Over the last weeks ChatGPT and Natural Language Models of Artificial Intelligence have created a real buzz for many in the technology industry and general media. For schools the arrival of these have generated important reflections and introspection on the role of AI, Chatbots and Natural Language Models in schools and the classroom. ChatGPT bringing on important moments to think about the role #AI in a classroom- schools. How does this refocus and challenge educators pedagogy, which can often in schools be focused on teaching content -knowledge with assessments designed around tests and exams.
We as educators and schools need to invite ourselves to ask what then is the value added proposition of learning in a classroom and school in the age of #AI #ChatGPT3. How do schools position themselves for a future with #AI. We all need to create the space, time, and support community voices to engage with this creative tension. To find the time and space, and hear these voices, will only allow us to be better prepared for such cohabitation.
Over the years working in different international schools as an IT Director, Director eLearning, Head of Education and Media Technology and Deputy Principal I have had the opportunity to lead, design and collaborate with Leadership Teams and IT Teams the implementation and adoption of digital ecosystems and environments. These experiences have been an important point of reference in my own learning and understanding on the complexities, challenges and opportunities of leading technology change in a international school setting.
I had the privilege to be able to collaborate and co-write this eGuide with Adam Morris who is Schools Technology & Integrations Director @ FariaOne Group. A special thank you goes out to the Managebac team who provided us with support and guidance throughout the process. As the group worked and collaborated together on the eGuide Adam and I had the opportunity to each reference our own professional experiences working, coaching and supporting schools around the world with leading technology change.
The guide is a a point of reference to support conversations, reflections and how to engage with technology change with a whole school approach. It is there to provide provocations, points of reference on change and the workflows and dispositions to consider as one engages in a technology change process with a whole school approach https://guide.fariaedu.com/leading-technology-
I am here sharing from a series by the IT Library Department colleagues called Digital Life a series for parents. This a concept managed and hosted by colleague Nancy and the Communications team. This session we explore and focus on screen time and some of the dilemmas we all juggle both parents, student and staff. All credit, resources, and inspiration goes to https://tacticaltech.org/#/ and https://datadetoxkit.org/en/home who over the last couple years have been an outstanding resource, and guide for a lot of the work I get to facilitate with colleagues at school. In this session I share what are the different types of screen times and some ideas on exploring strategies to consider.
With the unprecedented experience of COVID19 that we all have juggled over the last months, and the complexities we all are living with today, our days have been intense. As part of the Pearl of Wisdom protocol of the Principal Training Center, I, as a trainer at the PTC reflected on my own experience as an education leader working and facilitating with digital literacy and fluency in an international school setting and navigating the dynamics of the COVID19 pandemic. A 20 minute share out.
As the first days of 2018 arrive, any reflections on last year seem to contain an uncomfortable rawness because of the events continuously populating our devices – the immediacy, brutality and complexity of a world fueled by-“FakeNews?”, each one of us trying to construct a context in the “Filter Bubble” choreographed by algorithms from which we build a sense of the world we live in.
As International School educators, we straddle between the walled garden of “school” and the outside “world”. The reality is that we are surrounded by constant change and ambiguity. But there is a gap between the accelerated rate of change and our capacity to adapt to it. For some, the gap is wide. For others, the gap stays the same, and for a few, the gap is narrowing. How we interpret and engage with the gap and our own capacity to keep up influences many of our feelings and emotions. These in turn fuel the perceptions, opinions and behaviors with which we express ourselves.
International Schools have to juggle the fine line between ensuring students and parents are pleased and ensuring that they feel safe, challenged and cared for. In the unique world of International Schools, a percentage of parents come from a comfortable socio- economic environment. Often times, their education is a contributing factor to their current positions. This education provided the opportunities for their successes and their economic prosperity. Living with this becomes a strong marker in what International School parents believe their children should get from an education and an International School. This pedagogic reference point in many cases 25+ years old. The world was avery verydifferent place then. However we try as schools to innovate, change and adapt, we do this with a level of caution and reservation. At the end of the day, the invisible mandate between parents and international schools, is “provide my child with stability, continuity, what I remember from my school days and more certainty then I have in my life today“.
As educators, we fall into a similar narrative. We have a desire for of stability, continuity, and more certainty than in the outside world we interact with. We do innovate and change in our schools, but the presence of the invisible mandate between our parents and schools influences the level by which we break the status quo.
Today the level of stability, continuity, and certainty that we were once used to has eroded. Uncertainty, ambiguity and volatility are an unavoidable part of the day. The complexity of this change permeates into everyone’s lives, and often not by choice.
2018, is an opportunity to embrace the world’s uncertainty, ambiguity and volatility, not as something eroding our past and challenging our present, but as an opportunity to re-frame the possibilities in front of us as a unique and rich learning journey. We have a responsibility to take this on in our roles as mentors, facilitators and educators. We bring a wisdom, resilience and care that has served us well and can continue to serve us today. Many of our students will one day be International School parents or educators who look back at their education as a point of reference for their own success. The measures will be different. We live in a world where uncertainty, ambiguity and volatility are part of our lives. We should not depend on reference points from our past to give us stability, continuity and certainty. Thegapfor many will still get bigger and more uncomfortable. But hopefully, in 2018, we can work to bridge that gap as well.
Every year has its moments, and 2016 was no exception. Various significant shifts occurred, including changes in the political landscape in the United States, United Kingdom, and other countries around the globe. And the horrors of war, civil strife, terrorism and an underlying global tension have been constantly fed into our digital lives from the comfort of our screens.
As we consume the aggregated algorithmic social network feeds, each customized to ensure we get what we want to digest, we are choreographed into a more divisive world.
Information is power. This year, the pollsters, news agencies, and pundits got caught out with two big votes, and so many predictions seemed off.
Our landscape of information has entered a level of Orwellian curation, and what is news, fact, or reality seems dictated by emotion and perspectives constructed from our own curated news feeds. They are rarely factual. “Post Truth” – Oxford English Dictionary Names ‘Post-Truth’ Word of the Year by Jon Blistein is the word that defines these moments and a shift to a new narrative.
For many of us, this Orwellian curation has us struggling to distinguish fact from fiction. The level of sophistication of not only the algorithms but how these are manipulated to shift thinking is the new power. In schools, we are being told by various studies that our students capacity for media and information literacy is weak. (Students Have ‘Dismaying’ Inability To Tell Fake News From Real, Study Finds by Camila Domonoske ). When you consider we as adults struggle with this landscape, it is no surprise that our students struggle too.
In a world of algorithms where the sophisticated digital curation of social media, news, blogs, and video feeds can be manipulated to match an individual’s perspective, the challenges we face as educators are immense. This manipulation, shared in this sobering article “ Google, democracy and the truth about internet search by Carole Cadwalladr“, highlights the complexity of being truly media literate. The prevalence of third party curation in social media feeds during elections highlighted in this article “Macedonia’s fake news industry sets sights on Europe by: Andrew Byrne” emphasis the challenges we all face in understanding what is “real” news.
To be complacent is short-sighted in a school setting. There is a tendency with school professional development to not explicitly address the digital reality that engulfs our lives as an essential part of our professional learning. Information and Media literacy are what frame our own democratic values: choice, perspective, empathy, resilience, and critical thinking. If we as educators are going to assign students critical thinking tasks and ask them to engage with media and information while juggling screen time in a complex digital landscape, we cannot be passive bystanders.
As school leaders, we need to re-frame our engagement with the role of digital life in professional development. Together, we need to understand the complexity and impact of algorithmic information flows on our devices.
We also need dedicated spaces for this professional learning. We must learn how to mentor information flows, authenticate media, source perspectives, and understand the pedagogic impact of a curated news. We must approach this with patience and empathy, and allow everyone to build an understanding of the digital flows we live by, tapping into the talent of our librarians and digital coaches as guides. We must take advantage of the frameworks available to us (e.g: #1 or #2) and use them ourselves, as a point of reference for a pedagogic consensus on how to mentor our school community.
The paradigm shift asks us to look at Digital Intelligence as a core intelligence. As defined by http://www.projectdq.org: “- the sum of social, emotional, and cognitive abilities essential to digital life.” and shared out in the World Economic Forum article: “8 digital life skills all children need – and a plan for teaching them“.
Digital Intelligence needs to be woven into the curriculum. We do this on a daily basis with all other aspects of the curriculum. Let us do it with Digital Intelligence. Re-structure the focus and content to explicitly encompass screen-time management, privacy management, cyber security management, digital footprints, and digital identity; use these to make authentic connections based on our experiences. Then, reflect on our digital habits, likes, tensions, questions and understandings to create activities to share. In this process, we should hope to find comfort in being honest with our own vulnerabilities. We can then use this life-learning to support our students’ understanding of digital intelligence.
Being explicit about implementing Digital Intelligence in faculty professional learning ensures this is an essential part of our educators professional growth. Working together, as adults learners, we need to harness the complexity of the choreographed digital world. By ensuring this is in our professional learning landscape, we are then empowered to share our digital intelligence to students. It is the only way to counter an Orwellian curation of information in a “post truth” world.
A colleague of mine and her Kindergartners were busy exploring where an egg comes from. “Was it born like a baby? Does it grow on its own? Where do they come from? Different perspectives and ideas were shared enthusiastically. The children discussed and challenged each other with their theories. At the end of the activity, one child turned to her partner and said, “when I get home, I’ll ask Siri for the answer.” A routine response in our classrooms? Or an important moment to understand that artificial intelligence (AI) has embedded itself in our day to day lives? For a generation of children who have been raised on iPads and Siri, AI – with a name and voice like a human – is as ubiquitous as any other technology.
AI is a tool that learns, anticipates and predicts. It provides us with instantaneous information or completes routine tasks remotely. The Amazon Echo and Google Home, two new devices that have recently gained traction, have begun to enter the home as personal assistants. The Echo and Home are two of many voice-activated AI assistants that tap into vast artificial intelligence networks. They aggregate information based on our digital footprints and predict our habits based on a learning algorithm that engages continuously with the data we share on our digital devices.
A shift has occurred in our relationship with AI and the impact is profound. It is the seamless adaptation of AI into our lives – a frictionless experience that is slowly making us dependent on this predictive technology. This new relationship meets our unique taste and needs, and only gets better the more it knows about us. Over time, this is changing the way our brain functions when interacting in the digital world. This short video by AcademicEarth.org -“ Cognitive Offloading,” is a reminder of the neurological changes AI is having on our learning. We collectively feel more and more comfortable subcontracting out tasks to AI. The term ” let me google this” is an example.
For educators, this shift is showing up in our classrooms informally and in some instances invisibly. Artificial intelligences are important elements of the devices which exist in our school tool kits. These include mobile devices, apps, browsers, search engines, smartwatches, and more. Writer and professor Jason Ohler asks an important question in his article “Bio-Hacked Students On the Outer Edge of Digital Citizenship”. How should we, as educators, shift the curation of a scholastic experience when students come to the classroom with embedded or wearable artificial intelligences? This alters the value of the commodity of knowledge in the classroom and highlights a potentially new hierarchy where AI supplements a user’s expertise. Suddenly, we have 24/7 access to predictive and anticipatory information which has the potential to disrupt the independent learning experience of a typical classroom. In his article “Artificial intelligence is the next giant leap in education“, Alex Wood reflects on the role AI could play in education.
Coming to terms with these exponential changes takes time to digest. As educators, we need to understand that engagement and critical thinking are vital components of education, especially as AI shifts the classroom narrative. The ethical issues which surround these exponential changes are here now. The complacency that schools engage with in the discourse of what it means to be in a world dominated by AI is a tension we cannot ignore.
As educators, we have a unique opportunity to design curriculums around the narrative of artificial intelligence. We need to be encouraging our students to not only be good digital citizens but proactive digital leaders who understand the complexity of a world fueled by artificial AI. Schools should promote the skills and inquiry mindsets which provide students with the capacity to harness the power and opportunities of AI and not become complacent with the technology. Ultimately, we want our students to be active leaders and architects of AI’s continued growth. As educators, we have a responsibility to ensure our students have a working understanding of how to navigate a complex and changing world fueled by artificial intelligence for the good of future generations.
there is a separation between the digital world and the real world
all students have an excellent understanding of digital tools and ethics
technology is a learning outcome and not a tool
failure and open ended outcomes are bad
we are not in a state of constant accelerated change
Scott McLeod challenged others to participate in a conversation on how to #makeschooldifferent with the prompt “… we have to stop pretending”. In this challenge, I’d like to invite @pgreensoup @jasonohler @arniebieber @russiazurfluh
I caught a tweet about Reid Wilson’s post with this infographic and it simply jumped out at me. It got me thinking about my own learning. The idea of letting go, being open, okay to mess up, explore, tinker and celebrate being vulnerable and taking advantage of my failures as a learning opportunity. The habits of mind Reid shared resonated with me. The powerful infographic highlights how in today’s rapidly changing world habits of mind are critical in engaging with these changes. Reid Wilson‘s infographic does a wonderful job of challenging educators thinking and push one to reconsider the pedagogic discourse of learning in schools.
The important premise is that these new habits of mind are about educators cognitive capacity to build new frameworks with a significantly different set of behaviors and beliefs connected to a world that is in a constant state of accelerated change.
There are some concrete outside forces which come into play challenging our learning communities. The shifts caused by these outside forces are significant and only highlight the importance of seriously engaging with Reid Wilson‘s premise.
One of the biggest shifts is how the work place, employment and jobs are radically changing due to the adoption of new technologies and more importantly a break from traditional business models. Examples like Air B and B, Uber, the apps market and the rash of start ups fueled by the E-economy are re-framing employment rules in the work place. The dynamics of this shift are nicely broken down in this article: Workers on tap @Economist. A whole generation of students in schools today, are entering a new work place being choreographed by these changes. The social contract of employment we have lived with is being turned upside down.
If tools can be emailed at a click of a button (Nasa emails spanner to space station@BBC) and constructed in the confines of our homes with a 3D printer. How does that shift the dynamic of manufacturing and in tandem the role of design, location, innovation and production. As this develops we are seeing a re-framing of manufacturing, and it will not be about location but innovation, creativity, flexibility and adaptability.
The growing field of machine intelligence and the complex dynamics of the ethical implications are starting to challenge our own moral construct and the relationship between machines and humans. Shivon Zilis shares out an interesting graphic on her blog (the Current State of Machine Intelligence.) that delineates the companies and organizations involved in machine intelligence and the accelerated growth of areas unheard off a few years back. The growing investment tied to the development of machine intelligence coupled with the field of “learning machines” as described by Jeremy Howard’s Tedtalk are ushering a science fiction like future which actually is being constructed today!
These are just a few of the many new shifts changing our world, and being unpacked before our eyes. A term which encapsulates these forces well, is VUCA, an acronym for “volatility, uncertainty, complexity and ambiguity” initially coined as a military term in the 1990’s and now often shared in the context of companies and organization engaging with a variety of leadership frameworks.
Schools and education leaders are in a unique position to engage, lead and model Reid Wilson‘s construct of the 21 century habits of mind in response to the forces of accelerated change. Education leaders must be risk takers themselves and engage with the responsibility to scaffold, curate and facilitate this new construct that prepares not only our students for a world of “ volatility, uncertainty, complexity and ambiguity” but the educators that are in the control room of learning.
Words are a powerful vehicle for meaning and understanding, connected to individual or group perspectives, interpretations, and connections. The word “Digital” has been part of our vocabulary landscape for a long time. It was only after reading Nicholas Negroponte’s book, “Being Digital” in 1995, that I began to be aware of the term and its impact on the world to come, but in 2014, the word “digital” has now blended itself into the daily fabric of our lives. When we think of the word “digital”, it creates a sense of disconnect from our world and implies that the digital world is a separate part of our reality. However, this is no longer true. Our lives are so embedded within this digital realm that the two have become inseparable. So, I invite us to use a new set of vocabularies to frame this paradigm: Appliances, Utilities, Information Flows, Ethics and Algorithms.
Appliances are the consumables that we connect and interact with (laptops, phones, tablets, GPS, and other hardware). These tools have become the default to our connectedness; disposable and with each new version more seamless, simple and integrated.
Utilities frame our day to day interactions. These social medias, networks, email, RSS, professional learning networks and Web 2.0/ 3.0 tools have become the architectural framework of communication and information for our connected world.
Information flows are the 150,000,000 Blogs posted a year, 5 million tweets per day, 200,000 videos uploaded on YouTube daily, and the petabytes of information created, aggregated, shared, and circulated daily around the earth.
Ethics is the why, how, when, where and who of our digital footprint in today’s world. It is the wide ranging issues from Killer Robots to the impact of a Filter Bubble (where search, news, and information algorithms choreograph what information types we get based on our personal browsing habits). The curation of our online and offline privacy as governments, corporations, and organizations juggle a treasure trove of information created by our respective digital footprints, is the new ethical dilemma we all deal with, as individuals, groups and as societies at large.
Algorithms are the backbone to the intelligent softwares that inhabit the engine of the internet. These are predictive, anticipatory, intelligent and analytical. The are the lifeblood of the internet ecosystems for individuals, governments, corporations, and organizations which then create, develop, build, facilitate, monitor, analyze, synthesize and evaluate our day to day interactions. The algorithms have become the life line to the information flows, ethics, utilities and appliances.
These words are not the definitive list, but reflect a vocabulary we use both from our past and present. They highlight how the “digital” world is ingrained in our daily lives, to the point we often are not even conscious of its presence. This connectedness fueled by our devices and ecosystems now are part of the fabric of our lives, often out of our control, and a non negotiable aspect of our own participation with the day.
A critical understanding of these words and their respective dynamics should be an essential ingredient in School and Organizational curricula. We can no longer think of them as separate entities. We have inherited this reality which now has us connected in ways where opting out becomes the abnormality . These Appliances, Utilities, Information Flows, Ethics and Algorithms are part of the fabric of our world and impact us as humans both consciously and unconsciously.
This discourse needs be given equal time in all educational settings; imbedded as seamlessly in the curriculum as they are in our lives. A responsibility to highlight the power, richness and cautions that come with tying ourselves to a set of appliances, utilities, information flows, ethics and algorithms that have and will continue to change the fabric of our interactions as humans and organizations.
So how do we do this? The key is that these terms and their meanings are introduced as part of the learning landscape in all units of study. Creating authentic connections between these words and the learning environment will then scaffold a clearer understanding of their real world applications. In our school ecosystems most subjects and curricular areas are using technology, often as a separate tool, or as a side show, but, if it is so seamless and embedded in our day to day lives, then we need to translate this into our learning. One of the first steps is to give ourselves permission to change the way we work with this vocabulary. As we change the vocabulary, and with it the meaning and role of these words, we are engaging in an active learning process connected to the changing world.
To ignore this vocabulary is to short change future generations of their awareness of a world that has become more invisible, seamless and blended both in our conscious and unconscious day. The death of “digital” is here.
Beyond Digital 
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