Digital Pedagogy and ChangeNeed for change As a pedagogical coach, I have assisted many bored students and alienated teachers, but does it have to be that way? For example, some kids, even successful ones, after graduation take pleasure in burning their books (Richardson, 2017). Knowing this, we can “use change knowledge deliberately to understand obstacles and to move beyond them” (Fullan, 2013, p. 70). What if, as Pam Moran suggests, learning was not seen as painful, but as something that is continuous, where students can be curious and work on improving themselves, they might want to hold on to their learning (Richardson, 2017). Ideas, Innovations and Technologies As new ideas, innovations and technologies transform our world, we have to remember “the education revolution is not a given” (Fullan, 2013, p. 58). When I coach teachers on technology integration, we often have some deep discussions about how the role of teachers and schools are evolving. Often, when I show tools, such as text to speech, teachers are resistant at first. I have often heard “By using this tool, we are not teaching students how to write”. However, what I hear is “that is not the way I learned how to write” and that is okay. We do not have to take the same path to reach our destination. We have to explore new innovations, only then can we judge if they improve learning. “Failure to act is to leave dispirited teachers and students at the mercy of dominant technologies” (Fullan, 2013, p. 69). As a Canadian research states, “kids these days are technological whizzes when it comes to the tools, but pedagogically clueless with respect to getting the best out of it” (Fullan, 2013, p. 59). In other words, even with the best technology, we still need to have strong pedagogy and a great teacher to lead the way (Fullan, 2013, p.60). Otherwise, technology becomes just a beautiful toy. Pitch and Support When we have a great idea, it is important to learn how to communicate and transform it into a Yes. As explained by Fullan, “if we present them in a slipshod manner, they will be perceived as slipshod; if we present them in a creative, professional manner, we will impute, the desired qualities” (2013, p. 56). We have to convince people to believe in the change before they become change agents. As explained by Simon Sinek, “people don’t buy WHAT you do, they buy WHY you do it" (2009). When teachers and students suggest change, it is important to know how that idea will be received. “If you say no they'll never come back to you and they’re going to tell a whole bunch of other people, don’t bother” (Richardson, 2017) Evidently, not all ideas become a reality, but they can be adapted to nurture an innovative culture of Yes. References:
Fullan, M. (2013). Stratosphere: Integrating technology, pedagogy, and change knowledge – Chapter 5 – Design principles and change knowledge. Don Mills, ON: Pearson. Richardson, W. (2017). Developing a culture of yes with Pam Moran. Modern Learners. [Podcast]. Retrieved from https://modernlearners.com/pam-moran/ Sinek, Simon. Start with Why: How Great Leaders Inspire Everyone to Take Action (2009). Penguin Publishing Group.
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