Tag: Alvin Toffler

Not Mincing Words: The Need for Future-Facing Conversations

Not Mincing Words: The Need for Future-Facing Conversations

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Sometimes, I want to roll my eyes when I hear something. Since I am an animated person, it’s hard to disguise my feelings. When I forget to tell my face to stay in a neutral position, my expression gives it away. This week, I had a moment when I slipped.

“We should call it evidence-based practices vs. data-informed decision-making.” 

Yup, this was a headliner topic at a recent leadership conference. It’s not abnormal that we split hairs on terminology in education, but c’mon, is this REALLY a hot-button topic in leadership these days? Why is no one talking about innovating our schools in meaningful ways? It seems like we are pulling out our “greatest hits cassette tapes” of redefining what we already do instead of having future-facing conversations. Has no one been paying attention to what AI is up to these days? Oh my goodness, let’s get our heads out of the sand and start actually grappling with how structures and systems need to change. 

It seems like since Covid everyone has “change fatigue” and we are still reeling from this disruption. But how much has really changed since Covid? Really? 

Our grading policies? Nope

Our content standards? Nope

Our school schedules? Nope

Our teacher evaluation process? Nope

Our school calendars? Nope

These are just a few  “bread and butter” aspects of our schools. We haven’t even touched on deeper issues such as what is the purpose of an education? Surely we can’t still claim that a university degree is the end-all-be-all for our students currently sitting in Kindergarten?

Long before generative AI came into the zeitgeist, the impact of technology has been spoken about. Most of us might be familiar with the work of the futurist Alvin Toffler who famously quoted that “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”   Or maybe some of us are aware of Toffler’s more obscure predecessor Norbert Wiener, who wrote in his book, The Human Use of Human Beings, who, back in the 1950’s shocking wrote,  “The ‘mechanical brain’ and similar machines can destroy human values or enable us to realize them as never before.” – which is something, 70 years later, that we are currently grappling with the possible trajectories of the use of AI. 

So, it’s hard to believe that we don’t have enough “evidence” to support a change in practices. Plenty of intelligent conjectures exist that can “inform” the need to continue to innovate and challenge our educational paradigms. Here are just a few reads that seem to highlight the potential uses of AI.

But here’s the thing: if we stopped for a minute and just took a moment to consider the possibilities, then we wouldn’t need to rely on predictions. Instead, we could actually take over the wheel and start driving our learning community toward improving humanity and our relationships with the planet with a true intentional shift to ensure that we use AI for Good. We must think backward from there and re-design what education could look like. 

Let’s stop repackaging our terminology and, as leaders, rally around some more interesting questions:

  • If you knew that 70% of the jobs that people have today will disappear in 10 years, what would you stop doing immediately at school?
  • How might your role in education change if we truly embraced AI as a learning companion rather than just a tool? 
  • What would education look like if we designed it primarily around ‘learning, unlearning, and relearning’ rather than content mastery?
  • What would happen if we replaced homework with ‘future-work’ – tasks that prepare students for emerging challenges?
  • How might we restructure education if we assumed every student would need to be both a creator and collaborator with AI?

If we were to coalesce on drafting some potential answers to these questions, we might be able to come up with a blueprint for education that actually serves our students’ futures rather than our past. We might discover that the most radical thing we can do is to stop pretending that minor tweaks to an industrial-age system will prepare students for an AI-augmented world.

The real “evidence” we should be examining isn’t whether our current practices work—it’s whether they’ll matter in the world our students will inherit. The real “data” that should inform our decisions isn’t last year’s test scores—it’s the rapidly evolving landscape of human potential and purpose in an AI-enhanced society.

So perhaps the next time you’re in a conference or a workshop discussing semantics or small-scale adjustments, ask yourself: Is THIS the conversation that truly needs to happen? Are we brave enough to face the future head-on and reimagine education from the ground up?

Because if we’re not, we risk becoming as obsolete as those cassette tapes we’re still playing.

What conversation will you start tomorrow?
Small Big Things: The Shifting Culture via #Remote Learning

Small Big Things: The Shifting Culture via #Remote Learning

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A few years ago, I was introduced to the “Ameoba of Cultural Change” model. I found it to be an interesting way to describe how innovation happens in organizations. As simple, single-cell organisms, amoebas blindly step into the unknown, reaching for “food”; so too do organizations, as innovators and change agents push people towards new ideas and inventions. Although I agree with the personalities within this organizational change model, I don’t think that change has to happen this slowly.

amoeba map

Clearly, we are in unprecedently times and CoVid-19 has certainly been the catalyst for rapid changes in “how we do school” across the globe. And you see nations whose educational systems are paralyzed in the midst of this epidemic. It reminds me of the book, Future Shock by Alvin Toffler that describes the emotional anguish that people undergo as they try to adjust to rapid and disruptive technological changes.  I feel that we are definitely in the midst of this feeling as educators who would have been labeled as “laggards”, “curmudgeons”, and “reactionaries” are now unwillingly forced into change. But even those of us who are the “change agents” and “innovators” in our schools can experience equally and acutely how terrifying and painful this experience of remote learning is. The only difference is that our “AHHHHHHHHHH” converts into “AHH-ha” in a shorter period of time. Toffler reminds us all that:

The responsibility for change…lies within us. We must begin with ourselves, teaching ourselves not to close our minds prematurely to the novel, the surprising, the seemingly radical.

~ Alvin Toffler

Wise advice for all of us, don’t you think?

Personally, I am excited by the forced change–not because I think we all need an Edtech facelift in our schools, but because of the transformation that is happening pedagogically. In a short amount of time, more and more educators are shuffling off traditional and inefficient models of practice to create more intentional and dynamic learning experiences. Image-1

At our school, we have transformed the way that we have been using SeeSaw in order to provide for asynchronistic learning activities and now we are using Zoom for real-time instruction and social engagement. In less than a month, the teachers have been moving fast and furious in developing a positive challenge mindset, figuring out they can be more collaborative, and fine-tuning intentional approaches to learning and assessment. Although it is very hard for some to see how amazing this metamorphosis is, as a PYP Coordinator, I am in awe of my teachers and have a deep respect for them plunging into the unknown of online learning together. 

Whether we are doing distance learning for another 2 weeks or 2 months, I know that no one will be the same after this experience. At the very least, we will be more critical of curriculum-in-a-box approaches to teaching students and develop the skill of distilling the concepts and the strategies that students need to be successful.  Alvin Toffler explains the importance of this skill well….

You’ve got to think about big things while you’re doing small things, so that all the small things go in the right direction.” ~ Alvin Toffler

To get good at reflecting on our practice is so crucial during this time. But I feel that after we retreat into our long holidays,  all of us will have the opportunity to feel proud of our growth and willingness to tackle fears. Yes, there will be some of us who may feel traumatized and stressed by this technological kick-in-the-butt, however, I feel that a larger majority will be transformed and energized by their professional growth. 

But, you know what they say: Shift Happens.

#IMMOOC: Are We Preparing Students to Fly Closer to the Sun?

#IMMOOC: Are We Preparing Students to Fly Closer to the Sun?

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Do you ever think we will go back in time? Let me explain.

I was listening to a Seth Godin’s podcast (I See You) about the danger of creating “average” humans, and he takes out some big punches at educational systems. Retelling the myth of Icarus, we come to understand why our culture derides people who dare to fly closer to the sun, and how our schools have become factory-like.

As a highly dedicated educator, naturally, I take this to heart. It makes me question so much of what we do and what we believe about education, especially since our current paradigm is rooted in the industrial model, churning out “average” students who grow up to do ‘average” jobs. There’s a lot of people out there who think the job market will go back to the 1600s: 0% unemployment rate. But that’s because jobs have been parceled out to robots and artificial intelligence, like Watson. Your knowledge and skill, harvested through Big Data, will become obsolete just like these jobs of the past.When I hear futurists speak, their versions of the next 30 years seems so outrageous; detailing how we will need to learn how to co-evolve with artificial intelligence.  But then again, when I look in the rearview mirror of the last 30 years, actually I think it’s not science fiction, it’s going to be science fact, especially when we look at technology’s exponential growth with Moore’s Law and the work  of Alvin Toffler,  who looks more like a prophet rather than a writer, with his book Future Shock that predicted the challenges which we are facing today.

When I consider the value of an International Baccalaureate (IB) education, I want to feel confident that we are ahead of the curve when it comes to preparing for the upcoming challenges.  Because we put a high value on concepts over content, students develop perspective, thinking skills, and problem-solving, rather than the memorization of facts and following procedures. We strive for students to develop “agency”, demonstrating that they can work more independently as learners. Furthermore, when we think about the “enhanced PYP”, schools must be looking critically into how we do this better in our Programmes of Inquiry and the culture of student learning.

enhanced pyp

We all have AGENCY, the capacity to act intentionally. Recognising and supporting agency in the enhanced PYP will create a culture of mutual respect, acknowledging the rights and responsibilities of students, schools and the wider learning community, enabling students to take ownership of their learning and teachers of their teaching. –from Preparing for the Enhanced PYP

It is my hope that this agency goes beyond the 4 walls of the classroom. Those students see a problem in the community and have the courage and audacity to say this is MY PROBLEM TO SOLVE- Not wait until they are given permission and pushed by adults, but strive to take immediate action.

What we can do, what we can encourage and value in our school is to take these teaspoons of change: small but significant ideas, attitudes, and actions that have a positive impact on people and the planet. I think a large part of this is to lead by example. As the models that students emulate, especially in the PYP, we must be reflecting on how our choices can make a difference. Are we moving toward a sustainable future–do we contribute to the “pollution or the solution”, as D’arcy Lunn might query?  Are we Luddites or innovators with our use of technology? Are we consumers or creators–what sort of art are we making? The future belongs to all of us, and as educators, we have a say in where it is going.

If we want our students to be leaders of the change, not victims of circumstances, as new technology invades our everyday lives and a new economy emerges, then giving them the courage and resilience to “fly closer to the sun” starts with challenging ourselves as educators to do the same. Not to sound cliche with the quoting Gandhi, but we need to “be the change that we want to see in the world”.  As educators, we are on the front lines of this change and are deeply connected to the trajectory of the future. The moment we recognize this, we can become co-creators in the future we want to live in. Business and governments don’t have to dictate what and how we need to teach. We create the future every day with developing the hearts and minds of our students.

Let that settle in a bit.

I think it’s time to stop being “average” and put on some wings.

Whatcha’ think?

The Future of Homework

The Future of Homework

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HOMEWORK!-There is probably not an area of education that is more hotly debated than this. It doesn’t matter if you are a parent or an educator, opinions will vary. There is the 10-minute rule that a lot of schools use that comes out of the research done by Harris Cooper due to the positive correlation between student achievement and homework. Following this rule of thumb, a child in the first grade would be assigned 10 minutes of homework, while a secondary student would be assigned no more than 90 minutes of homework. However, this principle is not helpful in differentiating based on the needs a child because not all children take the same amount of time on each assignment. So this complexity makes it difficult to make generalizations about how much homework should be given. And, quantity is not the same as quality. There’s been a huge trend towards “Flipped Learning” in which teachers assign a video for students to watch at home and then they do the practice problems at school. Math is a particularly popular subject for this type of homework. In the latest season of the Innovator’s Mindset MOOC,  George Curous interviews Jo Boaler,  a personal math hero of mine, who surprisingly dismissed this approach to math learning.

She explains that, at the end of the day, all this fuss over homework doesn’t matter. In fact, according to research done, it has a negative impact when you look at access to the internet, meaning that disadvantaged families or families without technology in their homes suffer from a “digital divide”. The research on this rather reminds me of the book Future Shock by Alvin Toffler in which one of his main ideas was how technology will create a post-industrial age revolution that will create an economic and psychological chasm. Although back in 1970, these ideas were radical, now in 2017, it has come to past with the era of the “knowledge worker”. And so one has to wonder if our traditional approach to homework is actually serving our students in preparing them for their future, especially as I ponder one of Toffler’s infamous quotes from this book:

The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. -Alvin Toffler  

At many PYP schools, there has been a shift toward reframing homework as home learning, and parents who have had more traditional educational backgrounds have mixed opinion on this. In a place like Asia, in which students usually take classes after school or attend academies, parents really cringe to hear that there isn’t homework being assigned. And in many ways, sending home worksheets or assignments really helps communicate the learning that is being done in the classroom to families; because parents can see that their child is doing 10 homework problems with expanded notation, they have an obvious idea of the learning that is going on in the classroom. At our school, we send home “learning overviews” that detail the conceptual understanding and learning outcomes of the units of inquiry, adding ways that parents can support the learning at home. Also, since we use we use the app SeeSaw, we post a lot of photos of what we are doing in class. And I wonder if this fills the void that parents feel while meanwhile achieving the aims of preparing students for this “future shock”, that, in many ways, is already underway. At the end of the day, both teachers and parents just want the children to feel successful and equipped for their unknown careers ahead.

What I found most interesting about Boaler’s interview is how she articulates the importance of cultivating students’ genius. More homework? No!-more brain connections!  Jo explains that “when you have a piece of knowledge that you see in different ways”, you can be more of a creative problem solver. And how can homework really achieve that unless it is a passion project or conducting personal research that fosters divergent ways of thinking? More importantly, valuing their ideas helps children to develop confidence, autonomy, and a work ethic. And it can be gymnastics, baking a cake or playing a game. Doing this, rather than a page of math problems, surely will pay higher dividends in the long run. That’s the problem with homework–it’s rarely authentic or inspiring. And if students don’t have an intrinsic drive to learn more, there is absolutely no way that forcing a student to conjugate verbs or memorize the rivers in the world will improve that situation. Getting kids to be deeply curious and willing to try and fail at something is loads better-  that is the only learning that needs to happen, inside or outside the classroom.

So I think that the future of “homework” might just be extinction.

What do you think? Post comments below.

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