17 Comments

  1. Denise

    Thank you for helping me see I am not alone. Struggle with how to move things ahead when being held back but as you once told me- keep fighting the fight. Maybe someday every Ministry will support a Division Principal for Innovation:).

  2. Robert Schuetz

    Your book is off to a terrific start. As a school Technology Coordinator, I have an awareness that technology is the mechanism behind every new initiative that comes along – it seems unavoidable to ignore it’s role in education. That said, it’s time to rethink the definition and role of education. So many facets of school put learning at the back of the bus. From staffing, to schedules, to testing, to transportation – often the “business” of school gets in the way of learning. Good luck with your book George – put me on the list for an advanced copy.

    • George Couros

      You said –> “From staffing, to schedules, to testing, to transportation – often the “business” of school gets in the way of learning”

      Quotes like this are exactly why I wanted to share the posts openly. Beautiful! Going in :)

  3. Wendy Morey Hood

    Lots to think about here. I agree. Our pedagogy and practice needs to change and technology can support this change not replace it. A worksheet is worksheet whether it is found on a blackboard, paper, or IPad. Looking forward to your next post.

  4. Fulvio Frijo

    Here in Australia in recent times we have had a large focus on devices from our “Digital Education Revolution”. Now that the funding has dried up we need to go back to the beginning. Learning first and technology second is a salient reminder to not put the cart before the horse. Thanks George

  5. Christina Dillard

    Thank you for the great questions to ask when leading innovative learning:
    1. What is best for kids?
    2. How does this improve learning?
    3. If we were to do _________, what is the balance of risk vs. reward?
    4. Is this serving the few or the majority?

  6. Stacey Schmidt

    Interesting piece and interesting questions. And these questions lead to important conversations exposing our differences in opinions/belief/pedagogy about what is good for kids (or skills needed now vs. 2 years from now) and just what constitutes improved learning/how that is measured. I just had some of these conversations yesterday and was reminded that often I can make assumptions as a leader about shared beliefs about what is good for kids or what improved learning would look like–thinking we all define it or believe the same way. Sometimes it takes building out core beliefs about what it looks like to improve learning and be good for kids to make sure that when we answer those questions we all are meaning the same thing. Otherwise I might think it is good for kids and improving learning yet another may come to a different conclusion causing agenda disharmony. Thanks for sharing with the world!

  7. […] I wanted to try my hand at writing a series of blog posts on “Leading Innovative Change”. As I am looking at writing a book on the same topic, I thought I would put some ideas out there and hopefully learn from others on these topics. I also want to give these ideas away for free. These posts are for anyone in education, but are mostly focused on school administrators. In all of these, the idea that administrators openly model their learning will only accelerate a culture of innovation and risk taking.  You can read the previous post here.  […]

  8. Rhoni McFarlane

    It’s somewhat odd to think we have over 20 leaders in my school and only one has “learn” in their title and that is in reference to “learner wellbeing”. Our school vision is centred on innovative learning and teaching, yet we don’t actually have anyone designated to driving, leading or coaching for improvement. I think sometimes we can get caught up in labelling staff to identify or allocate them with a space. The @SCIL team have great titles that identify their staff as learners and directors of change. I think it is definitely something to consider.
    I look forward to reading more in this series!

  9. Facebook User

    A strong message that bears repeating. This is why I believe that apps need to have a positive impact on student learning and be able to prove that impact.

  10. Hey Pal,

    First, here’s to hoping you are well and happy!

    Second, I can’t WAIT to read your book. Glad you’re finally working on one.

    Finally, this statement is brilliant:

    “Managing” is for “things,” not people.

    If we could only get that through the heads of technology services departments all over the planet, now.

    Just got a new computer from our school and it is on total lockdown. I can’t install any software OR browser buttons. I’m sure that’s because the tech services folks want to make sure that “us teachers” don’t “corrupt the machines.” It’s a hassle-saving move for them.

    The problem is that lockdown creates a TON of hassles for me. I can’t bookmark to Diigo, I can’t share freely to Twitter, I can’t curate content with Scoop.it and I can’t access my password manager program.

    When technology services folks make hassle-management their priority, teachers stop dreaming about what they can do with #edtech — and when teachers stop dreaming about #edtech, the learning losses are HUGE for everyone trapped inside of traditional schools.

    Rock right on,

    Bill

  11. lwelch616

    Our district just created a “Teaching and Technology” admin position and she leads 6 “iLearn Specialists”- it is a great team to meet the Teaching and Learning and Technology teams in the middle.

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