Notes from India: Educators as risk-takers
I just returned from ASB Unplugged, a 1:1 school laptop conference hosted by the American School of Bombay in Mumbai, India. If you can imagine nearly 300 educators from international schools all across the world - all talking about technology integration and implementation, effective instruction, and empowering leadership within the context of 1:1 laptop programs - then you probably can guess what a great time I had. I was in charge of the leadership strand of the conference. Jamie Fath and Nick Sauers, whom many Iowa educators know from the Transitioning and Boot Camp training that CASTLE is doing with the School Administrators of Iowa, accompanied me. The conversations that the three of us had with the international educators were extraordinarily robust, meaningful, and insightful. My time in India sparked some thinking about educators and risk-taking...
Part 1: International educators are risk-takers
One of the things from the conference that resonated with me was the international educators' willingness to take risks. If you've been teaching the same thing in the same school for the past 15 to 20 years, it may seem like a fairly big deal when someone then comes in and asks you to start integrating this technology stuff into your daily teaching practice in a meaningful way. On the other hand, if you've already packed up your entire family and headed off to work in Nairobi, Kenya - and then Caracas, Venezuela - and then Budapest, Hungary - and then Doha, Qatar - and then Shanghai, China - you've already taken the enormous risk of repeatedly uprooting your entire lifestyle and adjusting to a new school, city, and country. For international educators who already have proven themselves as risk-takers, being asked to pull technology into their educational practice may not seem as big a deal.
So I think one of the biggest assets these international schools have - even more than their globally-minded students and parents and their tremendous financial resources (tuition often is upward of $30,000 per student) - is that they have buildings full of educators who already have established themselves as risk-takers. It seems to me that a school full of people who are willing to try things - to 'give it a go,' if you will - is extraordinarily well-poised to be successful in a rapidly-changing climate such as that in which we now live. The challenge for those of us who don't work in such schools is how we create this kind of learning climate within our own organizations.
Part 2: Wouldn't Google's CSI event be a good model for educators?
Google has an annual event called Crazy Search Ideas (CSI), for which employees bring their most offbeat ideas about Internet search to the table for vetting. This is a classic technique to foster innovative brainstorming. Why don't schools do this? I'm sure that front-line educators have plenty of out-of-the-box ideas that might potentially be breakthroughs for school organizational and/or instructional logjams. Until we find ways to empower school employees' risk-taking and innovation - and then scale successes to the larger school system - we're never going to become the true learning organizations that we need to be.
Part 3: Assessing educators' willingness to take risks
I'm working with an ISU honors Psychology student, Hana, to identify assessments of individuals' proclivity to take risks. What we'd like to do is run some educators against the assessment(s) to see if they're more likely to be high or low risk-takers. We may even do some comparative work where we also assess professionals in other industries. If your school or organization might be interested in participating in this project, please drop me a note in the next couple of weeks.
Many believe that the internet has made it easier for us to participate in political activism. But is that really true?
- Protesting in person is costly in terms of money and resources; some people have children to take care of, jobs that can't be away from, or may not have time to attend a planning event.
- The internet was supposed to be a way to sidestep this barrier to political activism. But this doesn't consider the other barriers preventing poor and working-class folks from participating in digital activism.
- In particular, these people lack ASETs: access to computers, the skills to use them, the empowerment necessary to feel that using Twitter or other social media is for them, and the time to make use of digital platforms in an effective way.
Some games are just for fun, others are for thought provoking statements on life, the universe, and everything.
- Video games are often dismissed as fun distractions, but some of them dive into deep issues.
- Through their interactive play elements, these games approach big issues intelligently and leave you both entertained and enlightened.
- These five games are certainly not the only games that cover these topics or do so well, but are a great starting point for somebody who wants to play something thought provoking.
The bid to buy Greenland is unlikely to become seriously considered.
- Greenland and Danish officials alike think the idea is ridiculous.
- The island is an autonomous state, and it's unlikely the Danish would sell it because of yearly subsidies costs.
- After hearing the Danish Prime Minister call the idea absurd, Trump cancelled their forthcoming meeting.