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Is your school or district “missing the wave of change” that is propelling many other innovative schools and districts forward? What exactly is it within the DNA and thinking of your educational organization that is causing it to resist efforts to reform, transform, or change? We only need to look to business in recent times to learn what the consequences are for “failing to adapt to the enormous wave of change” that is all around us.

In Out of Our Minds: Learning to Be Creative, Ken Robinson writes:

“Organizations that stand still are likely to be swept aside, and corporate history is littered with the wreckage of companies and whole industries, that have been resistant to change. They become stuck in old habits and missed the wave of change that carried more innovative companies forward.”

Many of our schools are “standing still” and stuck in "old habits" and are in danger of being “swept aside.” It is difficult to believe in an era of reform, but there are still educators, policymakers, and politicians who are “stuck in the old habits” of seeing education “as something done to kids,” and who see children’s learning as a “process of adding value.” Those, who hold tight to this conception of education where children are passive participants in learning, will be standing among the “wreckage” of a public education system that stubbornly held on to past era.

Believe or not, I experienced this “wave of change” at an early age. At only seven or eight years old, I experienced firsthand Ken Robinson’s phenomenon of companies “standing still in a wave of change” way back in the 1970s. My father worked for the trucking industry, which at the time was a way to make a good living. Then, deregulation came along, and many of the trucking companies refused to adapt and cope with the new world they faced, and they went under, one by one. My father worked for a series of successive trucking companies, each folding the tent when they could not longer adapt and cope with rapidly changing transportation industry. Instead of adapting to the change, they tried to ride it out, only to ride into nonexistence.

Fast forward to more recent times and we see the same thing happening again and again with businesses. If you glance back four of five years, the names of companies like Circuit City, Blockbuster, and Borders come to mind. Each of these companies stood still in the face of change and it cost them dearly. More recently, news reports speak about the struggles of Best Buy, a major electronics retailer, who is trying to cope with the rapidly changing retail environment, and who seems guilty of the same kinds of thinking these businesses had. Each of these businesses found themselves in a changing environment and made decisions, based on specific and stagnation-generating kinds of thinking. With the exception of Best Buy at this point, that thinking ended in their demise. They could not adapt.

If you examine your school or district closely, you are likely to find this same self-destructive thinking that is causing your educational organization to “stand still in a wave of change.” If it continues, then you could find yourself standing in the wreckage.

What are these kinds of thinking that are clearly obstacles to adaptation and transformation? Over the years, I have come to see them in very simple terms. Here are the top 7 Kinds of Thinking, or what I might call “Resistors to Change.”

• “We’ve always done it this way thinking.” In public education, I have found this kind of thinking the most common. You can easily run up against this thinking by simply questioning a policy or procedure, or by suggesting a new way of doing something. Immediate replies by the institutional-preservation police are, “You can’t do it that way. We've always done it this way.” Or, more simply, “I like the way we've always done it.” At the heart of our schools and school districts are thousands of these “ways of doing things” that are protected vehemently by others, not because there is anything special about them. These are valued because they are wrongly seen as  not negotiable for change. The best antidote for this kind of thinking? Asking the simple “Why” question. If the answer is, “Because we’ve always done it this way,” then the underlying rationale might be suspect.
• “Head in the sand thinking.” I can’t help but wonder if this was the kind of thinking Blockbuster was guilty of. They had to see streaming video services coming, especially if they were reading anything about industry trends. But just as deadly as ignoring the “waves of change” can be, so can the same head-in-the-sand habit of getting so caught up in “the doing” that you don’t see the change coming. In other words, sometimes organizations are so busy caught up in doing what they do, that they don’t pause and connect to the world around them. In that environment, it is extremely easy to miss the “wave of change” right in front of you. Schools are sometimes notorious for adhering steadfastly to motions they've always carried out, and with change roiling all around them. Each of these businesses certainly had to be guilty of some of that. They did not notice the change until it was too late. That can happen to schools too. Antidote for this kind of thinking? Simply being informed. Having the latest information goes a long way helping education organizations avoid being blindsided by change. But there must be a willingness and courage to act on that information.
• “It’s someone or something else’s fault thinking.” Back in the 1970s, many of those trucking companies complained that is was the government’s fault they had to go out of business, after all politicians brought about deregulation. In more recent times, I am sure there were those at Borders who blamed cheap electronic books and Amazon for their demise, and currently I read  where Best Buy is blaming Amazon for their problem of decreasing sales. Schools, school leaders, and policymakers do the very same thing. It’s the teachers’ unions fault. It’s the politicians’ fault. It’s the parents’ fault. In the interest of honesty and confession, I have been guilty of this thinking myself. Still, there’s no productivity in searching for a boogie man on which to place blame. There’s certainly enough blame to go  around anyway. If you spend all your effort and time trying to find someone or something to blame, you are wasting energy and resources that could be used to adapt and meet solidly the “wave of change” that is upon you. The best antidote for this kind of thinking is perhaps to engage in looking for solutions. That way, there’s no energy to expend on blaming.
• “You have to do it this way because policy says so thinking.” I honestly find this one of the most ridiculous reasons why we defend so much of what we do in education. Educational institutions are notorious for this kind of thinking, and often they do it much more than businesses. Businesses, to exist for any length of time, are most often forced to question what they do, and when they become too entangled in “policy-think” they lose sight of their reason for existence: making money. Then they simply cease to exist. On the other hand, schools do the same kind of thinking too, and they continue to perpetuate it. They get so caught up in “policy-think” they lose sight of their purpose too. This is most evident when decisions are made, clearly not in the best interest of kids. When adhering to a policy is more important than meeting the needs of kids, the school or district has lost sight of its purpose, and it’s reason for existence, and the world will move on without it. Antidote for “policy-think?” Spending some refocusing on why we do what we do, the kids.
• “I’m right and everyone else is wrong thinking.” In our polarized society right now, there is a great deal of this kind of thinking, and it can have a detrimental effect on an organization facing a “wave of change.” There was a time when being “open-minded” was a virtue, and compromise was not a dirty word. Tolerance ruled the day. Now, our polarized “”I’m right thinking” has bled over into our schools too. Polarized debates on topics such as school vouchers, sex education, prayer in schools, and teachers’ unions only serve to widen the divide between people. If someone questions the effectiveness or usefulness of these measures, they are immediately attacked.We can’t have an honest look at policy change without one side or the other cooking the data, which in educational research is all too easy to do. An immense amount of effort is going into establishing the “I’m right and you’re wrong” view, and the waves of change meanwhile are slamming hard into our educational institutions. There is greater interest in proving the other side wrong, than learning the truth of what really does work. What is an antidote for “polarized thinking?” Realizing that there is nothing sacred about being right in the debate, especially when it’s more important to do what’s right for the kids.
• “Protect our turf at all costs thinking.” I have often thought, the only people who have a claim to “turf” in public education should be the kids, and that turf is “What’s in their best interests.” When the “waves of change” started battering the trucking industry in the 1970s, I remember well how trucking company owners held strongly to their turf of wanting wage concessions and benefit reductions to preserve the company. Union trucking company workers held equal ground on these same issues of turf, and in the end, both sides lost. Companies closed, and no one had any turf to battle over any more. Fast forward today, and the recent complaints by Best Buy about Amazon seem to be the same kind of turf battle. Best Buy does not appreciate Amazon’s selling electronics and appliances to undercut their prices, so there was talk about Best Buy refusing to sell Amazon’s Kindle readers. The end result of this turf war would not improve Best Buy’s current situation against the “wave of change” that is upon them. There is just too much money to be made in electronics and appliances. Protect the turf at all costs thinking in both these cases results in both sides losing. Amazon loses satisfying customers who want to go purchase an e-reader locally. Best Buy loses that customer who came to their store to purposefully buy an ereader. In education, protect-our-turf-at-all-costs thinking is happening on multiple levels. It is most insidious at the local level, where individuals fight hard to preserve what exists because it is their turf, and they’re not giving it up. Antidote for “turf-protecting thinking is simple. Keep your eyes focused on the real reason why we do what we do, the kids. Recognize that we share a common purpose.
• “Change for Change’s Sake thinking.” With everyone yelling about the need to reform our education system, this is perhaps one of the most increasingly common forms of thinking that keeps a school or district from moving forward. This kind of thinking is perhaps best illustrated by the argument many make for certain reforms, by simply stating, “Well, we’ve got to do something.” This kind of thinking is responsible for the endless wheel of reform, education often finds itself on. Educators and policymakers institute change because, in their view, change is called for. Never mind whether the change is sound or really addresses the issues. Many people accuse those who speak out against such reforms or proposals as “defending the status quo” or as “advocating for what is.” But “We’ve just got change this” thinking is just as dangerous to an organization as well. When Borders decided to enter the ebook market, a great deal of blood between Barnes and Noble and Amazon had already been spilt. Their decision was late, and more importantly, it was reactionary thinking. Change for change’s sake thinking is reactionary thinking without deliberation. It is deciding to take a course of action, not because it is the best course of action, but because “We’ve got to do something.” I can’t but wonder whether a great deal of our current national ed policy under Race to the Top is this kind of thinking. There is no research to support that having Common Standards, instituting merit pay for teachers, or using value-added measures is going to raise student achievement. In fact, there is some research to the contrary, yet there’s the push to implement reform, and anyone who questions it is said to be guilty of “supporting the status quo.” Change of change’s sake thinking submits to simply taking a course of action, because there’s a perceived obligation to do so. The antidote for the reactionary thinking of this kind is simply pausing and resisting the urge to do something immediately. By pausing, you buy time for level heads to prevail. 

There are certainly many other kinds of thinking that would cause a district or school to miss that “wave of change” that propels other schools and districts to successful innovation. In my experience, the forces within a school or school district employ any and all of these ways of thinking to preserve things just as they are. Let’s just hope those schools and districts don’t end up like Circuit City, Borders, or Blockbuster.

According to Kitty Porterfield and Meg Carnes, in the book Why Social Media Matters: School Communication in the Digital Age, school leaders should

“Think of your website as home base for your school information platform.”

A great deal is written about school leaders engaging in the use of social media. I myself have done the same. But, most of us have a more powerful way to communicate information and image to the broader world than social media, and that is our school or district web presence.

My own experience is that most districts do not spend a great deal of time deliberately thinking about their web presence. They simply post a web site because either “everyone’s doing it” or there’s some written or unwritten mandate out there that says they must. The result of this often means a school or district has a web site, but it is highly underutilized and poorly updated, and that is a shame. A web site is an opportunity for a school or district to get its message out to the world.

I am going to propose a new idea: “21st century school leaders need to take charge of their web presence.” In other words, school leaders need to make their web sites purposeful places of information and news about their schools and districts, make it a tool of public relations and organizational promotion.  To do that, here’s some simple suggestions:

1. Do not delegate updating the web site to someone else. I can already hear the protests on this one, especially from those “not-so-tech-savvy” school administrators, but hear me out on this one. Too often, school administrators have no clue about how web sites work, and how important web presence is. If a school leader takes on the role of updating and monitoring their school web site, then what goes on it matters. They also know what’s on their school web site. I am afraid there are probably administrators out there who don’t even know everything that is on their web site. By taking on the role of managing your web site, you know what is there. You can also make sure it projects your school mission and vision to the world. In a word, when you take on the job of managing your school site, you take its content personal, and that is important.

2. If you do delegate your web site management and maintenance to someone else, make sure you are involved. Too often, web presence is delegated to someone who knows how to do it, then the school administrator rarely assists in its management and maintenance. If a school leader is going to delegate this task, she needs to meet periodically to review the site and examine it for content, style, aesthetics, etc. This periodic review also needs to look at the site’s statistics. By looking at analytics such as web traffic and traffic sources, school leaders can tell if they are getting the most out of their web presence, and look for ways to increase traffic to their site, after all, why have a web site if you aren’t interested in its traffic?In the 21st century, just having a web site isn’t enough. To utilize that web presence to fullest, school leaders need to be involved in its management and maintenance even if the mechanics are delegated to others.

3. Use social media tools to direct traffic to your web site. While social media can be used to make announcements, which I do myself, it can also be used to promote your web site. This is especially important for those longer announcements and more detailed information that can’t be shared on Twitter in a 140 characters, or on a Facebook page. Using social media tools to direct traffic to your web presence, simply means posting using social media tools when there’s significantly new information, or just important information on your web site. Ultimately, my personal goal is to get parents, and the larger world,  to visit our web site regularly without prompting, even getting them to subscribe to changes with RSS, if that’s possible. Ultimately, social media is a means to call attention to our school or district’s web presence.

4. Update and revise your web site often. If you want people to visit your school or district web site often, then you have to give them a reason to do so, and this can be done by constantly providing new and engaging information. If you take a moment and visit some school or district web sites today, and you return to them a year from now, you will probably see little change. Maybe the calendar widget has changed, or the little announcements box has new items in it, but if you click on the “principal’s message button” you are treated to the same message he posted last year. If you want people to return to your site again and again, you have to give them a reason to do so. This means updating and providing new and engaging information about your school on a regular basis.

5. Carefully and deliberately select your web presence manager. Too often the role of web presence manager is simply “dumped” on someone with the tech savvy to operate the software. This is a big mistake. Instead, 21st century school leaders should delegate their web presence management to after carefully and deliberately selecting the person who will take on this role. Yes, the person needs to tech know-how, but they also need to be expert communicators, knowing how to make the most of the medium. They need to be able to do more than just “update the web page with latest announcement.” They need to know who to make the most of web presence in promoting school or district. Simply selecting someone who knows how to work the tools makes little sense in a digital age when you are projecting a global image by your web presence.

The reality is, a number of school leaders view just having a web presence as enough. The truth is, those who think that are missing out on using an effective tool to get their school or district’s story out to the world. To get the most out of our web presence, you have to start looking at our web site as “information central” about your school and district, and take an active role in its management and maintenance.

“Our students must learn not only how to use current technologies, but also how to evaluate which ones work best for particular tasks or projects,” write Howard Pitler, Elizabeth R. Hubbell, and Matt Kuhn in their latest edition of Using Technology with Classroom Instruction That Works, 2nd Edition. In the digital age, that is the crux of our instructional problem: how do we give students the experiences with digital technologies that make them effective consumer-users? And, how do we do this without being technologically-tool centered, when the tools so rapidly change? Pitler, Hubbell, and Kuhn offer one effective approach: focus on the instructional methods that work, and then engage students in using technology while employing those research-based instructional strategies. Using the high-yield instructional strategies found in the book Classroom Instruction That Works, the authors show how technology might be employed in the service of using each of these instructional strategies:

• Setting Objectives and Providing Feedback
• Reinforcing Effort and Providing Recognition
• Cooperative Learning
• Cues, Questions, and Advance Organizers
• Nonlinguistic Representations
• Summarizing and Note Taking
• Assigning Homework and Providing Practice
• Identifying Similarities and Differences
• Generating and Testing Hypotheses

Using Technology with Classroom Instruction That Works takes readers through each of these high-yield instructional strategies and then points out specific kinds of technologies that lend themselves to helping teachers engage in those teaching strategies. For example, Identifying Similarities and Differences is a strategy that research says brings  the highest levels of gains in student achievement. Pitler, Hubbell, and Kuhn’s book gives educators ideas on how  to engage students in the use of this instructional strategy through the use of different categories of technological tools. At the same time, the authors offer readers many examples of how practicing teachers are using those technologies in the manner they describe. The categories of technologies these authors focus on include:

• Word Processing Applications
• Organizing and Brainstorming Software
• Data Collection and Analysis Tools
• Communication and Collaboration Software
• Instructional Media (Learner as Consumer)
• Multimedia Creation (Learner as Producer)
• Instructional Interactives
• Database and Reference Resources
• Kinesthetic Technology

Using Technology with Classroom Instruction That Works is not a "how-to" book when it comes to employing technology in the engagement of instruction. Rather, it is a "big-picture" book that surveys the field of technological tools and helps the teacher connect with the kinds of technology she might wish to use in the classroom. Educators in the classroom up to district leaders, who are interested in what kinds of tools teachers and students can use with research-based instruction, will find this book quite useful.

“The educational improvement efforts now in place are aimed at bringing back the education that American offered students in the 20th century (with some technological enhancements,” From Digital Natives to Digital Wisdom: Hopeful Essays for 21st Century Learning by Marc Prensky

Do Americans really have the stomach to “reform their schools?” Looking at the list of reforms in vogue today, one can only wonder whether reform is really the goal, or as Prensky points out, “Reform efforts are more about bringing back the education system that was,” instead of creating an education system that truly meets the needs of 21st century students. We continue to strangle our education system with accountability and testing, standardization, and general neglect, and yet, we are surprised that our students are still dropping out and still not achieving.

If we truly want to change education in our country, then perhaps we really need what Sir Ken Robinson calls an “education revolution” instead of reform. The truth is, we’ve been reforming education for years. When I left college for my first teaching job in the late 80s, the dust was still flying from frantic reform efforts to address the “issues” identified in the Reagan administration’s report A Nation at Risk. Career ladder programs were attempted to provide teachers “pay based on merit.” Standardization of education was afoot through standards implementation at the state level. Politicians were hung up on national test scores that signified “the educational apocalypse on the horizon.” And, the predominate mantra was, “Throwing money at our educational problems won’t fix them.” These ideas offer absolutely nothing revolutionary. They, like many of our reforms now, simply tweak an education system that is in need of a revolution. As Prensky points out, “However well meaning those who proposed and fund today’s educational reforms may be, their aim is generally to improve something that is obsolete.”

I actually think Prensky is being too kind. Those pushing some of the reforms today are not “well-meaning at all.” They have political and cultural agendas that actually do not want to see public schools thrive. They want to see an end to all public schools, or at least a marginalized public school system that is much weaker and irrelevant. These are the same individuals and groups that turn our schools into places where culture wars are fought and political points are scored.

The truth is, to revolutionize the education our students are getting, there are three things school leaders can focus on immediately, and none of them are magical or new. According to Marc Prensky, “Lots of money is being spent on trying to fix the educational ‘system.’ But what the reformers have haven’t yet understood is that it’s not the ‘system’ that we need to get right; it’s the education the system provides.” Let’s focus on the education our children are receiving and not the “system.” Here’s 3 things for considerations for starters:

• Make learning authentic. Let’s engage our students in the kinds of learning that is based in the real world. Project-based learning and problem-based learning ask students to engage in real learning tasks. Even making our classrooms more real-world like makes learning more authentic. Getting students out of rows of desks and at tables or even seated in huddles on the hallway floors. There’s nothing authentic about sitting in desks carefully placed in rows, or working on questions in at the conclusion of each chapter in a textbook. Teachers standing forth lecturing and directing all student learning is also inauthentic learning. Teachers still practicing in this manner, and principals/school leaders who support this kind of teaching are guilty of malpractice. It takes authentic learning experiences to revolution the learning and education of our students.
• Foster a school culture of support and personalization. Most schools I’ve worked in are still hard at work forcing students to fit into them rather than changing the school to fit the needs of its students. Schools can focus on the education of children by simply becoming flexible agents that bend and twist to meet the needs of students. For example, schedules do not have to be same every year. Why can’t the class schedule be revised to fit students’ needs instead of fitting students to a class schedule?  Schools must become personal places where all students are known for who they are, not by simply whether they scored “proficient on the latest test,” or by their student number. A school that truly personalizes education for students will not allow students to slip away into the anonymity of numbers. They know their students for who they, and they adapt and find ways to support and personalize education for all students.
• Allow students to engage in using 21st century tools. Far too many schools, and their administrators, are still fighting to keep technology out. If we want to revolutionize the education our children are receiving, then let’s give them the technological tools they need to access the wealth of information online. Let’s give them opportunities to use those same tools to create content, and connect with others globally. School administrators can begin revolutionizing the education students in their schools by embracing Bring Your Own Device (BYOD) policies, 1:1 technology initiatives, and by becoming technology users themselves. Still school administrators need to be cautious and remember: the success of the education the students are receiving through technology is not measured by the number of iPads or laptops purchased. The success is found in the classrooms where teachers engage students in using these devices, not as tools “assist them to teach as they’ve always done.” But as a means to challenge and disrupt both teaching and learning.

Reform efforts abound. Just ask any politician and I’m sure you will immediately get a long list of “Things-I’m-gonna-do-to-reform-education.” Most often, this only translates into trying to turn schools into what they once were, or into what that individual would like them to be. As school leaders, we can revolutionize the education our children receive if we focus on that education and not the system. If we simply emphasize the importance of authentic learning, foster a culture of support and personalization, and give students 21st century learning experiences with 21st century tools, the education revolution will begin in our schools.

As teachers exit the buildings this summer, here is an excellent list of resources provided by Best Colleges Online to send out to teachers for review over the summer. 

In one of my previous posts, “4 Social Media Strategies for 21st Century School Leaders” I described general social media listening strategies from the book Why Social Media Matters: School Communication in the Digital Age by Kitty Porterfield and Meg Carnes. These strategies are designed so that school leaders can plan and implement those strategies for keeping an ear to the ground, or as in this case, an ear to the Web. But in order to implement those listening strategies, school leaders need tools to do the listening. Here are three, free, easy-to-use social media monitoring tools to use to listen to what’s being said about your school or district.

3 Social Media Monitoring Tools for 21st Century Leaders

Google Alerts:  Google Alerts are simple to set up and are, for me, the most valuable Web monitoring tool. Think of Google Alerts as being an automated web search that returns those results to your email inbox or RSS reader. You can determine whether you receive results “as-it-happens,” once a day, or once a week. Using this to monitor the Web for mentions of your school or district is simple. You type in your school or district name, and any other related words or phrases, and Google Alert will deliver links to those mention instances back to you.  To get started with Google Alerts, check our this “Getting Started Guide.”

Google Alert Email

Ice Rocket: This specialized search engine allows users to search for words or phrases among blogs, Twitter, Facebook, and Images. You simply type in the name of your school or district and if there are matches, it returns them to you. Think of this as a social media search engine. School leaders can use this to do quick searches for mentions about their schools or districts. Try out Ice Rocket for yourself.

Ice Rocket Web Site

Addict-o-matic: This site is another specialized search engine. Unlike Ice Rocket, this search returns your results into what looks much like a columned newspaper. School leaders can search for key words or phrases relating to their school and immediately glance at the results. Like Google Alerts, this one also searches for videos in YouTube. Check out Addict-o-matic here.

Addict-o-matic Web Site

Monitoring what constituents are saying about your school or district need not be a complicated process, and best of all there are free tools available to do this. As both Portfield and Carnes point out, 21st century school leaders have no choice but monitor the Web conversations about their organizations.

I can't help but feel a bit honored to be included among those bloggers in EdTech Magazine's "Honor Roll: 50 Must-Read K-12 Education IT Blogs." This includes many ed tech heroes of mine such as Will Richardson and David Warlick. It's a great list to be included, and one I am going to make sure gets loaded into my Google Reader. Thanks EdTech Magazine.

Here's the link to the "Honor Roll: 50 Must-Read K-12 Education IT Blogs."

Many school leaders and policy makers still express a high level of skepticism regarding social media’s potential as an educational tool. This is evident by administrative efforts across the country to block and ban the technology rather than engage it instructionally. As authors Ronald Williamson and J. Howard Johnston write in their book The School Leader’s Guide to Social Media:

“Given the explosive growth of social media, and its tremendous potential to change the way we communicate, learn, and teach, many educators argue that we have a moral and ethical obligation to teach our students how to use this technology effectively, ethically, and for the greater good. As one of our colleagues put it, ‘To ignore this technology is to deprive kids of the chance to see how adults use it for productive and responsible purposes. It’s not going away, so if we don’t do the job, it will be left to hucksters and others who see the technology as a way to exploit people rather than help them grow.’ That’s a tall order for school leaders, and a tremendous responsibility for the schools.”

Just as Williamson and Johnston suggest, the time has come for school leaders to stop trying to find ways to block and ban social media and embrace it as both an educational tool and a fact of life. It is time to overcome the fear of all the bad things that might happen, roll up our sleeves and begin the work that will give the technology it’s rightful place in our schools. The problem of getting started though, is often seated in a lack of knowledge and understanding of social media and its potential in education. That’s where Ronald Willamson and J. Howard Johnston’s book, The School Leader’s Guide to Social Media can help.

In this book, Williamson and Johnston provide a crash course on what social media technology is and how school leaders can step up and lead in tapping into its true potential as a educational tool. Loaded with tons of practical tips to help in the successful implementation of social media in teaching and learning, The School Leader’s Guide to Social Media is a comprehensive guide to using social media in education.

For example, Williamson and Johnston begin their argument for social media by providing school leaders with this list of top 10 reasons they should focus on social media:

• It’s here to stay and it’s only getting bigger.
• Kids are using it to talk about you and your school.
• It’s the way kids communicate.
• It’s a new workplace and higher education communication standard.
• Mobile devices put a computer in nearly everyone’s hands.
• It has huge potential for school leadership.
• It’s a great way to engage kids in instruction.
• Communication is instantaneous and widespread.
• It’s beyond the control of the school, but it can be used well in school.
• Schools can model and and help kids learn responsible use of social media.

In addition to providing a clear rationale for social media’s place in the school, Williamson and Johnston also provide a description of social media, its educational potential, an overview of the potential pitfalls of social media, and clear ideas to proactively address these pitfalls through solid acceptable use policies. In later chapters, the authors review the most commonly used social media tools and provide many, many ideas on how to engage the technology as a learning tool for both students and teaching professionals. They also give specific suggestions on how school leaders can engage in the use of these same tools in their administrative roles. The School Leader’s Guide to Social Media is an excellent resource for the school leader who has not yet bought into its potential as an educational tool, but needs more than a how-to-set-up-a-twitter-account approach. It is a book about the integration and engagement of social media. It is a book that definitely will end up with some pages dog-eared for future reference.

For me personally, the only negative with The School Leaders Guide to Social Media is that there is currently no eBook version for my Kindle yet. However, the publisher does offer a DRM Free version of the book at the Eye on Education Publisher's Website.

Here's excellent graphic, reminder to all of us regarding how our students engage in technology use. There's not a lot more to say. I think the illustration says it all.
Via: OnlineEducation.net

My personal favorite time of year is here: the annual NCTIES (North Carolina Technology in Education Society) Conference. This year I will be conducting two concurrent sessions. The first one focuses on developing a Professional Learning Network from a school leader's perspective. Emphasis is on sharing ideas on how to get the most out of Twitter, Blogging, Facebook, and Google+. Here's my presentation from Slideshare for those who are interested.

On Friday, I will review my favorite web tools as a school administrator, many I have reviewed before. Here's the slideshare of that presentation.
NCTIES is an excellent opportunity to explore tech, network, and have fun with educators who are excited about technology.

Amazon now offers Kindle users still another tool that makes using a Kindle even more functional. They now offer a "Send to Kindle" app that lets users upload any document to their Kindle. This means users no longer have to read those lengthy MS Word and PDF documents from a PC. Users can add functionality by installing this simple application to their PC. 

As 21st century school leaders, the New Year gives us the opportunity to declare the direction we are going to move as 21st century educational leaders in our schools and districts. While there are certainly other areas to consider as we make New Year Resolutions as school leaders, here's three I consider imperative.

Social Media
In the coming year, it’s time to begin a genuine examination of the place social media has in your professional life and practice. Maybe it’s time to quit thinking narrowly of all the negatives that can happen when educators engage in social media use, and begin to look at potentials. Social media is here to stay in one form or another. It is time to move beyond trying to find ways to keep social media out, and engage in its use and encourage others to do the same. It’s time to quit wasting energy trying to keep social media out of our schools and embrace it as just another way to engage our students, parents, and community.

WiFi Access for Students
As bandwidth has become more available, it is time for us to look for ways to provide WiFi access for our students. As 21st century leaders, we need to provide an environment where our students and staff can remain plugged-in and powered-up rather than unplugged and powered-down. We need to make it a priority to find ways to give our students WiFi access within our school buildings and connectivity with their own devices. It takes a special, creative, 21st century leader to provide this access, keep our students safe, and teach students how to connect responsibly.

Explore and Move to the Cloud
One of our goals as 21st century leaders is take the limited resources we have, and provide the most with those resources. The cloud provides us the biggest opportunity to do that. The 21st century leader fearlessly explores cloud-based services and opportunities. Allowing Google to maintain email services or Microsoft maintain Office apps online is the future. We have a responsibility as 21st century leaders to deploy our resources in a manner that makes the most sense, and that gives us the biggest return for our investment. This school year, all 21st century school leaders need to commit to exploring the possibilities of cloud-based solutions and engage in their use whenever possible.

Being a school leader in 21st century schools is exciting. There are so many opportunities to for our own growth and exploration. As you make your New Year's resolutions, what areas would you add to this list for 21st leadership resolutions?

Would your school district like to save money and cut down on technology-related and technology support costs? Think about what a school district IT department could get accomplished if they never had to worry about administering or troubleshooting your district email server again. Or, what if there were no need to purchase all those office suite PC licenses again? There are a growing number of cloud-based “Online Tool Suites” available to school districts, and "going-to-cloud" makes a great deal of sense for school leaders looking to save money, increase the number of online tools available to staff, and to bolster security.

There are quite of few reasons for moving to a cloud-based “Online Tools Suite” as opposed to using locally installed and maintained applications. Here's three good reasons to move to a cloud-based online tool suite from my perspective since our district moved to Google Apps well-over a year ago.

• Cost savings can be enormous. When a school district moves to the cloud for email alone, there's savings in maintenance and hardware costs for such things as email servers and network infrastructure. Such a move also eliminates the need for maintaining and troubleshooting these services too. With a service like Google Apps, backup of email is also less problematic, and as applications like Google Docs continue to improve, there may be even less need to pay for software licenses for office suites as well, not to mention no need to worry about updates and troubleshooting for these applications.
• Using cloud-based online tool suites allows for more streamlined collaboration and sharing. Online tool suites offer a variety of collaboration tools within their applications and the ability to easily share projects. Our district's use of Google Docs has meant using the online tools to share things like meeting agendas, schedules, and address lists. Also, it has meant being able to collaborate online in the creation of other documents like school improvement plans and handbooks. Sharing documents without attachments has also been greatly simplified. Online tool suites like Google Apps adds an entirely new dimension to collaborating as professionals.
• Online tool suites like Google Apps offer users an increasingly wide variety of tools highly suited for education organizations. Email, Google Talk, Google Sites, among many others that make up the Google Apps suite make communication within and without the organization more seamless. Google calendar with its sharing feature makes scheduling school and district events much easier. Google Docs is perfectly suited for the education organization where collaboration and team work have become even more important. More importantly, as Google refines and introduces more and more apps, our district is in a perfect position to take advantage of them.

Of course, one of the biggest concerns many have with a move to a cloud-based online tool suite is security. One reason for this is that once someone starts talking about moving data out of the physical proximity of the central office servers, a sense of panic begins to rise up. There's some kind of comfort in having the actual storage of data on your own real estate. Then, questions begin to arise like this one: “What do we do if someone gets our data, especially data that would place our district in violation of FERPA?” That is a legitimate concern of course. However, if the truth be known, companies like Google have much better resources for maintaining the security of data than school districts. Their resources for maintaining cloud security are almost unlimited, whereas in times of declining budgets, school districts do well just to maintain what they have. Maintaining security is ongoing and requires both ongoing monetary and physical resource costs to keep data systems secure and current. It just makes sense to allow a larger company who make it their business to keep data secure and store it. Besides companies like Google can’t afford massive data breaches and violations of data security so you can count on the fact that they consider security of the utmost importance.


I am not necessarily promoting Google Apps over other online tool suites. There are others available such as Zoho and Microsoft Office 365. Since I am most familiar with Google Apps I refer most often to its features, and offer the list of resources about Google Apps below.

Google Apps for Education Web Site
Google Apps for Education Community
Google Apps for Education Training Center

Perhaps others can suggest or express their experiences with other cloud-based online tool suites. How have  these solutions worked in your district or organization?


In the 21st century moving to cloud-based online tool suites just makes sense. In the age of declining budgets and limited resources, it is the very thing a 21st century leader will do.

In October, I posted “Top 10 Signs Your School Is Caught in a Time Warp: List for School Leaders.” Of course the whole idea behind that post was to call attention to those leadership proclivities that are actually hindering movement toward a 21st century learning environment.

Now, let me be just a bit more direct in this post. Here’s the list of indications that your school leadership is obsolete and in need of a big upgrade.


1. You actually find yourself defending school policies that ban the use of cell phones in your building. Cell phone bans need to go the way of the slate and chalkboards. Instead of prowling the halls to catch students with cell phones out, how about getting students to use them constructively? Besides, if a cell phone disrupts class, it is the user that actually disrupts the class, not the phone. Cell phone bans are a waste of administrative energy and time.

2. You defend adamantly the use of Internet filters on your school networks. I know all about the CIPA compliance issues and all, but perhaps your leadership is just a bit outdated and your knowledge of computers inadequate if you actually think filters work. Let’s face it, most districts put filters on their networks, not because they work, but because they allow them to keep their funding. If you really want to know whether your Internet filters are working, just ask a student. The smile on their face says a great deal. Heck, some of them might even show you one way they use to get to Facebook even though it’s supposed to be blocked.

3. You brag about the number of computers, smartboards, or iPads you have in your building. I have to point the finger to myself a bit on this one. It’s darn hard to resist boasting about your computer-to-student ratio when a fellow administrator brags about his, but the truth is, it really doesn’t matter if you have 3 computers to every student if no one is using them effectively for learning. Administrators have historically boasted about needing an iPad for every student or a laptop for every student. I’ve even heard school principals boast about having Smartboards in every classroom. Truth is, it’s not the numbers that matter; it’s what students and teachers are doing with those devices that matters.

4. You see Facebook and other social media as one of the biggest menaces of modern society.  Granted, I will admit I’ve dealt with enough “Facebook-connected issues” that I sometimes think “Zuckerberg” should be a bad word. But, social media is our reality; it’s our students’ reality. We can’t keep blocking it out with the hopes that it will go away. It will, in some form, outlast us all. Instead, let’s figure out some way to use social media educationally. We all might learn something.

5.  You think learning occurs only within the confines of your building’s classrooms under the direction of your teachers. Our students are learning about things they care about in spite of us. Classrooms are not the only places where student curiosity is satisfied (if they ever were). Our students are engaged in massive learning on their own while sitting with digital devices wherever they happen to be. It’s time to measure learning by something other than seat time and length of class periods. Perhaps we could even figure out a way to channel all that energy to learn to accomplish our educational goals.

School leaders suffering from “obsolete leadership” really do prevent schools from becoming 21st century learning places. Perhaps someday we’ll quit trying to defend the rules and question why the rules exist in the first place. That said, I am positive there are others indicators that could be added to this list.

I have read a great deal on the web about teachers making their classrooms paperless, which brings the following question to mind: "Why can’t school administration become paperless too?" How many times in the course of my job do I use paper in the line of duty? Is it necessary to have physical copies of everything I do as a school principal? The answer to that last question is a 99% no of course. The 1% are usually district level documents that someone is just not quite comfortable yet with having a cyber-copy only. In reality it is possible to eliminate much of the paper used during the course of carrying out administrator duties, and to do so with inexpensive tools.  Here’s my suggested list of tools to make the role of principal or school administrator paperless too.

• Google Docs: Google Docs’ sharing feature makes the act of copying and distributing a document of any kind, whether wordprocessing, spreadsheet, or presentation, just plain sinful. For example, if you want to provide your faculty with agenda, why not share a a Google Document version of it with them? Then, just send them an email invite. Or, if you want them to have a copy of a professional development presentation, send them an email invite to it as well. There’s little need to provide staff with copies of documents any more. Of course, the administrator has to be willing to allow staff to use their technology during meetings, but what 21st century school leader is going to ban staff or meeting participants from using technology? Might as well have your meetings in the dark.

• Email: Of course email is considered just a bit passé by many, but there is no better tool that allows you to put directions and information in writing to your staff. For example, if you need to get procedures to your staff regarding an up-coming open house, send it to them by email. If you need to get a parent message to a teacher, send it by email too. The amazing but simple thing about email is you have a written record of what you sent so there can be no dispute about what was said. But what about the teacher who does not read his email regularly? Sorry, but he wouldn’t survive in my school, and probably not in my district. Perhaps he needs to find a job in the jungle somewhere, away from the 21st century world of technology.
• Dropbox: Dropbox is another one of those tools that can make school administration paperless. While sharing single documents through Google Docs works well, occasionally there are multiple, lengthy documents or media that I want to share more efficiently. With Dropbox, I can place all those items in a folder and share that folder with whichever staff members need access. For example, I created an accreditation folder in Dropbox that contained all of the data and documents the accreditation team needed and invited them to share that folder. There was no need to make piles of copies of data and documents and place them in folders or notebooks. They had access to everything electronically. Dropbox makes making copies of any major documents an anachronism.

• Evernote: I don’t even have a yellow legal pad in my possession any more. Evernote’s abilities to give the user a platform to take notes makes tablets (not the electronic kind) a total waste of money. For example, while sitting in a meeting, I can take notes on those proceedings. The features that make Evernote most useful for this are: 1) instant access on any of my technological devices and 2) ability to share the resulting document with anyone else. Evernote has apps for the desktop, smartphones, and all tablets, so getting to your notes is even quicker than digging them out of your briefcase. Being able to share those notes with others either through social media or through email means no trips to the copier when you want to share them. Evernote is the most versatile piece of software in a battle against using paper for adminstrative purposes.

• Diigo: I only recently began using Diigo more in my role as administrator. I have always shared resources and interesting ideas with staff, but often it was done through either a handout or by email. Email will keep you paperless, but when it comes to sharing links to web resources, Diigo does so much better. I have set up Diigo groups geared to specific staff members and invited them to join. Now, I can post links to Web resources to those groups and because Diigo sends emails when those have been updated, my staff gets updates rather quickly. Diigo is an excellent way to share resources quickly and easily with staff members and even parents.

• Skype or Google Talk:  Because our entire staff has Skype accounts and is logged in immediately in the mornings, Skype has become an excellent way to share out information even more quickly. For example, if I need to announce a procedural change for an event later in the day, I can get that out instantaneously by sending it out by Skype. Staff can just as quickly ask for clarification too. Google Talk functions in the same manner of course, except it messages individuals rather than groups. Both these tools take away the need to write short notes or memos. These are more tools to keep me away from the copier or from reaching for the notepad.
• Blogger (Or Other Blog Platform): Having a school newsletter on paper is another anachronistic habit. There are so many ways to create and distribute information in a newsletter-format, it makes no sense to print them any more. Blogging, however, is one of the easiest ways to provide newsletter-like information to staff or parents. A blog gives administrators the ability to share school news with constituent groups quickly and easily, and students can’t lose them on the way home to school. Blogs also allow for the delivery of multimedia content too. That’s something you can’t deliver through a paper copy.

Of course there are other tools out there that could contribute to making the job of school administrator as paperless as possible. These are just some of my personal, most-used tools. If we want to encourage our teachers to become paperless and use the copier less, then as school leaders we need to take the lead and engage in becoming paperless too.

After looking back over posts made during the course of this past year and examining the number of page views, here's my top five posts for the year.

This weekend, I began studying for my CompTIA A+ certification. After a great deal of soul-searching, I decided that I wanted to pursue this certification. I have spent quite a few years tinkering with PCs. While this certification does not directly impact my current job as a school administrator, I am finding the challenge of exploring all of the intimate parts of a PC fascinating.

I’ve been a “digital-tinkerer” all the way back to my first Windows 3.1 desktop. As the years and operating systems have passed, I’ve continued that fascination. This weekend my interest was re-ignited when I successfully set up my desktop computer as a print-server. There was a great deal of personal satisfaction when I successfully made it possible to print to my desktop printer from multiple wireless devices, including my laptop.

The techno-geeks out there are probably chuckling a bit at my bravado here, but for me, learning about technology has happened in those moments of experimentation and exploration. There is satisfaction in learning something I did not know before, and for me that captures my whole fascination with computers. There is a great deal to be said about experimentation and exploration in the implementation of technology in education settings.


Is it a waste of time for a principal of a school to seek CompTIA A+ computer certification? I like to think learning is valuable regardless of it’s direct impact on my job performance. After all, is this not adding still another perspective to my understanding of PCs and technology? Perhaps others would say principals seeking such certifications is a waste of time. What do you think?

There is no doubt, the Web is all about sharing documents, and new tools are arising all the time that facilitate our ability to do just that. Recently, someone shared a new Web tool developed called TagMyDoc.com which allows users to share their documents through the use of QR codes.

TagMyDoc basically allows users to use QR codes as a means to share and provide access to documents. For example, during a presentation you want to provide your audience with immediate access to your presentation using their smart devices. With TagMyDoc, you upload the presentation to their web site, and you are given a QR scan code. Make that QR available to your audience and they can immediately access the document. No need to type in lengthy URLs or key words. You can even download their scanner app for your Apple device and scan away. I used my Android scanner and was able to seamlessly access my document. I can easily see how this tool might facilitate the use of smartphone technology in both the school and the classroom.
Currently, TagMyDoc offers both free and relatively inexpensive accounts. Try it out here:  TagMyDoc.com

Just the other day, I was asked, “What 21st century tools would you say every administrator needs to know and understand how to use?” It’s an important question, and I think I have tried to answer that question continuously through this blog.  While there are the technological tools that help with administrator’s duties, there are other tools administrators need to know and be able to use simply because of their potential impact on instruction.


This first list describes some of the "tech-knowledge" I think administrators need to have to understand technology as it exists today, and the direction in which it is going. Here's a list of what I consider to be important 21st century administrator general technology knowledge and abilities.

• Use and understand cloud-based applications: With so many of our school functions moving to cloud-based applications, administrators need to understand what the cloud really is, what it means for data, and how to use cloud-based applications to enhance educational initiatives. There should never be an administrator who asks, “What’s this cloud they keep talking about?”
• Use and understand social media platforms: Instead of giving in to fear and trying to find ways to limit access and use of social media platforms by educators, 21st century administrators need to be engaged heavily in the use of these platforms to both promote their educational organizations and to communicate with stakeholders.
• Subscribe to RSS feeds: While there are fewer options for engaging in following RSS feeds, it still is one of the best ways to mine the information morass on a daily basis. Using a feed reader allows an administrator to be more selective in both information sources and in the amount of information they have to sift through to stay current professionally and personally.
• Use web platforms to post information and communicate with stakeholders: Being able to engage in communicating with others in a cyber-environment is a must for 21st century administrators. To really be able to take advantage of the cyber-media, administrators need to be able to understand its intricacies and quirks. They need to be able to take advantage of its features. This means being able to engage in effective 21st century communication.

Web 2.0-Cloud Tools: If I were to select specific Web 2.0-Cloud tools that administrators should know how to use, here’s my not-so-short list.

• Evernote: This is a note taking and Web collection tool. It has both web and desktop applications and a premium version that can be obtained at low costs. http://www.evernote.com/
• Diigo: Diigo is a social bookmarking site. With its tools,  the administrator can share 21st century information and tools with staff and others. It is also an excellent way to share notes too. It is a collection tool too, just like Evernote, but its sharing ability makes it more of a collaborative tool. http://www.diigo.com/
• Dropbox: Dropbox is a way to get to rid of the need to use flash drives. It is the easiest way yet to store files online and access them with any device. It is also an easy way to share files too.  http://www.dropbox.com/
• Edmodo:  Edmodo is the premier social classroom environment. It is an easy way to engage with others in a social, cyber environment. http://www.edmodo.com/
• Engrade: This is one of the simplest to-use online gradebooks I’ve found. It allows administrators to access student grades, and parents too. A few added features like online quizzes and flashcards make it even more useful. http://www.engrade.com/
• Google Reader: This is one of the easiest to use RSS feed readers. Google reader allows users to bring what they want to know to their desktop. www.google.com/reader
• Google +: Google + is relatively new, online social media environment. It allows users to connect synchronously and asynchronously. It is also possible to organize those you communicate with into circles which are groups. https://plus.google.com/
• Google Apps (Email, Calendar, Google Sites, Google Docs): This collection of apps only get more and more powerful. Users can also engage in real-time collaboration with these tools.  http://www.google.com/apps/intl/en/edu/
• Twitter: Twitter is a most used microblogging website on the web. Tweeting out information in 140 character bursts are the norm. http://twitter.com
• Facebook: You have to have been living in a cave lately to not have heard of Facebook. I include this one on the list because administrators need to both learn how to use it and understand it. Too often it is being banned and thrown out because of the bad things that have happened with its use. http://www.facebook.com/
• Blogger (Or another blogging platform): Blogging is an essential way to connect with others and to disseminate ideas and information. In my opinion, administrators need to be bloggers to see its true potential as a provider of authentic writing experiences. www.blogger.com
• Kindle E-Readers and Nook E-Readers (All Devices):  Being able to engage and use an E-reader by all educators is a 21st century must-have skill. Download the free Kindle apps here: Free Kindle Apps. Download the free Nook apps here: Free Nook Apps.
• Wikispaces (or other wiki platform of preference):  Being able to engage in the use of wikis, no matter which product, is a must for the 21st century educator. Understanding how to use them helps administrators see their educational applications. Also, there are collaborative administrative tasks that could also be carried out using a wiki. http://www.wikispaces.com/
• Prezi: Prezi is a presentation application alternative to PowerPoint and other slide-oriented presentation programs. http://prezi.com/

Other Web Apps or Honorable Mentions: These are applications I have used, but that haven’t become a regular part of my own Web 2.0-Cloud Apps toolbox.

• Symbaloo:  A personal Desktop sharing tool. Can be used to share links or bookmarks with others.  http://www.symbaloo.com/
• Springpad: Another note taking and task management application. http://springpadit.com/home
• Wall Wisher: A presentation program of sorts that allows users to post notes on a virtual wall. It is fully collaborative too.  http://www.wallwisher.com/
• Wordle: A tool that allows users to create appealing representations using text and words.These are called word clouds.  http://www.wordle.net/

Software Knowledge

• Office Suite Programs (Whether MS Office, Open Office, or Libre Office) Obviously, all 21st educators need to be able to engage in the most common software tools found in an office suite. http://www.openoffice.org/ and  http://www.libreoffice.org/
• Photo-Editing Software (I Use Picasa 3): Being able to edit photos and alter them using editing software is a must. My tool of choice is currently Picasa. It’s free.  http://picasa.google.com
• Inspiration: I consider this one of the best buys in educational and productivity software. Inspiration allows users to create informational maps or outlines. http://www.inspiration.com/

Device Specific Knowledge

• Basics of Smartphone Technologies: Being able to use and understand these devices as a 21st century administrator is a must.
• iPads and other Tablets: Administrators still fighting to keep these devices out of their schools are already fossils. Administrators need to know how to use these devices and be leading the way in exploring how to use them instructionally.
• Smartboard Technology: Understanding smartboard technology is paramount. Too often administrators see these devices and immediately think they need one for every classroom. If administrators were more knowledgeable, they would perhaps see that having one in every classroom isn’t necessary.

I realize my list of all things Techie and administrator might want to know about is lengthy. I also realize that the individual apps and devices are subject to change rather quickly. Still, the 21st century administrator engages in using and understanding technology constantly. Perhaps this list will help guide technologists in deciding which kinds of training they want to conduct for their administrators,