In order to call ourselves digital leaders, we should not only embrace and engage with new technologies ourselves, we should also ensure that we promote the use of new technologies in our schools as well. Technology measures should be implemented that will enhance a student’s learning potential. We can measure the effect of technology on learning in the classroom by using a benchmark system. These benchmarks will serve as a set of standards that students should meet in terms of performance and understanding that will reflect how a student constructs knowledge, reflects on material presented in class, and how they connect with both their peers and teachers. Providing access to technology is important, and setting up pathways, such as online assignments or discussion forums that require students to participate online will ensure that students are familiar and engaged with these digital spaces. Through these digital modes of communication, a student will be able to connect with teachers and peers, allowing discussions to take place and deeper learning to occur. After all, “learning happens at the intersection of a discipline’s subject-matter knowledge and a student’s prior knowledge, shaped further by what a teacher offers pedagogically” (Bastedo et al., 2016, p.414). Students can seek feedback from instructors and collaborate with peers as well. Sheninger (2014) speaks to the importance of 21^st century technology in classrooms in that “Web 2.0 tools, social media, and mobile learning devices have the power to unleash the creativity of our students” (p.145). Sheninger (2014) also goes on to say that integration of these technologies in our classrooms will “not only allow students to demonstrate conceptual mastery through learning artifacts, but also allow them to create their own form of art” (p.145). Furthermore, the Bible says in Proverbs 9:9 (New International Version), “instruct the wise and they will be wiser still”. 

Sheninger, E. Digital leadership: Changing Paradigms for Changing Times (2014).

Bastedo, M.N., Altbach, P.G., Gumport, P.J. (Eds.). (2016). American Higher Education in the 21st Century, 4th ed. Baltimore: Johns Hopkins University 

In this week’s post I will be focusing on the six elements of change as outlined by Sheninger. The first element of change is connectedness. Being connected to other educators through professional learning networks on social media is imperative to professional and personal success. The next element of success is having a solid vision for what you want the change to look like in your school or classroom. Sheninger (2014) mentions that “it is important that all stakeholder groups contribute to a concrete, collective vision and work to create a plan for integration that clearly articulates why and how technology will be used to support education” (p.65). The third element of change is value. “One of the drawbacks to educational technology is the perceived lack of value it has in terms of student learning and achievement” (Sheninger, 2014, p.65). The value of technology must be made clear if change is to occur. The next element is support. Sheninger explains that teachers must feel that their efforts are supported and that they have the necessary backing to try new things even if it means failing initially but succeeding in the long run. Teachers must also have access to new educational technologies. The fifth element of change is professional development. Building off of support, “transforming a school culture based on significant shifts in pedagogy requires opportunities to learn how to effectively integrate technology” (Sheninger, 204, p.66). Teachers need to learn how to use new technologies too. The last element of change is embracement. Teachers should be encouraged to embrace new technologies in their classrooms. Both students and teachers should practice using new technologies because as Bastedo et al. (2016) points out, “the more students study or practice a subject, the more they tend to learn about it” (p.408).

          If it were up to me, I would strongly encourage my staff to participate in professional learning networks and encourage them to try new things as often as they feel comfortable. I would make sure that every teacher has the resources and support they need to be successful and make sure they also feel valued and comfortable when using new technologies in their classrooms. Data can also drive change in that it can be a useful tool when keeping tabs on student/staff success and achievement, making sure that things are always moving forward instead of becoming stagnant. It is also important that districts follow through with promises of improving technology, after all the Bible says, “it is better not to make a vow than to make one and not fulfill it” (Ecclesiastes 5:5 NIV). 

Sheninger, E. Digital leadership: Changing Paradigms for Changing Times (2014).

Bastedo, M.N., Altbach, P.G., Gumport, P.J. (Eds.). (2016). American Higher Education in the 21st Century, 4th ed. Baltimore: Johns Hopkins University 

Sheninger discusses the eight essential skills that will help students become more technologically literate in a twenty-first century digital world. “These include creativity, problem solving, critical thinking, technological proficiency, global awareness, media literacy, communication and collaboration” (Sheninger, 2014, p.36). Sheninger (2014) goes on to mention that, “these skills lead to the promotion of ingenuity, entrepreneurialism, and self-directed learning” (p.36). These skills should be introduced to students at an age when they are mature enough to grasp the concepts and understand their importance. In all stages of life, it is important for a student to be able to think critically about a situation and work through the various aspects in order to solve the problem. Building off of this, it is important that students be both technologically literate as well as media literate so that they know how to access a variety of sources that may help them work through the problem-solving process. They should be able to think creatively about possible solutions in order to find the best fit given the situation at hand. They should also be able to collaborate with others, share ideas, and communicate their points of view effectively. Finally, a global awareness is important as we are moving toward a global community where students have increased access to many different cultures and differing points of view. Sheninger’s book provides educators with many options and ideas for implementing new technologies in their schools to better serve students, but it is up to each district’s administrators and staff to heed Sheninger’s advice. As it says in the Bible, “let the wise listen and add to their learning, and let the discerning get guidance” (Proverbs 1:5 NIV). Technology is here to stay, and it is something that we will have to get used to. As technology continues to advance at such a rapid pace, we will also have to learn to keep up with these changes and continue to develop new ways of integrating these innovative technologies into our learning environments. As our world becomes more global in scale, as educators, we must first adapt our current ways of thinking to accommodate these changes ourselves, and then teach our students how to navigate these new digital spaces. Caruana and Montgomery (2015) speak to this point in that, “in the twenty-first century, globalisation, involving the rapid integration of the world economy with increasingly liberalised trade and commerce, is exposing higher education to an explosion in demand. New forms of interdependencies are emerging between actors, institutions and states” (p.10). While Caruana and Montgomery were focusing on higher education, the same can be said for all levels of education. As we enter a global community, more is demanded of both students and staff. As digital leaders, it is important that we are knowledgeable enough about these technologies in order to harness these new platforms and help students meet these new demands in an ever changing, and ever advancing global marketplace of ideas. 

Reference:

Caruana, V., & Montgomery, C. (2015). Understanding the transnational higher education landscape: Shifting positionality and the complexities of partnership. Learning and Teaching: The International Journal of Higher Education in the Social Sciences,8(1), 5-29. Retrieved from http://www.jstor.org/stable/24717999

Sheninger, E. Digital leadership: Changing Paradigms for Changing Times (2014).