Hey everyone, welcome back for another deep dive.
Today, we're tackling something that I think
is going to resonate with just about everyone listening,
education.
Absolutely.
Specifically, we're diving into chapter seven,
developing system capacity from the book,
Technology Rich Teaching, developing system capacity.
And one of the things that really struck me
right off the bat was this idea that education
is presented not just as a problem to be solved,
but a wicked problem.
A wicked problem, yeah.
That's a really interesting concept
that they bring up right away.
And that, I think, is really relevant.
Yeah, wicked problem.
Like, what does that even mean?
What makes a problem wicked?
Is it just like education is going rogue?
Well, they contrast it with what they call a tame problem.
So you can think of a tame problem like leaky faucet.
You know it's wrong.
You get your tools.
You know what to do.
You fix it.
Education is not like that.
Education is much more complex.
And the solutions are not always clear.
And the problem itself can change.
So it's like by the time you've come up with a solution,
the problem itself has morphed into something else.
Exactly.
And it has a lot of different facets to it.
Like even defining the problem can be part of the problem.
Good example, and they give this in the book,
is climate change.
Oh, yeah.
You know, even coming to an agreement
on what the problem is,
is in itself a major challenge,
let alone all of the possible solutions
that are being debated.
So how do you even begin to approach a problem
where it feels like the goal posts are constantly moving?
Well, this is where the book gets really interesting,
because they talk about how we're undergoing
a paradigm shift in education.
And what they mean by that is a fundamental change
in our basic assumptions about how teaching and learning work.
OK.
So it's almost like when people thought the earth was flat.
Right.
And then suddenly there's this realization,
oh, wait a minute, it's round.
It's a whole different way of looking at things.
A whole different way of looking at things.
So it's that kind of shift in thinking.
Yeah.
So if the old way of thinking about education,
the old, I guess you could call it, map,
isn't working anymore,
how do we even begin to draw a new one?
Like what are the tools or the concepts that we can use
to start making sense of all this?
Well, they talk about this philosopher of science
named Thomas Kuhn.
And Kuhn really laid out the components of paradigm shifts
in any field.
And he said there are basically four components.
So the first one is what he calls symbolic generalizations.
And these are basically just the fundamental assumptions
that we make about a field.
So symbolic generalizations, the assumptions
we make about education.
One example, and they give this, is that knowledge
is passed from the teacher to the student.
Right, like the teacher is the expert,
and they just sort of download the information
to the student's brains.
Exactly, exactly.
And that's sort of like that sage on the stage idea.
But now we're understanding learning
as much more of an active and social process
where the student constructs knowledge.
They build their own knowledge collaboratively.
So it's less like a lecture hall and more like a bustling
marketplace of ideas.
Oh, I like that image.
OK, so that's one component, symbolic generalizations.
What's the next piece of the puzzle here?
The next piece is what he called metaphysical paradigms, which
are essentially the metaphors that we
use to understand things.
And the book talks about the factory model of education,
which has been very prevalent.
Students go in as raw material, and they come out
as uniform products, basically.
Yeah, the cookie cutter approach to education.
Exactly.
But that metaphor is being challenged.
OK, so if the factory model is outdated,
what's the new metaphor that we're moving towards?
Well, they're talking about education
more like an ecosystem where learning is a dynamic
and interconnected process.
And then the third component is values.
So these are the core beliefs about what's
important in education, things like every student can learn,
or school should prepare you for more than just a job,
things like that.
OK, so are these values also changing?
What's driving that shift in what we value in education?
Well, yeah, because the world is changing rapidly,
and our needs are different.
And the book really emphasizes that these values need
to be actively examined and reexamined to stay relevant.
OK, that makes sense.
So it's three components.
The symbolic generalizations, the metaphors, the values.
What's that fourth piece?
The fourth piece is what Kuhn called exemplary practices,
which are basically the methods that everybody considers
to be best practice in the field.
So those best practices were built upon the previous paradigm.
So if the paradigm is shifting, then those practices
might not be as effective anymore.
Ooh, that's got to be unsettling for educators,
like having the rug pulled out from under them.
And the book even quotes someone saying,
if you're right, then everything I know about education
is wrong.
That's a pretty intense statement.
It is, and it can be disorienting.
But it's not about saying everything we knew before
is wrong, but it's more like, we need to adapt.
Yeah.
Our understanding to the realities of the 21st century.
It's like, you have an old house, the structure is still good,
but you have to update the wiring.
You have to update the plumbing to make
it work for modern life.
OK, I love that analogy.
So we've got this wicked problem of education,
this massive paradigm shift.
And I'm curious, where does technology fit into all this?
Because it seems like technology is a huge driver of change.
Absolutely.
Is it the magic bullet that's going to fix everything?
Or is it just a shiny distraction?
I think a lot of people are wrestling with that right now.
Well, yeah, and the book goes into that.
It talks about the concept of technology stewards.
And these are individuals who really understand
both the needs of the educational community
and the capabilities of technology.
OK, so who are these technology stewards?
Like, are they just the tech geeks who keep the computers
running?
Or is it something more than that?
It's more than that.
I think it's this idea of someone
who can bridge the gap between the tech world
and the everyday needs of a school.
So it's not just about the gadgets themselves,
but about how those gadgets can actually
be used to support learning goals.
Absolutely.
And I think that's a really important role.
Yeah, I'm already seeing how important that is,
especially with all these other changes
happening in education.
Right, and the book emphasizes that these folks often
emerge from within the teaching ranks.
Oh, OK, so they're not just Silicon Valley folks coming in
and saying, this is how you should do it.
Right, definitely.
They're people who've actually been in the classroom.
They know the challenges, and they
can see how technology can be a put in a meaningful way.
That makes a lot of sense.
OK, so we've got wicked problems.
We've got paradigm shifts.
We've got the role of technology.
But with all this talk about big, complex issues,
I'm wondering, how do we even have productive conversations
about education?
Right.
It seems like it could easily devolve
into just a shouting match of opinions.
Right.
How do we avoid that?
Well, the book emphasizes the importance
of what they call progressive discourse, which
is a way of having these really productive conversations
about complex educational issues.
OK, so what does progressive discourse
look like in practice?
Well, they give a few key ingredients.
One is having really clear definitions.
OK.
Because education is a complex field full of jargon,
so you have to make sure that everyone's on the same page.
Right, we're not talking past each other.
Exactly.
OK, what's another key ingredient?
Another key ingredient is focusing on improvement,
not just agreement.
So it's not about winning an argument.
It's about finding solutions that genuinely help students.
OK, less about being right, more about doing right
by the students.
Exactly.
I like that.
What's that last piece?
And the last piece is focusing on evidence, not just
opinions.
OK.
So using data-driven decisions, especially
when you're dealing with a wicked problem like education.
OK, so it's about bringing research into the conversation,
not just hunches and anecdotes.
Exactly.
But with education being so complex,
how do we even gather the right data
to make those informed decisions?
Well, that's where the book gets into the different types
of research that can be used in schools.
They talk about things like action research,
where teachers are actually doing research
in their own classrooms to answer specific questions
and challenges that they're facing.
I love that.
It gives teachers a voice in the research process.
Absolutely.
What other kinds of research do they discuss?
They talk about evaluation research
to see how effective programs are and what impact they're
having on student learning.
So it's not just about hoping for the best.
It's about actually measuring the impact of what we're doing.
Exactly.
And of course, they talk about the classic quantitative
versus qualitative debate, numbers versus narratives.
Right.
Can you break that down for me a little bit?
When would you use one over the other?
Well, sometimes the story is best told through numbers,
hard facts, figures, things like that.
But other times, you need those richer, more descriptive
stories that qualitative research can provide.
The book emphasizes using the right tool
for the research question at hand.
Right.
It's about having a diverse toolkit
and knowing when to use each tool.
Exactly.
But research isn't just about gathering data, right?
There's also an ethical dimension to consider.
Absolutely.
Especially when we're talking about research involving
students.
Yeah.
And the book emphasizes that very strongly.
How do we make sure we're conducting research in a way
that's ethical and responsible and respectful
of everyone involved?
It's about being very mindful of student privacy
and ensuring informed consent and always putting
the well-being of students first.
So it's about finding that balance
between the pursuit of knowledge and the protection
of our students.
Exactly.
OK.
So we've got this wicked problem, this massive paradigm
shift, the need for data-driven decisions.
But I think a lot of educators might be feeling overwhelmed
by all this.
It's a lot to process.
Right.
So how do we even begin to approach this complexity?
Well, this is where the book's concept of transparent taming
comes in.
OK.
Let's revisit that idea.
I know we talked about it a little bit before,
but remind me, what does it mean to tame a wicked problem,
especially something as complex as education?
Well, think about it like a wild mustang.
You can't fully domesticate a wild mustang.
Right.
But you can create a corral, a space where you can observe it,
you can understand its behavior, and maybe even train it
a little bit.
So we're not pretending to have complete control
over this wild beast of education.
Right.
But we're setting some temporary boundaries
to make it a little bit more manageable.
Exactly.
We acknowledge the wildness of the problem,
but we create these temporary boundaries.
And the books suggest different ways to do that,
like really nailing down the specific problem you're
trying to solve.
Or setting really clear criteria for success.
Right.
Or even limiting the range of solutions
that you're going to consider.
Yeah.
It's about making progress without getting
lost in the overwhelming vastness of the problem.
That makes a lot of sense, especially for educators
who are already feeling the pressure of all these changes.
But I guess the important thing to remember
is that this taming is transparent,
meaning we're not pretending that we have all the answers.
Exactly.
We're not pretending that we have all the answers.
Or that this is a permanent solution.
We're just being really pragmatic about how we approach
this complex problem.
So we've laid the groundwork here.
We've talked about wicked problems, paradigm shifts,
the role of technology, research, transparent taming.
I'm ready for the next step of our journey.
What's coming up in part two?
Let's dive deeper into the specific roles
of those tech-savvy folks we talked about.
Perfect.
I'm excited to unpack that more.
Yeah, me too.
So we were just talking about all these changes
swirling around in education.
Right, like a whirlwind.
Yeah, exactly.
And I think one area where it's particularly important
to kind of zoom in is the role of, well, all those tech-savvy
folks who are working in education.
Right, because it's not just about having the shiniest gadgets.
It's about having people who know how to make them actually
work.
Right, right.
And the book really emphasizes this shift
from traditional tech support, fixing broken laptops.
Right.
To a deeper understanding of how technology can actually
support learning.
It's not just about keeping the machines running.
It's about making sure that those machines are actually
serving an educational purpose.
So it's less about being a tech wizard
and more about being an educational guide
in this digital world, right?
Exactly.
And the book digs into this whole idea of technology stewards.
And these aren't just your typical techies.
They're embedded within the school community.
They understand the needs of teachers and students.
OK.
And they get all the possibilities that technology offers.
So they're like the bridge.
Exactly.
They're like translators between the tech world
and the world of education.
That's such a good point, because teachers already
have so much on their plates.
Oh, absolutely.
Having someone who can not only troubleshoot tech issues,
but also show teachers how tech can actually
make their lives easier and make their lessons better,
that's huge E.
Absolutely.
And one thing the book highlights
is that these technology stewards, often they actually
come from the teaching ranks themselves.
But that's interesting.
So it's not some outsider coming in and telling teachers
how to do their jobs.
Exactly.
It's someone who's actually walked in their shoes.
Right.
They get it.
They understand what it's like to be in the classroom.
That must make a huge key difference
in terms of building trust.
Oh, for sure.
Yeah.
Teachers are way more likely to be open to new ideas
if they're coming from someone they trust.
Right.
Someone who speaks their language.
Exactly.
Yeah.
And the book lays out these three key areas
where these technology stewards really shine.
OK.
I'm all ears.
OK.
So first up, ensuring ease of use.
OK.
That makes sense.
They got to make sure the tech is user friendly.
Right.
Because if the technology is just a big headache to use,
it's just going to end up gathering dust on a shelf
somewhere.
Exactly.
No matter how amazing it is.
Yeah, exactly.
So what do these stewards do to ensure that ease of use?
Well, they're involved in everything
from choosing the right tech tools
to installing and testing them and making sure
that they're intuitive and easy to use.
So they're like the tech whisperers
who smooth out all the wrinkles.
Exactly.
So teachers can actually focus on teaching.
Yeah, not troubleshooting.
Yeah, exactly.
OK, so that's ease of use.
What's next?
OK, so next is ensuring usefulness.
OK.
It's got to be more than just having cool shiny gadgets.
Right, right.
It's going to actually serve a purpose.
Exactly.
The technology steward has to make sure
that the gadgets actually align with the school's learning
goals.
Got it.
And they're constantly evaluating new technologies,
assessing their potential to improve lessons,
or help with particular learning challenges.
So they're like matchmakers pairing the right tech
Exactly.
with the right educational goals.
Perfect analogy.
OK, so we've got ease of use.
We've got usefulness.
Right.
What's that third area where they make a difference?
OK, the third one is facilitating everyday use.
OK.
So it's about providing ongoing support to teachers.
OK.
Offering training.
Right.
Even co-teaching opportunities.
Oh, OK.
So teachers can integrate tech seamlessly
into their classrooms.
Yeah, and that's where I think that trust
in those relationships we talked about before really
come into play.
Yes.
Because it's one thing to go to a training,
but it's another thing to actually have someone there
alongside you in the classroom guiding you, supporting you.
They become mentors and coaches to their colleagues.
Yeah.
And it's not just teachers who have to adapt in this new tech
heavy landscape.
The book talks about administrators too.
Oh, right.
Because they're the ones making the big decisions
about what technology is to invest in, how to use them,
how to support teachers.
Yeah.
They have a lot on their shoulders.
It's a lot of responsibility.
It is.
And the book emphasizes that administrators
need to really understand this whole technology planning
cycle.
OK.
You know, from figuring out what the needs are
to evaluating whether the tech is actually working.
So they need that big picture vision,
but also that grounded understanding of what's actually
happening in classrooms.
Yes.
It's a real balancing act.
Yeah.
And it's not just about the tech itself.
OK.
It's about creating this whole culture
where everyone feels comfortable sharing ideas,
talking about challenges.
And that open dialogue.
Exactly.
It all circles back to that progressive discourse idea
we were discussing.
Yeah, yeah.
It's about shifting the tone of the conversation away
from heated debates.
Right.
And toward brainstorming and problem solving.
Yes.
And getting away from these really polarized arguments
that we often see.
I've been sure heard.
You know, when it comes to education.
Absolutely.
It's about creating a space where we can actually
listen to each other, learn from each other,
and find solutions that really benefit everyone.
Absolutely.
And remember, progressive discourse
hinges on a few key ingredients.
OK.
Remind me.
Well, first, clear definitions.
OK.
You know, making sure everyone's on the same page
about what we're even talking about.
Right.
Because education speaking is full of jargon and buzzwords.
It really is.
So we've got to define our terms.
OK.
That makes sense.
Second ingredient.
OK.
Focusing on improvement, not just agreement.
It's not about winning an argument.
Right.
It's about coming together with a shared goal.
OK.
Of making things better for students.
So it's less about egos.
Exactly.
And more about empathy.
Yes.
Less about being right.
And more about doing right by our students.
Absolutely.
OK.
I love that.
And what's that final ingredient?
The final one.
And this one's crucial.
Yeah.
Evidence.
OK.
It's about basing decisions not on gut feelings
or personal opinions.
Right.
But on solid research and data.
Yeah.
Being willing to let go of cherished beliefs.
OK.
If the evidence shows that they're not actually helping students.
And that's where I think it gets really tricky sometimes.
Right.
Because education is so closely tied to our values.
Yeah.
For sure.
And our beliefs about how the world works.
Absolutely.
It's hard to separate those.
It is.
It's from just the cold hard facts.
And that's precisely why this progressive discourse
is so important.
It gives us this space.
OK.
Where we can examine those assumptions,
challenge those biases.
Right.
And make decisions that are rooted in evidence.
Yeah.
Not emotion.
OK.
That's a good distinction.
And speaking of evidence, the book
gets into all the different types of research.
Yeah.
That can be conducted in schools.
OK.
And it really highlights that you
have to choose the right tool for the job.
Right.
Because research and education, it
can feel kind of overwhelming.
Oh, absolutely.
Like there's so many different approaches and methodologies
and jargon to navigate.
Exactly.
That's why it's so important to understand the basics.
So for example, the book talks about action research.
Right.
Where teachers actually get to be the researchers
in their own classrooms.
I love that.
Yeah, it's great.
They explore questions and challenges
that they're facing every day.
Yeah.
So they're not just using research.
They're actually generating it.
Yeah.
They have a voice.
Exactly.
OK.
So that's action research.
Right.
And then there's evaluation research.
OK.
Which helps us assess whether programs are really working.
OK.
You know, are they achieving their goals?
Right.
Are they actually making a difference?
So we're not just throwing things at the wall
and hoping they stick.
Exactly.
We're actually measuring whether they're
making a positive impact.
Exactly.
OK.
And the book also gets into that classic distinction
between quantitative and qualitative.
Yes.
The age old debate.
Numbers versus narratives.
Exactly.
Can you give me a quick breakdown of when
you might use one versus the other?
Sure.
Sometimes the story is best told through hard numbers.
OK.
Those cold hard facts.
Right.
But other times you need those more in-depth richer
stories.
Right.
That qualitative research can offer.
Yeah.
And the book really stresses, you know,
using the right tool for the job.
OK.
Both are valuable, but you got to choose the right one.
OK.
That makes sense.
But gathering data is just one part of the research puzzle,
right?
Right.
There's a whole ethical dimension.
Yes.
Especially when we're talking about kids.
Exactly.
And the book emphasizes that very strongly.
OK.
Research needs to be ethical, responsible, and respectful
to everyone involved.
OK.
So it's about finding that balance between wanting
to learn more and protect our students.
Exactly.
You have to be both a rigorous researcher
and be a compassionate educator.
Yeah.
Now, I know all this might feel like a lot.
It is.
It's complex.
Yeah.
But the book gives us this great concept.
OK.
Transparent taming.
Yes.
Let's revisit that idea.
So we know we can't completely domesticate education.
It's too wild.
Right.
It's like that Mustang.
Exactly.
But can we at least create some, like, boundaries?
Yeah.
To make it feel a little more manageable?
Exactly.
Transparent taming acknowledges that education is complex.
OK.
But it gives us some practical tools to make progress.
The book suggests a few things, like really defining
the specific problem you're trying to solve.
OK.
Setting very clear goals for success.
Or even narrowing down the range of solutions.
You can consider it's about breaking those huge problems
into smaller, more bite-sized chunks.
Yeah.
And just as importantly, we have
to be honest about the limitations of this taming.
OK.
We're not claiming to have all the answers.
Right.
We're saying we can solve every problem.
OK.
We're just recognizing that progress is made in steps
and that our best efforts don't always
lead to the outcome we're hoping for.
So it's about being realistic, being humble,
and being willing to change course.
Exactly.
It's about finding that balance between action
and acceptance.
OK.
We're acknowledging that education is constantly
shifting and changing.
Right.
And we got to stay flexible.
OK.
So we've talked about the roles of those tech folks.
We've revisited progressive discourse.
Right.
We dug deeper into research and this taming idea.
Yeah.
It feels like we've got all these pieces.
Right.
But how do they fit together?
What does it all mean for the future of education?
That's the million dollar question, isn't it?
Yeah.
That's what I really want to unpack next.
So we've explored wicked problems and paradigm shifts
and even tried to tame the beast of education.
But where does all of this lead?
What's the big picture here?
Where is all of this heading?
Well, the book kind of lays out this picture
of this massive transition in education.
You know?
OK.
Almost like when we all switched from those old clunky
landline phones to smartphones.
Remember how weird that felt at first?
Totally.
Although I do kind of miss that satisfying slam
of hanging up on a telemarketer.
Yeah.
But I get your point.
So what's the smartphone equivalent in the world
of education?
Well, they argue that we're moving from what
they call an engineered system to a sociocultural system.
OK.
Those are some big words.
Can you break those down for me a bit?
Sure.
Think of it like imagine the difference between, you know,
a perfectly planned city grid.
OK.
And a like bustling organic forest.
OK.
Starting to see the contrast.
So the old engineered system.
That was like that grid.
Everything was neat.
Everything was predictable.
Right.
Like everyone learns the same stuff at the same pace.
Exactly.
No detours allowed.
Right.
And that worked for a while, but it's feeling kind of rigid
now.
OK.
The sociocultural model, it embraces the messiness.
OK.
Of learning, how knowledge is always changing,
and how tech is constantly throwing us curveballs.
So does that mean classrooms become like total free
for alls?
Not quite.
OK.
It's more like personalized learning, you know?
But within a structure that supports that.
OK.
So imagine classrooms where like you're
tackling real world problems.
OK.
Using tech to connect with experts, like globally.
And you're learning at your own speed.
OK.
Yeah, that sounds way more engaging than just like memorizing
facts from a textbook.
Totally.
But what does all of this mean for teachers?
Right.
Their role has to like totally change, right?
It's a shift from that sage on the stage.
Right.
To guide on the side, you know.
Right.
Teachers become more like facilitators, mentors, co-learners
with their students.
Wow.
It's all about navigating this complex world together.
I mean, that requires a totally different set of stills.
Absolutely.
You got to be tech savvy, obviously,
but also like comfortable with uncertainty.
Right.
Able to adapt on the fly.
Yeah.
That's asking a lot.
You're right.
It is.
Yeah, it's not just about changing lesson plans.
It's like a fundamental shift in how educators think
about their role.
Yeah, a whole new mindset.
Yeah, exactly.
And what about those leading the charge,
like school administrators?
What does this mean for them?
Well, they can't just be managers anymore.
OK.
They got to be more like visionaries, almost like entrepreneurs.
Right.
They have to build this culture where
this kind of flexible, future-focused education
can actually thrive.
Yeah, so they're embracing that progressive discourse,
empowering their teachers to actually innovate and try
new things.
Exactly.
That's the leadership this new world demands.
And here's something else I found really interesting
in the book, this idea that education is breaking out
of the school building.
Oh, yeah.
So it's not just about what happens between 9 and 3 anymore.
Exactly.
OK, so what does that look like?
Think more like a connected learning ecosystem.
OK.
So you've got partnerships with businesses,
project-based learning that tackles real community issues.
School becomes part of this much bigger web.
So it's like the world doesn't stop at the school gates.
Right.
So why should education?
It's about preparing you for life, not just a test.
And it's not just about job skills, right?
Try again.
It's about those adaptable skills that
are going to be valuable no matter what happens in the future.
Absolutely.
Like critical thinking, creativity, collaboration,
all those things that make you a lifelong learner.
Exactly.
It's about preparing you not just for the world as it is,
but for what it's becoming.
Wow.
And honestly, that's going to take all of us working together.
Yeah.
Educators, parents, policymakers, everyone.
It's a big challenge.
It is.
But also kind of exciting.
Oh, absolutely.
It's like we're not just fixing a few things.
We're like reimagining the whole point of education.
And the book reminds us this is like an ongoing conversation,
not a finished product.
Right.
It's a journey, not a destination.
Exactly.
So I think that brings us to that thought-provoking question
from the book.
OK.
Hit me with it.
If Education OSS moving from this rigid system
to this dynamic, ever-changing one,
how is that going to affect your life?
Yeah.
Think about that for a second.
How do you see the future of education unfolding?
And maybe even more importantly, what role
do you want to play in shaping it?
Because this isn't just some abstract theory
we're talking about.
It's about the future we're building together.
Absolutely.
So that brings us to the end of our deep dive.
Hopefully, this has sparked some new ideas.
And maybe even some healthy debate.
For sure.
Keep exploring.
Keep questioning.
Yeah.
And keep pushing the boundaries of what education can be.
Because the future is waiting to be learned.
Thanks for joining us on this deep dive.