Quote about Mythologies

Whether it be sport, education or life, it can be easy to be typecast. The challenge is how to break this myth once it is established.


Glenn Maxwell: To Play or Not to Play, is that the Question?

When it comes to cricket, I am intrigued by Glenn Maxwell. On the one hand, he has shown the ability to achieve the unthinkable. Performing at the highest level, in a number of roles, with the bat, ball and in the field. Continually finding his way out of tricky situations through a mix of improvisation and creativity. This success and ability seems to have also been a part of his downfall as it has led to him being put in number of no win situations. Rather than seeing him cement himself in a particular position and subsequently a test career, he has seemingly been stuck playing something of a perpetual Mr. Fixit role.

In a recent interview with Sam Ferriss, Maxwell touches upon some of these challenges, one of which is the desire from selectors to just focus on white ball cricket.

Selection chairman Trevor Hohns said on Wednesday the National Selection Panel (NSP) want Maxwell to focus on white-ball cricket ahead of the 50-over World Cup in England later this year.

Maxwell shares the challenges associated with batting in six different positions in his first six test innings. With all the limited over cricket Maxwell has played, Ferriss suggests that in some ways it is amazing he has managed to play any test cricket. Some have blamed his character, the way he trains and his lack of runs and/or wickets. However, the biggest hurdle is often just opportunity:

If you are playing Shield cricket you’re not playing for Australia and if you’re playing for Australia you’re not playing Shield cricket.

Although he has taken the opportunity to play County cricket over the IPL, this is still restricted to just a few games. So much of his opportunities that Maxwell craves are therefore out of his hands.


Typecasting Teachers

This scenario has me thinking about education and the way in which teachers can be typecast into particular positions. Although this can be to the benefit of the school or system, it is often to the detriment of the individual.

Like Maxwell, I feel I have been thrown into a number of different situations as a Mr. Fixit. Whether it be to a change in staffing or timetable issues, personally they were often no win situations. Although I have the pedagogical nous, I did not always have the content knowledge to reference and build upon. In addition, these areas were often poorly supported with little room for development or innovation.

The catch is in an effort to break the Mr Fixit moniker you at the same time reinforce it. If you do poorly, then it justifies to some why you are just not good enough for what it is you were meant to be doing (even though that was not the reason given the change in roles), while if you do succeed this only adds to the myth made for you therefore earning yourself more Fix It jobs.

So often it feels like we talk about coaching and development until it no longer suits. Some argue that the answer is to move schools or change systems. However, just as it is not possible for Glenn Maxwell to go play test cricket for New Zealand it is not always possible to just move to the ideal role. Here lies the limit of a ‘solution focused’ approach that preaches ‘more runs’ or ‘different attitude’. The solution focus is to simply be grateful for what we have https://www.theatlantic.com/business/archive/2018/03/west-virginia-oklahoma-protests-teacher-pay/555434/, especially when in Maxwell’s case it has the potential to earn him millions of dollars and to be glad that he has been able to play test cricket at all (see Jamie Siddons).


So what about you? How have you been supported to succeed? Are there sacrifices that you have had to make for sack of the students and the wider system? As always, comments welcome.

NOTE: I always did my best and was often the best fit for the position or maybe I simply cared more than others. This tendency though to have people teach outside of the expertise is a growing trend, especially around Mathematics.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

On Experience

During a recent trip to Fiji celebrating our ten year wedding anniversary, my wife and I were lucky enough to visit a local primary school. It had roughly 200 students with a class for each year level. It is always interesting appreciating learning in different contexts. It highlights some things that we take for granted.

Using the lens of the Modern Learning Canvas:

Modern Learning Canvas
The Modern Learning Canvas is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License.

Here are some of my observations of education in Fiji:

Roles, Strategies and Resources

A Fijian computer room … one computer

Although the students we met were vocal, it was hard to decipher much choice or action over their learning. On the flipside of this, the educator’s role seemed pretty traditional with the teacher driving much of the learning.

It is always hard to properly judge learning by a walk through on a random day. What stood out though was the environments. The rooms were relatively dark, with the school building shaded by a veranda on one side and a hill on the other. The only cooling was via ceiling fans. I wondered what Stephen Heppell’s Learnometer would make of it?

The walls were covered with posters of various words and facts, while the chalkboards were full of formulas and activities. By their faded nature, I am not sure how many of the resources are changed around and it made me feel almost indulgent the way some teachers cycle through charts and posters. Having said this, I imagine that posters and paper would probably suffer from the humidity?

It is interesting to think about such technology as the chalkboard in regards to pedagogy, something Audrey Watters’ recently reflected upon. Although many people in the community had smartphones, there was limited access to devices in the classroom. No projectors. A few desktops in a room, but nowhere near enough for a class, let alone the school. Most teachers had a laptop though, which they would use to support learning. This reminded me of my own experience a few years ago and a post I wrote about what you could do with just one computer.

We were shown the library, which was a room with a few boxes of books around the edge. I did not notice many books in the classrooms. Although the government has a policy focusing on access and quality:

A reasonable collection of resources should comprise ten books per student.

It was not clear how this resourcing is funded. This also goes for the push for more devices too. Resourcing seems dependant on donations from companies, such as Vodafone.

Culture and Policy

Fijian Education at a Glance 2018

With limited access to resources, more emphasis seemed to be put on speaking and performance. For example, students went through a rendition of a number of stories, such as We’re Going On a Bear Hunt, where the class was divided into two with one side repeating the lines of the other. A part of me wondered though if this was as much a reflection of the way in which they learnt in general, as music and oration seemed to be ingrained in a lot of what Fijians seem to do?

Each of the schools in Fiji seemed to have some religious affiliation. In part I would guess that this was based on the missionaries who set them up. In the school we visited this was evident in the bible verses posted on the walls.

On the flipside of this focus on culture, students were preparing for exams used to gain entry into secondary school. As with NAPLAN, The focus is on literacy and numeracy. Along with the supply of milk for Year One students, these were the only visible impacts of government intervention.

On a side note, the school had one of the most extreme emergency evacuation places, documenting what to do in the case of tsunami, earthquake, fire or mudslide. A reminder of nature’s presence.

Outcomes and Beliefs

It is interesting to consider Gert Biesta’s three arguments for a good education: qualification, socialization and subjectification. I felt the school touched on the first two of these. Speaking with some of the workers at the resort where we were staying the focus of education was very much about qualifications and what possibilities that might provide, while the posters discussing social media and alcohol touched on what it might mean to be a good citizen within the wider community. What this looked like in terms of outcomes was not so clear.

A Chalkboard and some desks is better than a tree in a field

When I think about other education environments I am always come back to a story, shared via Tom Whitby’s blog, involving teaching 230 children underneath a tree in Malawi. Although the school was not at those extremes – they had rooms and stable class sizes – it was a true reminder that sometimes we need to stop and appreciate the lot we have and make the most of it. What intrigued me is that as education becomes globalised, through such policy bodies as PISA, we overlook the expectations that can come with such changes. In some respect this is the purpose of the current project I am a part of, to bring schools up to a particular standard. Visiting Fiji has helped me think about some of the challenges and opportunities moving forward, as well as highlight some of my biases.

So what about you? Have you visited a school that helped challenge your thoughts and assumptions? As always, comments and webmentions welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

In a recent episode of the Design and Play podcast, Dean Pearman and Steve Brophy spoke about the importance of sticking to their core beliefs and values. This means moving on when conflicted. Although this stance is to be applauded, I was left wondering if it were a luxury to actually be able to move on at will? It also had me wondering if perpetuating such a message is missing a trick?

I remember being told by a boss once ‘if you don’t like it here then you can leave’. I respect that, it was his choice and in the end I did leave. My concern though was not necessarily the location, but rather the leadership, the ‘my way or the highway’ mindset.

Maybe I am idealistic or just naive, but a leader cannot directly do the work of change and learning. Instead, they create the conditions for others to prosper. For some, this is putting ticks and balances in place to make sure that everyone is performing. For others it involves the distribution of leadership, development and collective capacity building.

I am always reminded of the story of Geelong Grammar’s adoption of Positive Psychology. It did not involve a few sessions with staff and students, rather it involved all members of school, including those working in administration and maintenance. This was about creating an environment where everyone can flourish.

Another similar program is Leading Teams. At the heart of this is an organisation leading change from the ground on up. This is not because someone above said so, but rather because it was a trademark agreed upon by the people on the ground. This involves trust. I remember Ray McLean recounting early stories of failure required to achieve collective success. However, too often such goal setting sessions become token, ticked off as something done, with people towing the party line, rather than sharing what they truly believe. Here I am reminded of David Culberhouse’s discussion of ‘positive deviance’, where the focus is on identifying the bright spots within an organisation and using their stories and strategies to help drive change.

Don’t get me wrong, everyone leaves in the end. However, wouldn’t it be better if such decisions happened to further opportunity, rather than fix our values? For in the end, it takes a village and surely that involves compromise. As always, comments welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

Creative Innovation

“Creative Innovation” by mrkrndvs is licensed under CC BY-SA

Having just returned from the New Zealand, I was left with more questions than answers. Whether it be at Google Teacher Academy, Leading a Digital School conference or simply online, I have engaged with a number of New Zealand educators. I have been an avid reader of blogs from people such as Steve Mouldey, Juliet Revell, Richard Wells and Claire Amos, while Wells’ book provides a fantastic glimpse into some of the transformations that have occurred there. I was therefore intrigued to get a glimpse for myself. Here then are five thoughts I was left with based on my experiences:

  • AUTONOMY: The curriculum is built around a clear set of values, five key competencies and learning eight learning areas. Richard Wells captures this in a graphic. The support documents provide the ingredients, but leave schools to develop their own narrative. This freedom and flexibility provides a sense of autonomy for schools to respond to their own context and community. This means fluid learning communities, co-teaching and various inquiry-based pedagogies. Steve Mouldey provides a great insight into this, while Richard Wells has written a series of posts demonstrating ways of making learning more student centred.
  • COLLABORATION: Alongside choice, there is a focus on fostering the conditions to work collaboratively within clusters. For some this includes meeting between schools to moderate, while others provide connectivity to the community. These approaches are supported by initiatives and organisations such as, Mind Labs. CORE Education and the New Pedagogies for Deep Learning.
  • CULTURE: From the first step into Auckland Airport, the prominence of Maori culture is clear. As an outside, it feels as if Maori culture is at the heart of New Zealand culture. From a dedicated television station, dual signs and descriptions, various forms of customary greetings, and regular reference to art and tradition, the difference to Australian is noticeable. Where it stands out from an education point of view is the use of the Maori language to encapsulate values and attributes. I wonder if one aspect which makes this possible is the presence of a unified living language? Or if it all comes back to the Treaty of Waitangi? Although in Australia there is the Welcome to Country and attempt to recognise the local people of each region, this seems to fall short of the place that Maori culture has in New Zealand.
  • RESOURCES: One argument often made to why Finland is so successful is the amount of time teachers have out of the classroom to plan and prepare. For New Zealand it is the opposite. For example, primary teachers only get ten hours release a term and for some this includes a whole day release which often chews up half of this time. This reminds me of a point that George Couros makes in the Innovator’s Mindset around creative budgeting. Couros talks about the way in which Brad Gustafson makes a line intone budget for innovative projects. A side note to resourcing is the place of community partnerships. I stayed in one town where the local public school had all of the companies that support the school listed on the fence. There seems to be a different relationship between outside organisations and schools, although it was not clear as to how far this went.
  • TRANSFORMATION: It can be easy to read an account or watch a an example from a few years ago and think that is the way it has always been and continues to be. However, what worked yesterday may not be what works today. Some of the New Zealand schools which had been been held up as showcases, demonstrating fluid and visible practices, have continued to evolve and iterate. They take what works and refine what could be better. Interestingly, this is similar to the Finnish story. It can be easy to read Pasi Sahlberg’s account and think that is the way things are. However, even Finland – seemingly at the top of the world – knows that to stand still is to go backwards.

At the start I said I was left with more questions, than answers. Some of the things that I was left wondering was what the future had to offer? The government is looking to increase funding for independent schools. Some schools still choosing to reinstate rather than redefine the status quo. Teachers supported but not necessarily in regards to time. The world is becoming more and more multinational/multicultural. It will be interesting to see where this all goes. For some this makes it an incredibly hard time to be involved with education, but I would argue that it simply makes it even more important to continue to fight for what Gert Biesta describes as a ‘good education’.

Thanks must be given to me wife who supported writing this by adding her thoughts and perspectives. If you have something else to add, as always comments welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

I recently took up Cormac McCarthy’s Blood Meridian. It was not what I expected. I read a lot of non-fiction and being out of the classroom, this has only increased. So as part of my summer siesta I turned to McCarthy for some relief.

Blood Meridian is one of those books that seems to come up again and again in discussions. I recall it being reviewed on The Book Club, while Jim Groom often mentions it. I imagined it would be an American version of the True History of the Kelly Gang. I was wrong. McCarthy makes Peter Carey look like a children’s author.

The key to Carey’s retelling is that it is done through the perspective of authority. Although he gives accounts of murder and hardship, the description is somewhat subdued. Although Blood Meridian involves power, it is a power that exists beyond the grip of authority. The fact that one of the main characters is The Judge only adds to this irony.

Blood Meridian is instead a book about silence. It attempts to captures a violent world that in Carey’s tale is somewhat left untold. When all is said and done, it feels like there is so much left unsaid. In particular, we are left guessing about the thoughts and intentions of the various characters. All we can do is presume. The only guarantee is that no matter what happens,they kept on riding.

This notion of going on reminds me of education. Often there are stories told, official stories. Ones about timetableedtech platformscurriculumdisciplines. However, beneath these tales are stories that often remain silent. Jagged stories that defy statistics. Stories of actions and interpretation. Amongst all of this there are people who each and every day simply teach on.


I have read many books, but there are only a few that I feel I will never completely forget. Midnight’s Children is one, Blood Meridian is another. So what about you? What are the uncanny books that stay with you after the fact? As always, comments welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

I have started reading Gert Biesta’s book, Good Education in an Age of Measurement. In the first chapter, he puts forward the case of three key arguments for a ‘good education‘: qualification, socialization and subjectification.

Qualification is defined as:

The qualification function is without doubt one of the major functions of organized education and constitutes an important rationale for having state-funded education in the first place.

Socialization as:

Through its socializing function education inserts individuals into existing ways of doing and being. In this way education plays an important role in the continuation of culture and tradition—both with regard to its desirable and its undesirable aspects.

And subjectification as:

The subjectification function might perhaps best be understood as the opposite of the socialization function. It is precisely not about the insertion of “newcomers” into existing orders, but about ways of being that hint at independence from such orders, ways of being in which the individual is not simply a “specimen” of a more encompassing order.

These, Biesta argues, are not to simply be considered in isolation, but in how they interact:

The three functions of education can therefore best be represented in the form of a Venn diagram, i.e., as three partly overlapping areas, and the more interesting and important questions are actually about the intersections between the areas rather than the individual areas per se.

This focus on purpose is in contrast to what Biesta describes as the ‘learnification’ of education. This is where the sole concern becomes the individualistic process of learning, rather than the intent that is actually associated with this.

This discussion of purpose made me wonder about things like learning walks and annual review processes. What if the success or failure of something like a learning walk was decided before anyone even enters the room? What happens if a coach considers qualification as being the primary purpose of education and inadvertently applies this lens to what they see. Yet the teacher in question’s primary concern is socialization?

I am wondering if it is for this reason that we need something more than a set of standards to improve education. We need a holistic approach, like the Modern Learning Canvas, that incorporates all the different facets.


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

What about you? What tools and techniques have you used to capture a rich picture of practice? As always, comments welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

In a post titled ‘Men Explain Technology To Me’, Audrey Watters unpacks the statistics and challenges that face women working in edtech. Whether it be the predominance of white males running the internet, an inherent culture of ‘mansplaining’, the culture of violence and abuse or the sheer numbers of women actually not working within the big edtech companies, Watter’s paints a picture of oppression.

Although gender and oppression is nothing new, it is the extremities of Watter’s account which brings the issue to the fore. In addition, Watter’s emphasises that these challenges are in no ways just an ‘edtech’ issue. Here is a few examples which help elaborate this:

The question I was left with was how do I respond? In particular to the wider inequities at play within education. Too often we read things online or hear things at a conference and, for whatever reason, fail to properly follow up.

My initial step was to reflect on my own habits. I started with my 200 odd blogs in my RSS Feed. After downloading the OPML file, I put them into a spreadsheet and proceeded to categorise them.


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

In addition, Tom Woodward pointed me to an app that analyses your Twitter:


flickr photo shared by mrkrndvs under a Creative Commons ( BY-SA ) license

The story told by both is that I am as much a part of the problem. However, it also made me wonder about the biases that were within such applications. I then started exploring what could be done to change this situation. Some possibilities include:  

  • Supporting Female Educators: The first idea I thought of doing was calling out the great work done by women. Whether it be follow Friday (#FF) or any other means of sharing. This is an area that I have been called out on before for not doing enough. There are plenty of examples listicles, such as Peter DeWitt’s 18 Women All K-12 Educators Should Know, Naomi Barnes’ Women in Science, Sue Crowley’s 100 Female Education Authors or David Wees’ Female Educational Theorists. Problem I have with this approach is that lists quickly become about who is not included as much as who is.
  • Developing Safer Technology: One of the issues that Watters raises in her post is the structure of the technology and its influence on our interactions. One suggestion she makes is reimagining commenting. Building on the IndieWeb movement, Watters suggests that comments should be housed on a ‘domain of our own’ and then linked to the source post. Another technical solution is the blocking of known serial harassers on platforms such as Twitter using something like the BlockBot.
  • Equitable Diet: What is shared online is not always equal. An answer to rebalancing my biases when it comes to blogs, articles and books is to more actively read female writers. This has included putting out the call on Twitter for new blogs to add to Feedly. I also consciously seek out female authors, especially when I do not have a particular focus.
  • Equitable Representation: Inequity is often perpetuated at conferences and professional development sessions when one male after another gets up to present. It is therefore heartening to attend conferences like Digicon where it would seem that there is a conscious decision to have an equal amount of men and women when it comes to keynotes. Beyond this, I think that it is important to encourage women to present when and where applicable, especially when it is only confidence holding them back.
  • Be More Mindful: The most important thing though is actually being aware that there is an imbalance at all. This is as much to recognise the bias at play, not to somehow magically stand outside of it. A part of this is being informed where possible.

With this all said and done, it feels naive to talk about solutions as if it is so clear cut. I fear being tokenistic, something Maha Bali makes point of in her post on marginality. I also worry about only focusing on one form of inequality, when as Watters points out, there are many, especially when it comes to edtech. I wonder if the real solution is actually being silent? Or in our lives actions and experiences? Maybe this post is simply adding to the problem and is itself a case of mansplaining? It is for this reason that this post has taken considerable time to write.

Coming back to technology, Greg Thompson talks about how technology has the power to make us. The question that I wonder is what sort of ‘us’ is it making. As always, comments welcome.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.


flickr photo shared by mrkrndvs under a Creative Commons ( BY-NC-SA ) license

This post is my contribution to Steve Wheeler’s twisted pair challenge. Although not as esoteric as Wheeler’s pairings, it at least demonstrates the links between diverse ideas.


I’ll never forget reading about the spat that followed Collingwood’s loss in the 2003 AFL Grand Final. Having lost Anthony Rocca, a key position player, the week before, Mick Malthouse decided to trial Jason Cloke in the position of centre-half forward. A young player who had spent most of his 40 games in the back line, he was thrown into the fire and failed. With only a few possessions, the coach openly spoke about his disappointment as was David Cloke, a proud father, who spoke out about the comments. What stands out to me is the expectation that placing people in unfamiliar surroundings may magically pay off. (Add Glenn Maxwell batting up the order in India to that list, another classic example.) Maybe the player had spent time as a youth in that position, maybe they had shown some promise in a different context in different surrounds or was the right fit on paper. Whatever the reason, such sporting stabs in the dark, hopeful wishes you may like, often fail to proper more often than not.


A few years ago, I was faced with the arduous task of landscaping my backyard. Starting with something of a blank canvas, I drew up an outline of the space with circles and lines to mark the dimensions where the different plants would go. Sometimes it feels both arrogant and naïve planning out a space. After going to the local nursery, I decided to plant lilly pillies down the side of the property. The aim was to create something of a hedge. On the tag, it stated that in the right conditions a lilly pilly can grow up to 100 metres tall. After bringing in new soil, watering regularly and providing large amounts of fertilizer, two of the ten trees failed to take. In addition to this, even though they were all planted at the same time, those at the back grew twice as large as the those down the side. Another observation was that the irises planted near the dead lilly pillies also had struggled to take. This raised so many questions, such as the make-up of the soil, the sunlight in these spots, the potential of basalt beneath the surface and the mix of nutrients. The reality though is that I could have planted another tree in their place, desiring order and symmetry. However, more often than not nature does not work that way. So I left it. Admitting that just maybe the lilly pilly may not be the right plant for the spot.


So often we talk about knowing thy impact. That is, to evaluate the effect of our teaching on students’ learning and achievement. Although it is important to identify what is working and how we might be going. Another story that often goes untold is what impacts upon a teacher?

The easy solution in education that everyone jumps to is the desire to get rid of your worst teacher. However, I have heard many experiences where the supposed ‘worst’ teacher is the teacher who is also the ‘least’ supported. Don’t get me wrong, they are often provided emergency support. At the heart of the matter, they are left to plan alone, expected to create everything from scratch and provide little structured support.

Measuring thy context includes things such as: support provided, level of trust in the organisation, sense of confidence, opportunity to work in a team, size of the classes, the state of the learning spaces, when your classes are timetabled on and the list goes on. This is not a list of excuses, but rather a recognition of complexity associated with impact and its connection to context.

So what about you? What is your context and how does it impact you?


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

Education State

I was lucky enough to heara Gail Davidson speak today. She touched on what works in schools. Although we all have our own perspective and work in unique contexts, the ingredients it comes down to, according to Davidson, are: student learning, teaching excellence and supportive environment. For her, these elements are brought about by learning deeply, across subjects and with purpose. All of our resources support this, whether it be the technology in our hands, time allocated for meeting and planning or partnerships with parents and the community. The biggest challenge is not money and time, but fostering a culture of wholeheartedness. A part of this is the power of possible, doing what needs to be done in order to succeed.

This discussion of what works and building effective schools reminded me of a recent question posed about what it means to be the education state? Daniel Andrews made the promise leading up to the recent election to make Victoria the ‘education state’. This even included placing the slogan on number plates. I feel like I have heard this sort of rhetoric before when Ted Ballieu promised to make Victorian teachers the best paid teachers in the country. As a part of his outline, he stated that he “won’t rest until we rebuild schools, rescue TAFEs and make our state the education capital of the country once again.” The question that remains though is what would it really take to make Victoria the education state. Here are some of my thoughts:

  • Properly Fund Education: The Gonski Review outlined some drastic needs for education, particularly around equity. The former Liberal government took away Education Maintenance Allowance to fund their contribution in regards to Gonski, with the belief that Gonski would fill that gap. However, what has happened is that schools have lost out on EMA and are yet to see any support via Gonski.
  • Schools for Growth Areas: According to an analysis from the Gratten Review, Victoria will need 550 new schools by 2031. In the latest budget, the government funded 10. If we continue at that rate for the next 15 years then we will build 150 schools. That is 400 short. Even if the Catholic and Independent sectors pick up some of the slack, as it seems the government hopes they will, this is still a big gap. The reality is that there are too many schools bursting at the seems, especially in growth corridors, with fields of portables, struggling to provide the appropriate environment for learning.
  • Maintaining Schools for the Future: Beyond new schools, there are too many in need of maintenance and revitalisation. Let alone any discussion of portables, many old buildings are inadequate and need of refurbishment. In addition to upkeep, there has been a stalemate with funds in regards to such things as cleaning and power. This has forced many schools to think more creatively and cut various programs.
  • Adequately Support Education: It is often suggested that class size has little impact. However, David Zyngier did a study that found smaller class sizes in the early years “can lift children’s academic performance through to year 12 and beyond – especially for those from disadvantaged backgrounds. In addition to this, education support needs to include kindergarten. This means providing the appropriate funding of all hours to make it an imperative. Making Victoria the education state means supporting schools and students from day dot.
  • Provide Appropriate Support: I understand that every school context is unique, but school autonomy is a cop out. It creates a sense of competition, when what is really needed is culture of collaboration and connection. A part of this is the debacle that is the four regions. The Liberals handed schools responsibility for more menial tasks, but maintained the same funding structure. Yet the Labour solution is to provide more support whether regionally or in town, while cutting costs to already cash strapped schools. This is what Dale Pearce means when he talks about funding at the gate.
  • Vision for Education: One of the biggest disappointments has been the lack of vision from the government in recent years. I am happy to recognise there were many faults with the Ultranet. However, what it offered was a vision. I understand that the government released ‘Unlocking the Potential’, yet what have they really done to support it? On last count, there was only a handful of people in the Digital Learning department, this is a far cry from the halcyon days. I know those days have come and gone, however more needs to be done to empower schools with not only knowledge, but the confidence to take education forward.

So these are some of my thoughts. What about you? What do you think is needed to make Victoria the ‘education state?’ This is a conversation that needs to be had.


If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.

creative commons licensed (BY-SA) flickr photo by mrkrndvs: http://flickr.com/photos/113562593@N07/13990305951
 
In a recent post in his Myths of Technology series, +George Couros wrote about the idea that ‘technology dehumanises’. In this piece, Couros suggests that it is a misnomer that technology is anti-social and takes away from our relationships. Instead, technology actually provides the potential to amplify our relationships. Rather than technology, Couros posits that “people dehumanize one another, not technology”. This got me thinking about a point +Doug Belshaw made in his book ‘The Essential Elements of Digital Literacies’ that digital literacies are at there heart social.
 
In a presentation for Promethean, Peter Kent put forward that interactive whiteboards offered an opportunity to modify the way we teach and the way students learn. Instead of merely using the projector to provide information, the interactive nature of the boards allow students to come up to the board and engage with information and ideas, providing the opportunities to build further conversations and opportunities. For a further explanation, see my post ‘Sum of the Parts is Different to the Whole‘. What I find most interesting about Kent’s idea though is that this focus on the use of technology to instigate conversations goes far beyond the interactive whiteboard, it can be applied to just about any technology. 
 
For example, this year I have taken to using an iPad to help model and manipulate ideas during intervention sessions. Teaching in a space with only one interactive whiteboard between three classes, I have started using the Inkflow app by Grayon on the iPad to get students to visually demonstrate understanding. Instead of getting them up to the board, the device goes to where they are. Using the iPad in this manner has allowed students to both create and comment on ideas.
 
Another example of where I have used iPad in a social manner lately is through the a series of games from Toca Boca with my daughter. Whether it be Toca House, Toca Doctor or Toca Band, the Toca Boca games provide a stimulus for some great conversations, such as discussing recycling fruit, killing germs in the mouth while brushing our teeth or the different instruments involved in a band. Although it is possible to play these games in solitude, they are not the same. Even if the conversation is later on, they provide the stimulus for so much more.
 
In another post exploring BYOD, Couros questions why we still depend upon booking time in labs in order to get access to technology in the classroom. Instead, he argues that BYOD initiatives offer the opportunity to have technology available where the instruction is. The myth therefore that technology dehumanises often starts when we see technology as an event. The human side is taken away, because instead of being incorporated into the lesson, technology becomes the sole focus of the lesson.
 
What is interesting about Couros’ message is that technology has the potential to either amplify and augment our interactions or to kill them off all together. In the end, it is us who have the final say. So how are you using technology today?

If you enjoy what you read here, feel free to sign up for my monthly newsletter to catch up on all things learning, edtech and storytelling.