Continuing on the topic of 1:1 device programs, Wired has a very good review of the lessons learned (and not learned) in the high-profile mess the leadership of Los Angeles schools created for themselves two years ago.
Currently everyone involved is pointing fingers, with the LA superintendent blaming Apple, Pearson, and technology in general. While still buying an additional $40 million worth of iPads and Chromebooks to be used “exclusively for testing”.
Michael Horn, an author and education consultant, hopes the expensive experience of LA “will get people to pause and learn the bigger lesson”. And what is that bigger lesson?
“LA is emblematic of a problem we’re seeing across the country right now,” he says. “Districts are starting with the technology and not asking themselves: ‘What problem are we trying to solve, and what’s the instructional model we need to solve it?’ and then finding technology in service of that.”
I’ll be plastering that quote on the wall at the next 1:1 meeting I attend here in the overly-large school district.
“A lot of schools get into trouble when the conversation starts with the vendor,” Horn says. “Where I’ve seen these programs work is when the school starts off with its vision, and only once they’ve sketched out what the solution should look like do they go out to the hardware and software communities to mix and match to meet those needs.”
Horn goes on to note that ed tech vendors often “design their software in a vacuum” without understanding how their products might be used in a real classroom.
On the other side of the equation many schools and districts are also wearing a mighty set of blinders when it comes to the possibilities for using technology, even tools not specifically labeled “ed tech”, for student learning. That, of course, may require examining and possibly changing our traditional practices
However, after all their problems over the past two years, I’m not at all sure the leadership of LAUSD has learned much, based on this statement from a district spokesperson: “We’re still very much moving forward in technology and continuing to deliver devices to schools.”
Someone probably needs to remind them again that “moving forward” in education is least of all about “delivering devices”.
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