- Conflicting mandates in the way we must teach vs. the way students must learn
- Computers have failed to make a difference because we have crammed them into conventional classrooms. They must initially be deployed against non-consumption (web 2.0?)
We all learn differently
- Multiple Intelligences
- Motivations / Interests
- Learning Styles
- Different Paces
- All this depends on Subject / Domain
- Ongoing Cognitive Science Research - Functional MRI Scans
- Research in Practice
- No one knows all the differences right now, but we are learning
Standardization vs. Customization
Todays schools were architected on standardization while we know it takes customization to address the needs of learners.
Historically, schools just cram technology in the existing model. It has added cost, but has not delivered the promise of transformation.
The areas on non-consumption in schools are: Horn says these are Prime Examples
- Credit Recovery
- Advanced Placement
- Scheduling Conflicts
- Home-Schooled / Homebound
- Small, Rural, Urban Schools
- Professional Development
- After School
- In the home
- Incarcerated Youth
- In-School Suspension
The economic downturn is a perfect opportunity to use these disruptive innovations in schools.
On-line learning 45,000 students in 2000 and 1,000,000 students in 2007. Horn confirms that by 2019 research shows 50% of High School courses on-line. 44 states have on-line learning initiatives.
What else can states do? Policy Implications (What have companies done that have survived disruptive innovation)
- Autonomous - Hudson Dept. Stores started Target and put itself out of business. Parent company still exists.
- Self-sustaining funding
- Not beholden by the old metrics - Seat time vs. Mastery, Student / Teacher Ratio, Teacher Certification
- Human Resource pipeline and professional development
- Treatment and use of data
That is it, we are out of time and here comes the questions. The discussion was similar to what I heard in Seattle, but nonetheless it was worth the wait.
Disruptive Innovation is not all about technology. If it is not a new business model then it is not disruptive. The on-line learning referred to the book should not be confused with distance learning. One question was framed almost like the book made a case for computers teaching kids. He is clarifying now. The idea is to leverage the power of the technology in classrooms.
How does a school district reinvent themselves with Disruptive Technologies when being held to old metrics?
A good voice at the states for one. Declining enrollments are driving some states to think differently. Some schools are setting up some disruptions in the typically harder to reach students. They are also giving the students more choices.
Horn comments on how much he has learned at CoSN. He says we wrote a book, but we make it happen. He believes that we are the group that will transform education.
CoSN 2009 is done. Heading back home.