Table Of Content

Transforming &dyeg Jon: Imagine innovations that allow students to gain credit for the process of learning what they personally love, and not just getting a better score on what they must learn. seen welten that if you grew up ung something thes youl aver considerit "technology just how le. The fac that we can find an anewerto alot every informatione question this deve that tein the palm ofour hands blows ‘eta: However, urstadents are that impressed. ‘Crtuinly there have been transforming technologie ove the ‘course of human histor: the speing wound clock, the printing res the stoma, Yt wee wondering four current edve tional ascnation with computer technologies istrly worthy ofthe word “taneforalional” Wo that we dont love ou gadgets, We cant imagine weting ‘hisartile without ou computers and he Ieterne, which we are ‘sing to send dents back and forth. We woukdn' think of leaving home without our smart phones. Iimaybe hat the esformation swe are most interested in relia ito do with technology. > ‘houghitcan certainly beasised witht ‘ee toe infereted in atranslrenation a whatwe think fat ‘quality eduction, We don’ think technology transformations ‘iis used oly aa susan eduction. There diffrence between trending and npr Ingeducaton. "The transformation we ate ictretd in has more to do with ling the capac for tents to ent what they beleecanbe pated onto ocern. That's diferent than innpreving on what wea innovation ofthe cutest model of 94 Leadership slready ding Lehn mixup esfomatin wth inprovement ‘We abmnit tbat the cornerstone diflerence between iespeer Ingeducatio and transforming it evolves around something that seems og often misngiatodaysachool:aloveofsnd pasion fr learning and what can be done wih what oe learns. Tobe lee, there is noting wrong with improving our current educational sodel bat when one ivokes the weed transformative, one expects sorethan just improvement ‘Valuing the dosiedcuriclum Weareimproving the carrnt ecational model when innova tions are wed to aolelyprodace better els ofthe required and ssseied content Weare transforming edcation when inaorasons tre ued to provide a depth ofndvidualcatonoflaring forthe ‘udent tht icles valing not ony the reqizedcuriclam (hatte stadent mtu) bata the desired curiam what thestedent wats ola) aginetanlorming anovations that open the door for ss esata ain credit forthe proces oflearning what they personally love, and not jus getingabeterscarcon what they mast esa! “ransformation in education bar knahip tothe iden advanced len Wernand Gage Menty byyClaton Chritenton in irbook,"Disraptng Clasesthat there srefanorations tha iter surtsin the current prodact or ervice= ‘alle srtsning innovations -ordropie innovations that bring shout realchange. Tn April 2009 the Milken natateGlbsl Conferences pane! ication titled “Transforming Technologies convened with ttt Miche Hor, co-author of Diaropting Clas” Hestarted offwith an objection othe title He shared with he panel and the udince hat although technologies play akeyrolein trensorming ‘dacation, "tint the only thing” Michael advanced anewets the pane: “Transforming Innovations” In-Diarptng Cae” (2008) theathor argue that online era ing willbecome “transforming and dureptive innovation” Di raptive innovations are defined as those that replace “expensive, ‘complicted and naccesleprodats or servces with much lets ‘expensive smplerand moreconveient akernatives” "They believe that "onlin learning i irapive force that can transform the factory ike tracture of American school Ontofthe transformation, 2 ae model willemerge that ie highly persona: Jae, student centricand more productive providing better resus nlne instructional detgn Davia V. Loertschera professor of schoo ofibrary and infor- sation science at Sa ose tte Universitysmade tis observation shoot blended leaning: “Blended learning is ined a potential ‘major sift in edvestion but thee ra major problem with thei stractional digas used online, Ione ito read chapter, view & Jecare do worksheet and peshapspatcipseinancnine cus ton, then the dropout rate and whats earned wile small High ‘Think modes thatae collaborative in nature, constructive, and Join personal expert with ollsborative intelligence eed o form ‘hebaisofonline instructions designs Onlinecantbe deadly bor- Ing ik the fice t-faceclstoom canbe. has tobe more engag- Ing, more powerful crentive, collaborative, real.and more project, ‘rented. Thenitbecomesdaoptive”™ Innovations and technology ofernew andeshwaystoimprove ‘upon the work of edcatng stadentson the equred curriculum, ‘the uf that we ae all held acountablefor our student tear, Improring is good! Continuous improvement is even Better But ‘tansormative education impacts something at the ore ofthe ed- ‘veationl sul the bli hat eduction does more than dispense ‘knowledge It bails hop fo the student feta, faith in the stu- dental tothe word nd mast be rooted in love forlesaing ‘hatwillnot gi ‘We thnkthiskingoftansformationsneeded, Wethinkedcs- tors shoud be leaingthe we. But consider some ofthe things thet maybe done tous The Cette Thinking Bit $B 402 would require cach cursculum famework to describe ‘hw content can be delivered o intentionally bull creativity, ovation, etal thinking, problem solving collaboration and communication ito an across each content are, tothe extent the descriptions deemed appropriateby the state board. Comenow.Do scucstorened politician tobe teling a that rita thinking nd problem slvingneeétoberetornedtotheclatoom? Shouldn't me berequitingthisofourudent already? Implementation of nine laring ‘Another symptom ofthe need for rel wansormationsthecom- ‘mon implementation ofoaline earning blended or otherwise does notincade teche ibrarian the information Ierty specialist. teacher Some think tht inthe word of Google, students willara Information Ieracy by osmosis o wore, by untrained personel “The brary Asocation ofthe University of California pubished sete tothe California State Board of Eveation stating that un- dergeadutes within the UC sytem were not prepared or equipped to acces, evalat, integrate and ‘information. Withthe ood ofinformaton {havistingtowaréoarstudens how isithat we are nt going to provide competent supervision? Whowillbetheretonskestadent vrho walks int the virtual or Briekeand-mortribrry “What doyouwanttolearnt™ ‘We know that we most mes- sre student learning, collect dat and espond to any lack of required achievement. However, we also know tat pot everything wemeasureismostimportant Infact thee arematersthatare not messed that mightbeas important (perbapemore) a thse things thatwedomestore ‘Advancing the unmeasured values Most of us became educators because we ad alove for stants, saidhin education and ahopefor the fatareofourstadents These things may ntbemeasured in standardized sts, but theyre foun Aina tthe work we do, Tranformatonal innovation advances the unmeasured value ‘That tbe transformation wethinkour aden deserve Thatthe teznformation we think the weld egies, Forthelovewehave fr ourstadetsand the hope me have for thiswodd les ot sete for snytvansformation that doeses (Christensen, Claytosfobaton, Curtis & Hor, Michel. 2008). isaprng Clas: How Dsrapivelnnavtion will Change the Way th Word earns MeGraw l en Warn vie pein eC Scoo Lay Asin. Grog Manta sass each cect, ACSA Fave Sies. September/October2011 38