Crafting Hindsight: April 2013

EDT6440 Spring 2013

MP2 – Disrupting Class How Disruptive Innovation Will Change the Way the World Learns

April 15, 2013

Christensen, Horn, and Johnson bring a bold set of predictions within the pages of Disrupting Class How Disruptive Innovation Will Change the Way the World Learns. Their logic is based in studied models, and many of the changes they’ve predicted are starting to occur. However humans are not always logical, and it will be interesting to see how this all plays out. We already see adoption of cloud-based computer-aided learning among ‘non-consumers’—where the alternative is nothing—in the form of specialized classes, and also in the homeschooling arena where learning was previously limited by parent knowledge (Christensen, Horn, & Johnson, 2008, p. 89-95). We are also witnessing one accelerating factor of disruption occurring locally in the form of a government crisis, but whether it will be innovative disruption that can benefit students remains to be seen (Christensen, Horn, & Johnson, 2008, p. 100-102).

In current local events, the WSBT-TV website informs us that the Benton Harbor High School will be undergoing drastic cuts. “Union officials say they just learned a few days ago the district is going to send out pink slips to the entire faculty this week”. All of the teachers are being let go and must re-apply for their jobs if they wish to continue teaching at the school. Only about half of the teachers are expected to be rehired as part of a state-approved turn-around program (Bohn, 2013). Additional information from the Herald Palladium softens the blow, but only by a very small consolation in that the non-returning teachers will be ‘laid-off’ rather than fired so as to help them with their job search (Genellie, 2013). The local news reports do tell us ‘what’ is happening, but what they fail to do is to inform us of the ‘how’ things will be different.

No information is given as to what plans the turn-around program has for change. Perhaps this is to be determined by whoever steps in to head the school. At the moment I’m left with a multitude of questions. First and foremost, Benton Harbor is a very financially poor school district, and it along with the rest of the nation has been charged with leaving no student behind. How can they possibly succeed without bringing additional resources to the table? Initially reading Disrupting Class, I ideologically clung to the picture that Christensen, Horn, and Johnson painted of teachers being able to utilize technology to teach more students and perhaps get better pay (Christensen, Horn, & Johnson, 2008, p. 107). However in this instance—at least initially—the indicators are that the teachers will teach bigger classes and be paid less. Technology is not in the picture. Not to give the impression that I think the authors are wrong—I don’t—but every instance will play out in its own way. It can, and it will get ugly.

As I consider the situation, more questions arise. Will they take advantage of peer-to-peer learning available in the cloud, and group students by subject and interest so that the students can engage each other in a social environment; and in doing, build a learning community (Watters, 2012)? Will they allow students to learn via computer-aided learning in a modular approach that allows for students to take ownership of their own learning and progress at their own pace (Christensen, Horn, & Johnson, 2008, p. 23)? Will they find new ways to reach the students that align with Howard Gardner’s theory of Multiple Intelligences (Christensen, Horn, & Johnson, 2008, p. 25)? Will they be able to tap into student-centric technologies instead of utilizing the current monolithic batch-process that is the standard classroom of today (Christensen, Horn, & Johnson, 2008, p. 38)? To steal the books analogy, Benton Harbor High School IS in mid-flight, and they ARE rebuilding the plane (Christensen, Horn, & Johnson, 2008, p. 51).

My hopes are that Benton Harbor High School will get its very own version of Jaime Escalante who will somehow lead and motivate them to overcome the adversity they face (Christensen, Horn, & Johnson, 2008, p. 82-85). Certainly the ‘power tools’ (Christensen, Horn, & Johnson, 2008, p. 186-187) are in play to bring about cooperation in the district, but will the leadership move to innovate, or will they fall into Einstein’s definition of insanity by doing the same thing over and over and expecting a different result (Christensen, Horn, & Johnson, 2008, p. 156)? Paying lip service to the value of education and simply paying the employees less is not going to bring about a positive change. Beyond the bottom line, the needs of the students must be put first.

Works Cited:

Christensen, C., Horn, M., Johnson, C., (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. USA: Clayton M. Christensen.

Bohn, D (2013) Benton Harbor teachers getting pink slips WSBT-TV Retrieved April 15, 2013 from http://www.wsbt.com/news/wsbt-big-staffing-changes-at-benton-harbor-high-school-20130415,0,3837634.story

Genellie, K (2013) At least half of BH High staff to lose jobs Hearld Palladium Retrieved April 15, 2013 from http://www.heraldpalladium.com/news/local/at-least-half-of-bh-high-staff-to-lose-jobs/article_9b6867b7-a24b-5378-80c6-2d823f9b7129.html

Watters, A. (2012). Five Predictions for Higher Ed Technology in 2012 Inside Higher Ed Retrieved April 15, 2013 from http://bit.ly/taySfP

Crafting Hindsight

Saturday, April 20, 2013

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EDT - Reflections on "Disrupting Class How Disruptive Innovation Will Change the Way the World Learns"