Initial Reflections...

I am especially grateful that class was so inspiring this week, as two weeks ago, I started having the "oh my gosh I can't believe it's time to go back to school when my job is so crazy" feeling... There were quite a few poignant moments in class and chill-inspiring (the good kind!) stories that were told that reignited the "fire in my belly" (quoting Dr. Block) to be an educational leader. Dr. Deal's story about his father's former student who brought the limo to his house years later reminded me that we do not often, if ever, know the extent of the impact we have on others' lives.

When I think about how technology plays into this impact-making potential that we have as educators, I see boundless opportunity to positively open doors for students, but I also tread with caution for a number of reasons... I'll start with my hesitations and end with the excitement, as I think it's always best to end on a positive note...

I'll start with my own bit of storytelling:

I went to a Bikram Yoga class yesterday with Mark... As you may or may not know, Bikram is a style of yoga taught in 105 degree heat, and it is a prescriptive practice of yoga asanas (postures) and pranayama (yoga of breathing) that is practiced through 26 postures (each repeated twice), in 90 minutes. Sweat pours down your body, and while many people love it, it isn't for everyone. Such as I believe it is with all things educationally prescriptive... When teachers are "mandated" to teach, or even incorporate, anything into their teaching, including technology, there may be benefits similar to a Bikram yoga class, such as personal growth, enhanced experience, along with room for improvement; however, at what point does a prescriptive method become exclusionary? For example, as a non-dogmatic yoga instructor, I have always wanted to offer a healthful practice to people of all ages and levels, and frankly, 105 degrees would be unhealthy and prohibitive for certain populations... Similarly, technology may be accessible to some groups of instructors and students, while other populations simply can't access "21st century technology" whether because of financial, demographic, or any number of logistical reasons.

Which leads me to another concern that also developed from my reflections after yoga last night. During the class, the instructor guided people to go further, deeper, push harder, etc... and I fear that might lead people who are not completely aware of honoring their body's limitations to possibly sustain injury. As with education, leaders may try to inspire teachers and students to go further, delve deeper, push harder, and to what end? We all have a breaking point. With the countless mandates placed upon teachers, one educator in a meeting mentioned a colleague's statement that their job, "is just so much hard work". Society may place a value on hard work, but as with yoga, is there not also a value of balance?

On the other side of my responses to Ed 400 class this week, is the the excitement and simultaneous nervousness about embracing the future of leading with technology. The work of John Seeley Brown  says "understanding is socially constructed" (http://www.johnseelybrown.com/ - taken from video entitled: "Teaching 2.0: Doing more with less, UC 21st Century Conference, June 2008). He discusses how technology might then interface with techniques that have shown successful for students such as study groups in a way that enhances tried and true practices. To highlight his argument, Brown talked about the success of a study group in its traditional form versus a study group in the virtual world of Second Life which brings people from across the globe to the table - I think most people would agree this type of technology could lead to boundless opportunity for collaboration and innovation.

I am also optimistic about the the theory of Clayton Christensen (http://www.claytonchristensen.com/disruptive_innovation.html) highlighting "disruptive innovation". As an employee, and fan, of a California Community College, I appreciate and agree with the potential for community colleges to be a "disruptor" of the four year college system. I am impressed by the technological innovations I witness on campus and the ability of my colleagues to think outside the box to bring education to ALL students, not only a select population. Technology, when accessible, can provide incredible opportunities to underrepresented populations. At a Partners in Education Board Meeting yesterday, one committee reported on the computers donated to families of local elementary school students. Rather than simply raise money and deliver computers, this committee brings multi-generational families to the school campus to show them how to use this new tool and how to protect their children from the potential threats that do lurk in the cyberworld. I think it is this type of education that will be necessary to bring students and their families up to speed (or at least on the path to) 21st century technology in education.

The Horizon Reports we read this week bring to light additional exciting advancements, and far more than I could begin to blog about here... So in conclusion, I will say that I am at the beginning of my journey as an educational leader, and I am especially new to the technology component of leadership. With that confession, however, I can also open myself up to the possibility of growing as a learner and leader with the capacity to plan for the innovations of the next generation... I hope!!!