Source: http://www.pathf.com/blogs/wp-content/uploads/2009/07/hammer-and-screw.jpg
Scott McLeod shares this conversation…something about this conversation got under my skin.
Superintendent: I’m new to my district. I spent the first year getting the lay of the land. I’m now ready to start making things happen when it comes to technology and our students but our technology coordinator is blocking me at every turn.
Me: You know, your technology coordinator works for you, not the other way around.
Superintendent: I know. We’re having those conversations but it’s difficult.
Me: Can’t you just say ‘Look, it’s a digital age and we need to be facilitating technology-rich learning experiences for our students. Now, I can hire a technology coordinator who can help me do this or you can be that person. Which would you like it to be?’
Superintendent: Yes! I can say that! Thank you so much! I don’t know, I guess I just needed someone’s permission to do this…
But the real conversation that needs to happen is this one….
Tech Coordinator: Our children need rich engaging experiences that extend learning beyond the classroom walls…the only way to do that is with technology. But everytime I try to unblock a communication technology, I run into opposition from teachers, central office curriculum staff who are too busy meeting AYP and crunching data.
Could you use your influence and authority to model how technology can identify and solve real life problems in collaboration with others across the globe, and transform teaching, learning and leading?
Superintendent: You know we’re working on some pretty heavy issues right now. Curriculum mapping, implementation of district-wide benchmark assessments, meeting with the school board…technology infrastructure is really your focus, right?
Tech Coordinator: Technology is EVERYONE’s responsibility and we can’t continue to put it in a silo. As superintendent, for our students to get what they need now, you need to have conversations with stakeholders and Community, set clear mandates/expectations for teachers, administrators, and fundamentally “technologize” everything we do in schools today.
Superintendent: There are a lot of other priorities I have to deal with each day. Technology can’t be the top one.
TechCoordinator: Well, if you aren’t going to get it done, maybe we can find a high-priced consultant to tell you what you should be doing so you’ll think about getting it done. You work for students and getting them college-ready means getting them ready to work in a technologically transformed world. Why aren’t we requiring that EVERYONE in our organization use technology to get the job done, including you? If that means retraining, then so be it. What a boon it would be to have you in a class learning how to use Skype to connect with a global audience and find out how superintendents work in New Zealand!
Superintendent: What a fascinating perspective. Maybe I need to fire you so you can go have that conversation somewhere else in a more effective organization.
Sigh. Scott, while I agree with the points you’re making, I’m finding that empowering superintendents who don’t know anything about using technology in schools is little like giving a 6 year old a hammer and screws.
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I find that both of these conversations are heading in the right direction — the intent is there. And perhaps they reflect specific conversations that take place as part of a larger set of conversations between a larger group of folks.But I wonder how the intent might play out were the conversations to include a wider range of participants — because I think that the solution moving forward NEEDS to reflect and engage all of those involved — students, teachers, parents, tech coordinators, IT personnel, superintendents, directors. Until we have a collaborative process that is looking to address the WHY behind unlocking the technologies — namely the education of children — it is too easy for a smaller subset to limit their perspectives and their conversations.Are inclusive, informed, forward-thinking deliberations regarding the changing nature of learning and teaching (due to, and influenced by technology) taking place on an ongoing basis in your jurisdiction? Moving forward will require that ALL of us move toward becoming better informed and more actively involved in the conversations.
Maybe it's time we get some superintendents who understand this. You know, some who have been in the classroom within the last 10 years maybe? Not retreads who have not seen the inside of a classroom other than as a walk through with a principal holding their hand. I view many supers the same as many of my college professors. They saw education as this perfect utopia where children don't misbehave and learning occurs everyday without interruption by students, reading coaches who want data pronto, site admins who want meetings everyday during planning time. Ya, I reiterate what I've said many times. We need to bottle up more of Chris Lehmann's who KNOW what technology can do for schools, students and teachers.
Thanks, Miguel, for moving this idea forward a bit. I think the hierarchical structure that are implicit in both yours and Scott's scenarios are part of the problem. 21st Century communications tools flatten hierarchical structures, and if your identity, or even just your job, is dependent on the hierarchical structure continuing to exist, well, it will be hard for that person to essentially fire themselves.
Or, it could be like my district:Superintendent: Company ABC will be here tomorrow to install software XYZ. You need to make that happenTechCoordinator: ???
Well put. It is a frustrating battle. We have a new superintendant who actually made a statement that he won't even look at technology for two years. While that statement is not only offensive to me (I teach digital photography), its down right irresposible. I'm going to share your blog with my grad school technology class this week.Thanks!
Re. Teachers drive the change, certainly many teachers are ready, and more than ready! for technological change. A big step was when principals started walking around with blackberries; that simple change set the stage for school-culture acceptance of smartphones. It's interesting that a lot of parents and teachers would like to wish technology away, but it's not a choice at this point. We need leaders for change at all levels, but I would argue especially at the teacher level.
Well put. I suppose it's marginally better to have an ineffectual superintendant than a downright hostile one.I made some pretty good progress when I instructed my team to do the complete opposite of what the equivalent of our superintendant wanted, with the result that we proved such an effective role model in the use of technology that the others, with the belessing of the superintendant, followed suit.