed with federal regulations, state accountability measures, and top-down/one-size-fits-all mandates?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-39225077227003460692012-06-19T15:50:00.001-05:002012-06-28T12:04:25.858-05:00@CathyNDavidson - "If we 'Can' be replaced by a computer screen, we should be!"<div class="separator" style="clear: both; text-align: center;">
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<span style="font-family: inherit;"><a href="http://www.heraldsun.com/view/full_story/17567195/article-If-teachers-can-be-replaced-by-computer-screen--we-should-be">Here</a> is a wonderful article by <a href="http://www.nowyouseeit.net/">Cathy Davidson</a> about our core dilemma as educators: Like many industries, we are close to being "<a href="http://www.nowyouseeit.net/">Dangerously Irrelevant</a>." </span><br />
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<span style="background-color: white; font-family: inherit;">The subscript to this is about leadership and how we collectively communicate the relative value of teachers. What systems (of development, altruism, vision, collaboration, etc.) can we put in place that amplify a teacher's influence and extend his/her reach beyond the normal parameters of a school day? </span><br />
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Can we continue to expect deference and esteem from the past? Or, do we need to accept the challenge and deliver powerful learning experiences, resulting in our new status update: <i>Irreplaceable</i>.Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-66337124931300378802012-06-18T18:07:00.001-05:002012-06-18T18:17:26.691-05:00Working to be "Knowledge-Able" (Or, "Let Them Leave with Questions")As you may know, I'm a huge fan of <a href="http://mediatedcultures.net/">Michael Wesch</a>. His <a href="http://www.youtube.com/playlist?list=PL8305209F433E1CAB&feature=plcp">work</a> has not only influenced the way I think about technology and media, but he has also significantly influenced the way I <a href="http://cognitiveinterfundtransfer.blogspot.com/2011/08/edtech-walk-talk-autopsy.html">teach</a>.<br />
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Below, he discusses our institutional need to transform from organizations that focus on knowledge to organizations that focus on helping students be "knowledge-able." The full article can be accessed <a href="http://www.academiccommons.org/commons/essay/knowledgable-knowledge-able">here</a>.<br />
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What are the opportunities before us? How can we reform our institutions from ones that focus on "knowing" the right answers to ones that seek important questions?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-19605311231054274962012-06-15T13:51:00.000-05:002012-06-15T13:51:19.470-05:00Of Purpose, Community, and People"In times where there's a lot of stress, it's desperately important that we find deep things to anchor on, that aren't just ephemeral." Peter Senge<br />
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How can leaders leverage technology to develop and share purpose, encourage the development of community, and help people reach their potentials as opposed to inadvertently allowing catalytic nature of technology to geographically dis-aggregate and ideologically divide us?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-50798449723934442032012-05-22T07:10:00.000-05:002012-05-22T07:10:06.156-05:00By Force of HabitHere's a neat infographic by <a href="http://charlesduhigg.com/">Charles Duhigg</a>, from his <a href="http://www.amazon.com/Power-Habit-What-Life-Business/dp/1400069289/ref=sr_1_1?ie=UTF8&qid=1327352858&sr=8-1&tag=randohouseinc3351-20">The Power of Habit</a>.<br />
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As he says, there isn't a single formula that works for everyone, but thousands. And, negative habits are a particular part of why we fail at endeavors.<br />
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How does the science of repeated behaviors interface with our likelihood for turning to technology to solve problems? Is it our "know-how" or our habits that is getting in the way of school leaders utilizing technology to help people develop and to personalize learning? To what extent does our success in #edtech initiatives depend less on understanding #edtech and more on our habits related to instruction and leadership?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-52796425848958638492012-05-04T08:30:00.004-05:002012-05-04T09:53:07.255-05:00Students Test Educational Games for UW-Madison's Discovery Institutes (Guest Post by David Bell)<span style="font-family: inherit;">Recently, our middle and high school science students participated in important educational gaming research for UW-Madison researchers. <a href="http://www.gameslearningsociety.org/users/meagan-rothschild"><span style="color: blue;">Meagan Rothschild</span></a> and <span style="color: blue;"><a href="http://www.linkedin.com/in/michaelwbeall"><span style="color: blue;">Michael Beall</span></a> </span>of the</span><span style="font-family: inherit;"> </span><a href="http://discovery.wisc.edu/morgridge/" style="font-family: inherit; text-decoration: none;"><span style="color: blue;">Morgridge Institute for Research</span></a><span style="font-family: inherit;"> </span><span style="font-family: inherit;">had students play the educational game Progenitor X. </span><a href="http://www.eriainteractive.com/project_ProgenitorX.php" style="font-family: inherit; text-decoration: none;"><span style="color: blue;">Progenitor X</span></a><span style="font-family: inherit;"> is a game developed to teach players about the relationships between cells, tissues, and organs, including the basic scientific principles of</span><span style="font-family: inherit;"> </span><a href="http://stemcells.nih.gov/info/basics/basics10.asp" style="font-family: inherit; text-decoration: none;"><span style="color: blue;">Induced Pluripotent Stem Cell</span></a><span style="font-family: inherit;"> </span><span style="font-family: inherit;">research. While the researches have spent countless hours developing the game, they also need middle and high school students to beta-test these games. The goal for their visit was to collect very specific data. Prior to playing the game, students took a short pretest to determine their background knowledge on the subject. While students played the game, analytics software monitored each </span>movement<span style="font-family: inherit;"> that students made in order to better understand the choices students make while playing the game. Following the game, students took a post test and were able to give feedback directly to the researchers. The research collected will help developers create a final version of the game that enhances the learning experience. Our students were able to learn about cells, participate in applied-science research, and discuss the elements of game design with professional game designers. Later this month, intermidiate </span>elementary<span style="font-family: inherit;"> students will be beta-testing </span><a href="http://www.blogger.com/goog_1760814270"><span style="color: blue;">Citizen</span></a><span style="font-family: inherit;"><a href="http://www.filamentgames.com/projects/citizen-science"><span style="color: blue;"> Science</span></a>, another applied-science, contextualized game. We are excited for the opportunity to partner with UW-Madison's award-winning </span>educational<span style="font-family: inherit;"> gaming department (including gaming </span>rock-star<span style="font-family: inherit;">, </span><a href="http://cognitiveinterfundtransfer.blogspot.com/2011/09/let-me-introduce-you-to-kurt-squire.html" style="font-family: inherit;"><span style="color: blue;">Kurt Squire</span></a><span style="font-family: inherit;">) and to participate in other play-testing projects in all content areas. </span><br />
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<span style="text-align: -webkit-auto;"><span style="font-family: inherit;">Thank you to middle school science, high school science, and high school science/special education teachers for coordinating the experience.</span></span></div>
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<span style="background-color: white; line-height: 18px;"><span style="font-family: inherit;">If you are interest in learning more about the Educational Research taking place at the Wisconsin Institutes for Discovery a few resources are available below:</span></span><br />
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<span style="color: blue; font-family: inherit; text-decoration: none;"><a href="http://discovery.wisc.edu/home/morgridge/research/erca/approach/approach-home.cmsx" style="text-decoration: none;">Guiding Principles</a></span></div>
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<a href="http://discovery.wisc.edu/home/morgridge/research/erca/projects/projects-home.cmsx" style="text-decoration: none;"><span style="color: blue; font-family: inherit;">Current Projects</span></a></div>
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<span style="color: blue; font-family: inherit; text-decoration: none;"><a href="http://discovery.wisc.edu/home/morgridge/about-morgridge/about-us.cmsx" style="text-decoration: none;">About the Morgridge Institute</a></span></div>
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This is a guest post by David Bell. It is originally posted <a href="http://cashtonmshs.blogspot.com/2012/05/cashton-students-test-educational-games.html"><span style="color: blue;">here</span></a>. </div>
<br />Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-23374246893327717242012-05-02T15:19:00.000-05:002012-05-02T15:19:07.998-05:00Solving for "e"<br />
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Funny how we are so captivated with solving for “e” today,
with e-harmony, e-banking, e-commerce, e-learning, e-news, and the list goes
on. And in this algorithm of instantaneousness and data, what is it that we are
actually solving for? What is “e”?</div>
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Recently, I heard <a href="http://www.viterbo.edu/facpages.aspx?id=594">Tom Thibodeau</a> speak
about servant leadership. He said (I paraphrase) that you never really know
yourself until it’s within the context of others. It’s through relationships
that we build self-awareness, develop self-regulation, show empathy, solve
problems through teamwork, and consider variables when making decisions. It
turns out that when we solve for “e,” it equals emotions. </div>
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Emotional intelligence and leadership styles that bear
consideration for emotional intelligence yield capacity for stronger
relationships—ones that give us capability to face adversity, ones that call us
beyond ourselves, and ones that elicit civility and professional discernment. </div>
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From what I’ve read, developing emotional intelligence is a
contemplative practice, and it always helps to start with a framework off from
which to work. <a href="http://casel.org/why-it-matters/benefits-of-sel/">CASEL</a>
recently developed a detailed model for competencies in social and emotional
learning. </div>
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After solving for “e,” the “e” in e-rewards or any other
e-abbreviated word is actually emotion, and being conscientious about your
emotional intelligence can not only facilitate environments that are safe,
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How do you solve for "e"? To what extent do you see the "e" in e-mail or e-solutions or e-cards connoting our awareness of our own emotions and how we recognize emotions in others? Do you think that an awareness of emotions in the age of "electronics" is important? How do leaders leverage electronic communication to increase our awareness of emotions? How are you solving for "e"? </div>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com25tag:blogger.com,1999:blog-5240404299061634642.post-3092347569934562072012-04-26T07:42:00.000-05:002012-04-26T09:03:50.373-05:00Daniel Goleman (@DanielGolemanEI) on the Future of Leadership<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/Dxr9loNLY6U" width="480"></iframe><br />
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Here are my <a href="https://docs.google.com/drawings/pub?id=1kjLyoRgDEMvBoUqfpdkKnFMrsL4p5asSLWKBCF0lZYs&w=960&h=720">notes</a>:<br />
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<img src="https://docs.google.com/drawings/pub?id=1kjLyoRgDEMvBoUqfpdkKnFMrsL4p5asSLWKBCF0lZYs&w=480&h=390" />Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-16907963171493817652012-04-12T15:15:00.000-05:002012-04-12T15:15:38.947-05:00The Autonomous Discovery of Google KidsIn his recently published book, From <a href="http://www.amazon.com/From-Digital-Natives-Wisdom-Learning/dp/1452230099">Digital Natives to Digital Wisdom</a>, <a href="http://www.marcprensky.com/">Marc Prensky</a> wrote, "It is critical, though, to understand that because the locus of “knowledge” has, in the 21st century, moved to a great extent from the teacher to the Internet, and because the personal passions of our 21st century students have become the kids’ best (and often their only) motivation to learn, our teachers’ job—in fact their very raison’d’être—is going through enormous change." I recently saw this play out first-hand in my nine-year-old son.<br />
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It started with this:<br />
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And then this (which is a tutorial produced by another elementary school kid far from Wisconsin):<br />
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And before I knew it, he was proudly standing over this:<br />
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Aside from being a great example of how different types of media work harmoniously, it also illustrates a couple of stronger points: Google kids autonomously learn. They know that they have immediate access to resources that can amplify and extend their learning. They are more independent and self-paced as they learn.<br />
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Here, my son was not coerced, lectured, drilled, or measured. We was excited and interest-driven, while utilizing global resources to complete a hands-on, technology amplified project-all without a single word of encouragement or persuasion from an adult. He's a Google kid.<br />
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Post blog reflection:<br />
How can we capture this? How can kids thrive in a different environment? How can we translate the attributes of this scenario into powerful student understanding of complex concepts? How can we embrace, funnel, and leverage self-guided discovery in a technology-amplified classroom?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-65319094789508287162012-04-02T15:27:00.000-05:002012-04-02T15:27:02.019-05:00For Goodness' Sake<iframe allowfullscreen="" frameborder="0" height="390" src="http://www.youtube.com/embed/nnYRhanK3XA" width="480"></iframe><br />
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When is the last time you've knelt-down to tie the shoe of a 5-year-old? When is the last time you cared enough to remember someone's birthday? Do you have the presence of mind to listen instead of making excuses when someone is expressing concern? Can you set aside your own needs and wants in seeking the greatest good for someone or something else? Can you extend yourself for others purely because it's the right thing to do and without the expectation of personal benefit?<br />
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<span style="font-family: inherit; line-height: 115%;">Are we willing to trade in our problems for our possibilities? Are we willing to lift what is low, to unite what lies apart, to advance what is left behind? Is it time to have a conversation that we have not had before?</span><span style="font-family: inherit; font-size: x-small; line-height: 115%;"> </span></div><div class="MsoNormal" style="text-align: center;"><div style="text-align: left;"><span style="line-height: 115%;"><span style="font-family: inherit; font-size: x-small;"><br />
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<span style="line-height: 18px;"><span style="font-family: inherit;">Thank you to Larry Ferlazzo (@Larryferlazzo) for <a href="http://larryferlazzo.edublogs.org/2012/03/31/an-extraordinarily-touching-must-watch-video/">posting</a> this. </span></span></div></div>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-28181925392658412852012-03-30T15:34:00.000-05:002012-03-30T15:34:28.599-05:00Program or Be Programmed<iframe allowfullscreen="" frameborder="0" height="390" mozallowfullscreen="" src="http://player.vimeo.com/video/18681508?title=0&byline=0&portrait=0" webkitallowfullscreen="" width="480"></iframe><br />
<a href="http://vimeo.com/18681508">Program or Be Programmed by Douglas Rushkoff</a><br />
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<a href="http://www.dangerouslyirrelevant.org/2009/12/does-your-school-organization-reflect-our-new-digital-information-landscape.html">Does your school organization reflect our new digital information landscape?</a> <a href="http://cognitiveinterfundtransfer.blogspot.com/2012/01/ubiquitously-repressed.html">Well, does it? </a>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-2665478997729567842012-03-22T15:38:00.000-05:002012-03-22T15:38:23.751-05:00@McLeod, Circa 2006<span style="font-family: inherit;">In Scott McLeod's inaugural blog <a href="http://dangerouslyirrelevant.org/2006/08/coming_out_swin.html">post</a> of <a href="http://dangerouslyirrelevant.org/">Dangerously Irrelevant</a>, he said, "<span style="background-color: #fefefe; color: #333333; line-height: 20px;">This blog is intended to highlight and help with the </span><strong style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><em style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">leadership</em></strong><span style="background-color: #fefefe; color: #333333; line-height: 20px;"> issues related to K-12 technology. We can (and do) pour ungodly sums of money into teacher training, student programs, and infrastructure – these are all good. However, we will see few tangible, sustainable benefits in most places until they have leaders who know how to effectively implement, build upon, and sustain those initiatives. We need more effective technology leaders. We need them in formal leadership positions like </span><em style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">principal</em><span style="background-color: #fefefe; color: #333333; line-height: 20px;"> and </span><em style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">superintendent</em><span style="background-color: #fefefe; color: #333333; line-height: 20px;"> rather than informal, often powerless positions like </span><em style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">media specialist</em><span style="background-color: #fefefe; color: #333333; line-height: 20px;"> or </span><em style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">technology coordinator</em><span style="background-color: #fefefe; color: #333333; line-height: 20px;">. We need them </span><strong style="background-attachment: initial; background-clip: initial; background-color: #fefefe; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; color: #333333; line-height: 20px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;"><em style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; border-bottom-width: 0px; border-color: initial; border-image: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px; vertical-align: baseline;">now</em></strong><span style="background-color: #fefefe; color: #333333; line-height: 20px;">." </span></span><br />
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<span style="font-family: inherit;">Indeed, we are still talking about the need for leadership, and we still need significantly better leadership from principals and </span>superintendents when it comes to the meaningful integration of technology into education. Looking at this through the lens of an archeological dig (of sorts), the very content of McLeod's blog points to how we've changed our approach to #edtech reform. <span style="font-family: inherit;"> </span> <br />
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<span style="font-family: inherit;">Here's a <a href="http://www.wordle.net/">Wordle</a> of McLeod's blog posts in August and September, 2006.</span><br />
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We can see that the word "school" has significant standing along with "technology," "schools," and then "students." The words "leadership, administrators, teachers, district, leaders, and student" also have ancillary prominence.<br />
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Here's a <a href="http://www.wordle.net/">Wordle</a> of McLeod's blog posts in October, November, December of 2011 and January, 2012.<br />
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Immediately, we see that the word "student" holds the biggest prominence in the wordle, followed by "technology," "learning," and "need." The word "School" holds a subordinate place in the wordle. If I squint my eyes, I can see "leadership" and "teachers," but I don't see "district," "administrators," or "leaders" at all. I think this represents a change of focus, a change in McLeod's internal dialogue. McLeod's own "shift" in focus (from writing about <i>school </i>reform to writing about <i>student</i>-centered learning) is exactly the <a href="http://dangerouslyirrelevant.org/2009/09/did-you-know-4.html">shift</a> that we must all make.<br />
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At Dangerously Irrelevant's inception, it was a blog focused on "formal" leadership issues involving meaningful technology integration. What it may have evolved into is a more eclectic, wide-ranging blog that focuses on student learning. The realization here is one of purpose. The intent of administrative #edtech development is to instill a deeper appreciation for and to cultivate a powerful inclination to leverage digital tools for student-centered learning. That is, the moment we all shift our focus--just as McLeod has over time--from focusing on administrative #edtech development to student-centered educational reform; that is, the the moment we shift our focus from #edtech reform in schools to leveraging #edtech for student-centered learning, then we are closer to the antithesis of administrative irrelevance.Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com1tag:blogger.com,1999:blog-5240404299061634642.post-30695744580947522472012-03-16T15:07:00.000-05:002012-03-16T15:07:45.049-05:00The New Transformational Trend: PeopleThe following graphic prompts us to peek into the future. Certainly, we all look to technology as a primary driver of change, yet the trends below are about people and not technology. This is not to say that we can't look at how the trends below work in, with and around social media networks, but what is easy to discern is that people of varying agency and ideology are driving these transformative trends, not digital tools alone. Indeed, the focus on "People" is a trend for transformation.<br />
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<table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="float: left; margin-right: 1em; text-align: left;"><tbody>
<tr><td style="text-align: center;"><a href="http://www.flickr.com/photos/briansolis/6703988863/" style="margin-left: auto; margin-right: auto;" title="Looking at 2012 and beyond: Trends for Transformation by b_d_solis, on Flickr"><img alt="Looking at 2012 and beyond: Trends for Transformation" height="390" src="http://farm8.staticflickr.com/7143/6703988863_199a7aea7f.jpg" width="480" /></a></td></tr>
<tr><td class="tr-caption" style="text-align: center;">Created by Brian Solis Flickr: b_d_solis</td></tr>
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So, let's cross-walk this concept (of the importance of people over technology alone) over to education and look at the digital tools being proposed as solutions to our "crisis." Teachers still scaffold remediation after classrooms have been "<a href="http://www.khanacademy.org/">flipped</a>"; teachers still accommodate, manage, and leverage <a href="http://itunes.apple.com/us/app/ibooks/id364709193?mt=8">iBooks</a> after <a href="http://store.apple.com/us/browse/home/shop_ipad/family/ipad">New iPads</a> have been integrated; and teachers still formatively assess, elicit growth, provide support, and respond to varying learning styles after <a href="http://www.slideshare.net/PewInternet/the-state-ofmobileamericanfais">mobile</a> phones have been successfully accepted into schools.<br />
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So, how does this realization change our <a href="http://www.theworldcafe.com/overview.html">conversations</a>? How does this realization (of the both constraining and enabling influence of people on digital tools) change how we look for solutions? Are are concepts such as the "flipped classroom" fads that distract us from the real work, which is to develop people?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-30262665579968433932012-03-09T16:03:00.000-06:002012-03-09T16:03:56.186-06:00The Superintendency: It's a CallingIt all started with <a href="http://curtrees.com/2012/03/04/making-the-move-from-teaching-to-administration/">this</a>. It's a great post with thoughtful considerations on becoming a building principal. My comment, however, was to also think about the superintendency:<br />
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<span style="background-color: white; font-family: inherit;">"</span><span style="background-color: white; font-family: inherit; line-height: 18px;">Yes, building administrators are retiring every day, but so are superintendents. Indeed, we need courageous building principals to take on the challenge of district leadership too!"</span><br />
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This prompted Curt Rees (@wiscprincipal) to charge me with the following homework:<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-Qv0wmNHmqKY/T1aH3-O0WpI/AAAAAAAAGc8/bmZyJ9e0kus/s1600/2012-03-06_1559.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="69" src="http://2.bp.blogspot.com/-Qv0wmNHmqKY/T1aH3-O0WpI/AAAAAAAAGc8/bmZyJ9e0kus/s320/2012-03-06_1559.png" width="320" /></a></div><br />
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Accordingly, here is my sponsorship and advertisement, encouraging building-level principals to consider becoming superintendents.<br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://2.bp.blogspot.com/-e53V-s6uNck/T1pV-exlSMI/AAAAAAAAGdE/ouvHIBH4_Jg/s1600/It_s_a_calling.png" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="380" src="http://2.bp.blogspot.com/-e53V-s6uNck/T1pV-exlSMI/AAAAAAAAGdE/ouvHIBH4_Jg/s500/It_s_a_calling.png" width="520" /></a></div>Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-25029779610104713662012-02-27T15:37:00.000-06:002012-02-27T15:37:18.155-06:00Under "Normal" Circumstances?Here, Pew Research Center does a quirky overview of the "new normal," which includes increased accessibility at home, increased use of mobile devices, and increased use of social networking by all demographics. This all leads to the 8 "realities."<br />
<div id="__ss_11772357" style="width: 480px;"><strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/PewInternet/022612-nfais-newnormalpdf" target="_blank" title="The emerging information landscape The 8 realities of the “new normal” ">The emerging information landscape The 8 realities of the “new normal” </a></strong> <object height="390" id="__sse11772357" width="480"> <param name="movie" value="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=022612nfaisnewnormalpdf-120227130341-phpapp02&stripped_title=022612-nfais-newnormalpdf&userName=PewInternet" /><param name="allowFullScreen" value="true"/><param name="allowScriptAccess" value="always"/><param name="wmode" value="transparent"/><embed name="__sse11772357" src="http://static.slidesharecdn.com/swf/ssplayer2.swf?doc=022612nfaisnewnormalpdf-120227130341-phpapp02&stripped_title=022612-nfais-newnormalpdf&userName=PewInternet" type="application/x-shockwave-flash" allowscriptaccess="always" allowfullscreen="true" wmode="transparent" width="480" height="390"></embed> </object> <br />
<div style="padding: 5px 0 12px;">View more presentations from <a href="http://www.slideshare.net/PewInternet" target="_blank">Pew Research Center's Internet & American Life Project</a></div></div>After clicking through this slideshow, what strikes you as concerning or inspirational? What "hits home" when reflecting upon our systems that teach kids, or that help them transition through stages of their lives? Is our blueprint agile enough? Do our information policies scale up to new medias? How do our attitudes and our skill-sets allow us to understand these revolutionary shifts?Brad Saronhttp://www.blogger.com/profile/15629842158997901905noreply@blogger.com0tag:blogger.com,1999:blog-5240404299061634642.post-59897027934679852572012-02-15T12:17:00.000-06:002012-02-15T12:17:02.123-06:00AASA 2012I am honored to have the unique opportunity this year to present for my colleagues at <a href="http://nce.aasa.org/">AASA's National Conference on Education</a>. My presentation is on administrative compression in small, rural schools (PPT below). Check the current <a href="http://nce.aasa.org/attendees/schedule-of-events">schedule of events</a> for my most up-to-date time and location for the presentation if interested. You can follow the Twitter discussion for the national conference with the hashtag, <a href="http://twitter.com/#!/search/%23nce12">#nce12</a>.<br />
<div id="__ss_11086511" style="width: 480px;"><strong style="display: block; margin: 12px 0 4px;"><a href="http://www.slideshare.net/bradfordgs/the-parttime-superintent" target="_blank" title="The Part-Time Superintendent-WASDA/WASB">The Part-Time Superintendent-WASDA/WASB</a></strong> <iframe frameborder="0" height="390" marginheight="0" marginwidth="0" scrolling="no" src="http://www.slideshare.net/slideshow/embed_code/11086511" width="480"></iframe> <br />
<div style="padding: 5px 0 12px;">View more <a href="http://www.slideshare.net/thecroaker/death-by-powerpoint" target="_blank">PowerPoint</a> from <a href="http://www.slideshare.net/bradfordgs" target="_blank">bradfordgs</a> <br />
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<div class="separator" style="clear: both; text-align: center;"><a href="http://4.bp.blogspot.com/-7N4E5d-J0s4/TzvIL0yosxI/AAAAAAAAGcQ/K2aCuGcC9gw/s1600/techsavvysupawad.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" src="http://4.bp.blogspot.com/-7N4E5d-J0s4/TzvIL0yosxI/AAAAAAAAGcQ/K2aCuGcC9gw/s1600/techsavvysupawad.jpg" /></a></div>I am also exceedingly honored to be an <a href="http://www.eschoolnews.com/2012/02/01/meet-our-2012-tech-savvy-superintendent-award-winners/">eSchool News Tech-Savvy Superintendent</a> Awardee for 2012. With company like William Skilling (@SuptSkilling) and Daniel Frazier (@DanielLFrazier), the award is certainly a humbling privilege, as it is a honor to serve the kids, teachers, and families of Wisconsin.<br />
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