Valuing tech vs. valuing learning
When will the computer finally recede into the ubiquitous background as promised by Don Norman a decade ago? Instead, educational reform is grasping at technology as the innovation, bringing technology front and center, as you have pointed out here. But how do we expect students even younger than yours Sam, such as inner city high school students, to switch to an online pedagogy and self-educate with discipline?
It is the individual that chooses to self-educate – the tech are tools, not the stuff of learning itself. I’m not as sanguine about the role of interactive tech per se in the classroom, even though two heavy hitters in innovation (Clay Christensen) and organizational learning (John Seely Brown, blogged here) have recently weighed in with tech-oriented reform promises.
Christensen says “For virtual learning to have this transformative impact, however, it must be implemented in the correct way. The theory of disruptive innovation shows us a way forward.”
A disruptive innovation transforms an industry not by competing against the existing paradigm and serving existing customers, but by targeting those who have no other option and are not being served — people we call non-consumers.
Little by little, disruptive innovations predictably improve. At some point, they become good enough to handle more complicated problems — and then they take over and supplant the old way of doing things.
The key is that instead of simply cramming computers in the back of classrooms as a tool of instruction as we have done in the past, we need to allow computer-based learning to take root in places where the alternative to computer-based learning is no learning at all. Only then will computer-based learning have a true impact in transforming education.
There are a few problems with Clay’s innovation theory as applied to education. I am a big fan of Innovator’s Dilemma, and have written up RPV as serious business theory in “real” articles, not blogs. But my issue with disruptive innovation in education – is that the problem is NOT with students, or school systems as such. It is socio-economic, cultural, and systemic – a complex system, not a market of users or consumers. Disrutpive innovation owes something to the concept of early adopters predicting the trend. But in education, the early adopters are the self-educators who workaround the system. We can pick up and use anything, but that doesn’t mean other students should use the tech tools I did to self-educate. Example: Long before the Internets, after exhausting the simple lessons in 5th grade, I would ask to leave the class and sit in the hallway and read the Britannicas.
And which students get to fail while the system tries to “go disruptive” and falls even further behind in the tyranny of state school district measures? A couple of years worth of classes before they get it right? Christensen’s innovation theory says large incumbent firms are literally unable to innovate in this way. But has he ever seen charter schools in real “urban” districts? These attempts at innovation lead to outsourcing (like to Sylvan), which does no good, and leaves “no learning behind” for others to bring forward as an innovation.
Take a look at Dayton, Ohio. Patricia started one of the Gates schools (she’s not teaching there or anywhere in a system anymore). The program was primarily problem-based, no issue with that. But self-motivated, self-direct learning kids excel at this already, regardless of technology. The charter schools in Dayton are (not to put too fine a point on it) total failures. The Gates program? Mixed – the self-motivated always do well, the others make teachers do twice the work they normally do, which is already a lot more than you can imagine. “It won’t change until society values education” Patricia says “It’s so much government cheese.”