1 00:00:00,000 --> 00:00:02,700 All right, so we're gonna be taking a deep dive 2 00:00:02,700 --> 00:00:05,760 into this ed tech stuff you send over. 3 00:00:05,760 --> 00:00:08,860 And looks like a lot of this is focused on leadership. 4 00:00:08,860 --> 00:00:12,220 Like how can school leaders make the best use 5 00:00:12,220 --> 00:00:13,900 of educational technology? 6 00:00:13,900 --> 00:00:15,200 Right. 7 00:00:15,200 --> 00:00:18,180 So we've got some different perspectives to dig into here, 8 00:00:18,180 --> 00:00:21,900 but one that really taught my eye was this piece 9 00:00:21,900 --> 00:00:25,060 by Gary Ackerman, where he's talking about 10 00:00:25,060 --> 00:00:29,660 how computers only do a few things really well, 11 00:00:29,660 --> 00:00:31,460 and he's arguing that we should be focusing 12 00:00:31,460 --> 00:00:32,540 on those strengths. 13 00:00:32,540 --> 00:00:34,460 Yeah, that's a really interesting point. 14 00:00:34,460 --> 00:00:36,420 You know, I think we often get so caught up in the hype 15 00:00:36,420 --> 00:00:38,660 of all the things tech can do. 16 00:00:38,660 --> 00:00:39,500 Right. 17 00:00:39,500 --> 00:00:43,700 But the real magic happens when we like really zero in 18 00:00:43,700 --> 00:00:45,780 on those core strengths that computers have. 19 00:00:45,780 --> 00:00:47,860 Yeah, okay, I'm intrigued. 20 00:00:47,860 --> 00:00:49,940 You know, over us humans. 21 00:00:49,940 --> 00:00:51,460 So break it down for me. 22 00:00:51,460 --> 00:00:52,300 Yeah. 23 00:00:52,300 --> 00:00:53,880 What are these computer superpowers 24 00:00:53,880 --> 00:00:55,100 that we need to be harnessing? 25 00:00:55,100 --> 00:00:56,940 Well, he breaks it down into four main areas. 26 00:00:56,940 --> 00:00:57,780 Okay. 27 00:00:57,780 --> 00:00:59,100 Listening and shouting. 28 00:00:59,100 --> 00:01:00,980 Remembering, following rules. 29 00:01:00,980 --> 00:01:02,420 And comparing information. 30 00:01:02,420 --> 00:01:04,620 Okay, so I'm ready to put on my computer brain 31 00:01:04,620 --> 00:01:05,460 for a minute here. 32 00:01:05,460 --> 00:01:07,940 Let's start with listening and shouting. 33 00:01:07,940 --> 00:01:11,180 I'm guessing this isn't about like literal ears and mouths. 34 00:01:11,180 --> 00:01:13,220 Right, it's not about computers having like, 35 00:01:13,220 --> 00:01:14,820 you know, actual ears and mouths. 36 00:01:14,820 --> 00:01:17,940 It's more about how they're amazing at receiving 37 00:01:17,940 --> 00:01:19,620 and sending information. 38 00:01:19,620 --> 00:01:21,740 So think about, you know, as a school leader, 39 00:01:21,740 --> 00:01:25,620 you're constantly bombarded with emails, messages, 40 00:01:25,620 --> 00:01:29,500 updates from teachers, parents, the district. 41 00:01:29,500 --> 00:01:30,340 Oh yeah. 42 00:01:30,340 --> 00:01:32,580 Computers just handle that flow effortlessly. 43 00:01:32,580 --> 00:01:34,820 Yeah, and on the flip side, 44 00:01:34,820 --> 00:01:37,420 they can blast out information just as quickly, right? 45 00:01:37,420 --> 00:01:38,260 Exactly. 46 00:01:38,260 --> 00:01:39,940 Whether it's a school wide announcement 47 00:01:39,940 --> 00:01:43,340 or connecting with, you know, colleagues across the globe 48 00:01:43,340 --> 00:01:45,980 for some virtual conference. 49 00:01:45,980 --> 00:01:48,740 It definitely beats sending a carrier pigeon, right? 50 00:01:48,740 --> 00:01:49,580 Absolutely. 51 00:01:49,580 --> 00:01:51,620 And that ease of communication, 52 00:01:51,620 --> 00:01:55,180 I think could be a real game changer for education leaders. 53 00:01:55,180 --> 00:01:56,020 Yeah. 54 00:01:56,020 --> 00:01:58,020 Like imagine using online platforms 55 00:01:58,020 --> 00:02:00,380 to instantly share updates with parents. 56 00:02:00,380 --> 00:02:02,260 Or even host professional development webinars 57 00:02:02,260 --> 00:02:03,100 for your staff. 58 00:02:03,100 --> 00:02:05,740 And suddenly geographical barriers just disappear 59 00:02:05,740 --> 00:02:06,980 and everyone's on the same page. 60 00:02:06,980 --> 00:02:08,460 Yeah, that's huge. 61 00:02:08,460 --> 00:02:10,980 I mean, just for communication and efficiency. 62 00:02:10,980 --> 00:02:13,460 But I do have to push back a little bit here. 63 00:02:14,540 --> 00:02:17,220 Isn't there a risk of, you know, 64 00:02:17,220 --> 00:02:21,300 becoming overly reliant on technology for communication? 65 00:02:21,300 --> 00:02:22,140 Yeah. 66 00:02:22,140 --> 00:02:24,820 Like we don't wanna lose that personal touch 67 00:02:24,820 --> 00:02:26,740 that's so vital in education. 68 00:02:26,740 --> 00:02:27,900 Oh, that's such a good point. 69 00:02:27,900 --> 00:02:29,980 And I think, you know, it's about finding that balance. 70 00:02:29,980 --> 00:02:31,420 Technology shouldn't replace 71 00:02:31,420 --> 00:02:34,340 face-to-face interactions entirely. 72 00:02:34,340 --> 00:02:37,380 But it can definitely enhance and streamline communication. 73 00:02:37,380 --> 00:02:39,380 And then, you know, free up time 74 00:02:39,380 --> 00:02:41,300 for those valuable personal connections. 75 00:02:41,300 --> 00:02:43,180 All right, good point, good point. 76 00:02:43,180 --> 00:02:45,700 So let's move on to the next computer strength. 77 00:02:45,700 --> 00:02:46,740 Remembering. 78 00:02:46,740 --> 00:02:47,580 Okay. 79 00:02:47,580 --> 00:02:49,020 I'm already feeling overwhelmed just thinking 80 00:02:49,020 --> 00:02:51,420 about all the things I have to remember as a school leader. 81 00:02:51,420 --> 00:02:53,540 So how can computers help with that? 82 00:02:53,540 --> 00:02:55,740 Well, think about the sheer volume of information 83 00:02:55,740 --> 00:02:56,940 you deal with daily. 84 00:02:56,940 --> 00:02:57,780 Oh, yeah. 85 00:02:57,780 --> 00:03:00,780 You've got lesson plans, student data budgets, 86 00:03:00,780 --> 00:03:01,940 curriculum guidelines. 87 00:03:01,940 --> 00:03:02,900 I mean, it's endless. 88 00:03:02,900 --> 00:03:03,740 It never ends. 89 00:03:03,740 --> 00:03:07,300 And computers are built for this kind of storage and recall. 90 00:03:07,300 --> 00:03:09,460 They can hold fast amounts of data 91 00:03:09,460 --> 00:03:10,940 and access it instantly. 92 00:03:10,940 --> 00:03:13,540 So instead of having file cabinets overflowing with paper, 93 00:03:13,540 --> 00:03:16,380 we could have, you know, everything neatly organized, 94 00:03:16,380 --> 00:03:18,060 accessible in these digital archives. 95 00:03:18,060 --> 00:03:18,900 Exactly. 96 00:03:18,900 --> 00:03:21,660 And this remembering power, 97 00:03:21,660 --> 00:03:23,500 it translates into tangible benefits. 98 00:03:23,500 --> 00:03:24,340 Yeah. 99 00:03:24,340 --> 00:03:25,460 How? 100 00:03:25,460 --> 00:03:27,100 So for example, 101 00:03:27,100 --> 00:03:29,620 imagine needing to reference a lesson plan 102 00:03:29,620 --> 00:03:30,820 from a few years back. 103 00:03:30,820 --> 00:03:31,660 Yeah. 104 00:03:31,660 --> 00:03:33,220 No more digging through dusty boxes. 105 00:03:33,220 --> 00:03:34,260 Oh, I hit that. 106 00:03:34,260 --> 00:03:35,500 It's right there at your fingertips. 107 00:03:35,500 --> 00:03:36,380 Wow. 108 00:03:36,380 --> 00:03:39,500 Yeah, that kind of easy access to information 109 00:03:39,500 --> 00:03:41,700 could save teachers and administrators 110 00:03:41,700 --> 00:03:44,220 countless hours of prep time. 111 00:03:44,220 --> 00:03:45,260 Yes. 112 00:03:45,260 --> 00:03:47,940 But does this mean that we're expecting everyone 113 00:03:47,940 --> 00:03:50,420 to become like a walking encyclopedia? 114 00:03:50,420 --> 00:03:51,340 That's a good question. 115 00:03:51,340 --> 00:03:55,140 You know, if computers can remember everything for us, 116 00:03:55,140 --> 00:03:57,860 do we even need to learn facts anymore? 117 00:03:57,860 --> 00:03:59,740 That's where I think the human element comes in. 118 00:03:59,740 --> 00:04:00,580 Okay. 119 00:04:00,580 --> 00:04:02,540 Well, computers excel at, you know, 120 00:04:02,540 --> 00:04:04,820 storing and retrieving information. 121 00:04:04,820 --> 00:04:07,620 It's our job as humans to synthesize that information, 122 00:04:07,620 --> 00:04:08,900 think critically about it. 123 00:04:08,900 --> 00:04:09,740 Okay. 124 00:04:09,740 --> 00:04:11,020 And apply it in meaningful ways. 125 00:04:11,020 --> 00:04:14,380 So it's not about memorizing facts and figures, 126 00:04:14,380 --> 00:04:18,900 but rather about understanding how to access 127 00:04:18,900 --> 00:04:20,740 and leverage information effectively. 128 00:04:20,740 --> 00:04:21,980 That's it. 129 00:04:21,980 --> 00:04:22,820 Okay. 130 00:04:22,820 --> 00:04:25,020 I'm starting to see how these computer strengths 131 00:04:25,020 --> 00:04:28,340 can be incredibly useful if you strategically. 132 00:04:28,340 --> 00:04:29,180 For sure. 133 00:04:29,180 --> 00:04:30,580 But before we move on to the next one, 134 00:04:30,580 --> 00:04:32,980 I am a little curious, you know, 135 00:04:32,980 --> 00:04:35,420 do you ever worry about becoming too dependent 136 00:04:35,420 --> 00:04:37,940 on computers for remembering things? 137 00:04:37,940 --> 00:04:38,780 Sure. 138 00:04:38,780 --> 00:04:40,540 Does it make our brains lazy? 139 00:04:41,500 --> 00:04:43,540 It's a valid concern, 140 00:04:43,540 --> 00:04:45,740 but I see it more as a shift in focus. 141 00:04:45,740 --> 00:04:46,580 Okay. 142 00:04:46,580 --> 00:04:47,700 Not a decoy in brain power. 143 00:04:47,700 --> 00:04:48,540 Gotcha. 144 00:04:48,540 --> 00:04:51,260 My brains are freed up to tackle more complex tasks. 145 00:04:51,260 --> 00:04:52,420 Like what kind of tasks? 146 00:04:52,420 --> 00:04:54,900 Analyzing information, problem solving, 147 00:04:54,900 --> 00:04:56,340 making creative connections. 148 00:04:56,340 --> 00:04:57,180 Okay. 149 00:04:57,180 --> 00:04:58,180 Those are the skills that I think 150 00:04:58,180 --> 00:04:59,860 will be truly valuable in the future. 151 00:04:59,860 --> 00:05:01,260 All right, I'm on board with that. 152 00:05:01,260 --> 00:05:02,100 Yeah. 153 00:05:02,100 --> 00:05:04,220 So let's talk about the next computer strength. 154 00:05:04,220 --> 00:05:05,460 Following rules. 155 00:05:05,460 --> 00:05:06,300 Okay. 156 00:05:06,300 --> 00:05:08,460 I have to admit, sometimes I wish my students 157 00:05:08,460 --> 00:05:11,220 were as good at following rules as computers are. 158 00:05:11,220 --> 00:05:12,460 I hear you on that one. 159 00:05:12,460 --> 00:05:14,540 But this rule following ability is actually 160 00:05:14,540 --> 00:05:16,420 one of computers greatest assets. 161 00:05:16,420 --> 00:05:17,260 Okay. 162 00:05:17,260 --> 00:05:20,060 They excel at executing instructions flawlessly. 163 00:05:20,060 --> 00:05:20,900 Right. 164 00:05:20,900 --> 00:05:22,180 Making them ideal for tasks 165 00:05:22,180 --> 00:05:24,100 that require precision and consistency. 166 00:05:24,100 --> 00:05:26,780 So we're talking about things like grading data analysis 167 00:05:26,780 --> 00:05:28,700 and all those like administrative tasks. 168 00:05:28,700 --> 00:05:29,540 Exactly. 169 00:05:29,540 --> 00:05:32,180 That can really bog down teachers and school leaders. 170 00:05:32,180 --> 00:05:33,020 Right. 171 00:05:33,020 --> 00:05:33,860 Yeah. 172 00:05:33,860 --> 00:05:35,420 Imagine a world where computers can grade 173 00:05:35,420 --> 00:05:36,740 multiple choice quizzes. 174 00:05:36,740 --> 00:05:37,660 Ooh. 175 00:05:37,660 --> 00:05:40,980 Analyze student data to identify trends. 176 00:05:40,980 --> 00:05:41,820 Okay. 177 00:05:41,820 --> 00:05:43,260 And even automate routine paperwork. 178 00:05:43,260 --> 00:05:44,580 Talk about a dream come true. 179 00:05:44,580 --> 00:05:45,420 Right. 180 00:05:45,420 --> 00:05:46,660 That would free up so much time 181 00:05:46,660 --> 00:05:47,660 and mental energy. 182 00:05:47,660 --> 00:05:48,500 For sure. 183 00:05:48,500 --> 00:05:49,660 For teachers and administrators 184 00:05:49,660 --> 00:05:52,860 to focus on like more creative and impactful work. 185 00:05:52,860 --> 00:05:53,900 That's the beauty of it. 186 00:05:53,900 --> 00:05:54,740 Hmm. 187 00:05:54,740 --> 00:05:57,580 By leveraging technology for these rule based tasks, 188 00:05:57,580 --> 00:06:00,620 we're essentially giving teachers and leaders a superpower. 189 00:06:00,620 --> 00:06:01,900 Oh, I like that. 190 00:06:01,900 --> 00:06:04,700 The ability to work smarter, not harder. 191 00:06:04,700 --> 00:06:07,500 I love that it's not about replacing humans. 192 00:06:07,500 --> 00:06:08,340 Right. 193 00:06:08,340 --> 00:06:11,580 But about empowering them to do what they do best. 194 00:06:11,580 --> 00:06:12,420 Absolutely. 195 00:06:12,420 --> 00:06:14,620 And that leads us to the final computer strength. 196 00:06:14,620 --> 00:06:16,020 Comparing information. 197 00:06:16,020 --> 00:06:16,360 Okay. 198 00:06:16,360 --> 00:06:18,420 And think of it like this. 199 00:06:18,420 --> 00:06:20,700 Computers are like the ultimate detectives. 200 00:06:20,700 --> 00:06:21,140 Okay. 201 00:06:21,140 --> 00:06:24,700 They can sift through mountains of data and spot patterns 202 00:06:24,700 --> 00:06:28,060 and connections that would take us humans forever to find. 203 00:06:28,060 --> 00:06:30,060 So this is where the power of search engines 204 00:06:30,060 --> 00:06:31,100 and algorithms comes in. 205 00:06:31,100 --> 00:06:31,700 Exactly. 206 00:06:31,700 --> 00:06:31,860 Right. 207 00:06:31,860 --> 00:06:33,700 They can analyze student performance data. 208 00:06:33,700 --> 00:06:34,180 Yes. 209 00:06:34,180 --> 00:06:35,660 Identify learning gaps. 210 00:06:35,660 --> 00:06:35,900 Yes. 211 00:06:35,900 --> 00:06:38,500 And even suggest personalized learning recommendations. 212 00:06:38,500 --> 00:06:39,620 Precisely. 213 00:06:39,620 --> 00:06:42,780 And that kind of data driven insight 214 00:06:42,780 --> 00:06:44,900 can be invaluable for school leaders. 215 00:06:44,900 --> 00:06:45,500 Absolutely. 216 00:06:45,500 --> 00:06:48,420 Like imagine using data to make informed decisions 217 00:06:48,420 --> 00:06:50,700 about resource allocation curriculum development. 218 00:06:50,700 --> 00:06:51,140 Oh, yeah. 219 00:06:51,140 --> 00:06:52,780 Professional development for your staff. 220 00:06:52,780 --> 00:06:56,180 It's about using data to drive positive change and improve 221 00:06:56,180 --> 00:06:57,700 outcomes for all students. 222 00:06:57,700 --> 00:06:59,020 Exactly. 223 00:06:59,020 --> 00:07:02,420 Data is such a powerful tool when used strategically. 224 00:07:02,420 --> 00:07:05,220 It's not about reducing students to numbers, 225 00:07:05,220 --> 00:07:07,180 but about understanding their individual needs. 226 00:07:07,180 --> 00:07:07,620 Right. 227 00:07:07,620 --> 00:07:10,540 And tailoring instruction to help them succeed. 228 00:07:10,540 --> 00:07:11,420 Okay. 229 00:07:11,420 --> 00:07:13,700 I'm starting to see how these four computer strengths, 230 00:07:13,700 --> 00:07:15,180 listening and shouting. 231 00:07:15,180 --> 00:07:15,700 Right. 232 00:07:15,700 --> 00:07:18,620 Remembering following rules and comparing information. 233 00:07:18,620 --> 00:07:19,100 Yeah. 234 00:07:19,100 --> 00:07:21,700 Can be incredibly valuable for school leaders 235 00:07:21,700 --> 00:07:23,300 if used intentionally. 236 00:07:23,300 --> 00:07:23,900 Absolutely. 237 00:07:23,900 --> 00:07:25,700 And speaking of ethics. 238 00:07:25,700 --> 00:07:26,140 Yeah. 239 00:07:26,140 --> 00:07:29,460 That's such a crucial aspect of leveraging technology 240 00:07:29,460 --> 00:07:31,180 and education. 241 00:07:31,180 --> 00:07:34,060 You know, as leaders, we need to be mindful 242 00:07:34,060 --> 00:07:36,180 of the potential pitfalls and ensure 243 00:07:36,180 --> 00:07:39,660 that we're using technology in a way that benefits all students 244 00:07:39,660 --> 00:07:40,940 and upholds our values. 245 00:07:40,940 --> 00:07:41,860 That's a great point. 246 00:07:41,860 --> 00:07:44,580 And I'm sure we'll dig into those ethical considerations 247 00:07:44,580 --> 00:07:45,740 in more detail later on. 248 00:07:45,740 --> 00:07:46,260 Yeah. 249 00:07:46,260 --> 00:07:50,020 But for now, let's shift gears a little bit 250 00:07:50,020 --> 00:07:52,540 and see how these computer strengths play out 251 00:07:52,540 --> 00:07:54,620 in a real world classroom setting. 252 00:07:54,620 --> 00:07:55,100 Yeah. 253 00:07:55,100 --> 00:07:57,180 Ackerman uses a great example in his work 254 00:07:57,180 --> 00:07:59,300 about a science teacher using microscopes. 255 00:07:59,300 --> 00:07:59,900 Oh, yes. 256 00:07:59,900 --> 00:08:01,060 That's a fascinating one. 257 00:08:01,060 --> 00:08:01,900 I'm all ears. 258 00:08:01,900 --> 00:08:02,460 Let's hear it. 259 00:08:02,460 --> 00:08:02,700 All right. 260 00:08:02,700 --> 00:08:03,740 So picture this. 261 00:08:03,740 --> 00:08:05,460 You've got a science teacher. 262 00:08:05,460 --> 00:08:07,940 So we've been talking about all this amazing stuff 263 00:08:07,940 --> 00:08:09,300 that computers can do. 264 00:08:09,300 --> 00:08:09,740 Yeah. 265 00:08:09,740 --> 00:08:12,860 But you know, I'm also thinking about the human side of things, 266 00:08:12,860 --> 00:08:15,820 especially for us as educational leaders. 267 00:08:15,820 --> 00:08:16,300 Right. 268 00:08:16,300 --> 00:08:17,700 I mean, we're not trying to turn our schools 269 00:08:17,700 --> 00:08:19,300 into like robot factories, are we? 270 00:08:19,300 --> 00:08:20,140 Of course not. 271 00:08:20,140 --> 00:08:21,700 In fact, what's really fascinating 272 00:08:21,700 --> 00:08:25,100 is that as technology becomes more and more powerful, 273 00:08:25,100 --> 00:08:29,900 those uniquely human skills become even more important. 274 00:08:29,900 --> 00:08:33,140 So while computers are busy remembering facts 275 00:08:33,140 --> 00:08:38,340 and following rules, what should we humans be focusing on? 276 00:08:38,340 --> 00:08:40,180 Well, think about the qualities we associate 277 00:08:40,180 --> 00:08:41,420 with great leaders. 278 00:08:41,420 --> 00:08:41,660 Right? 279 00:08:41,660 --> 00:08:42,140 Right. 280 00:08:42,140 --> 00:08:42,420 OK. 281 00:08:42,420 --> 00:08:46,260 Things like creativity, empathy, critical thinking, 282 00:08:46,260 --> 00:08:50,140 problem solving, the ability to inspire and connect with people. 283 00:08:50,140 --> 00:08:50,700 Yeah. 284 00:08:50,700 --> 00:08:53,220 These are all things that computers just can't replicate. 285 00:08:53,220 --> 00:08:54,940 It's like those soft skills are suddenly 286 00:08:54,940 --> 00:08:57,620 becoming like the most valuable assets 287 00:08:57,620 --> 00:08:59,220 in this tech driven world. 288 00:08:59,220 --> 00:08:59,820 Exactly. 289 00:08:59,820 --> 00:09:02,540 But how do we actually cultivate those skills in our schools? 290 00:09:02,540 --> 00:09:02,740 Yeah. 291 00:09:02,740 --> 00:09:06,260 It feels a bit abstract compared to like teaching math or science, 292 00:09:06,260 --> 00:09:06,740 you know? 293 00:09:06,740 --> 00:09:08,540 It definitely requires a shift in mindset. 294 00:09:08,540 --> 00:09:09,100 Yeah. 295 00:09:09,100 --> 00:09:12,020 You know, we need to move beyond just a purely academic focus. 296 00:09:12,020 --> 00:09:12,500 OK. 297 00:09:12,500 --> 00:09:14,260 And create learning environments that 298 00:09:14,260 --> 00:09:17,860 nurture those human skills alongside those traditional subjects. 299 00:09:17,860 --> 00:09:19,660 So what does that look like in practice? 300 00:09:19,660 --> 00:09:22,700 Do we have students like meditate in the hallways or? 301 00:09:22,700 --> 00:09:25,060 Oh, maybe not that extreme. 302 00:09:25,060 --> 00:09:25,580 OK. 303 00:09:25,580 --> 00:09:27,820 But think about things like project based learning. 304 00:09:27,820 --> 00:09:28,260 OK. 305 00:09:28,260 --> 00:09:31,060 Where students are working together to solve real world problems. 306 00:09:31,060 --> 00:09:31,580 OK. 307 00:09:31,580 --> 00:09:34,060 That fosters collaboration, critical thinking, 308 00:09:34,060 --> 00:09:35,140 communication skills. 309 00:09:35,140 --> 00:09:37,260 I like that it's about giving them a chance 310 00:09:37,260 --> 00:09:39,860 to like apply their knowledge in a meaningful way. 311 00:09:39,860 --> 00:09:40,460 Exactly. 312 00:09:40,460 --> 00:09:43,100 Not just regurgitate facts on a test. 313 00:09:43,100 --> 00:09:43,620 Right. 314 00:09:43,620 --> 00:09:46,340 And we can also integrate arts education more deeply. 315 00:09:46,340 --> 00:09:47,060 OK. 316 00:09:47,060 --> 00:09:49,740 Encourage students to express themselves creatively. 317 00:09:49,740 --> 00:09:52,540 Think outside the box. 318 00:09:52,540 --> 00:09:55,260 So we're not just churning out robots who can code, 319 00:09:55,260 --> 00:09:58,380 but also fox during the next generation of artists. 320 00:09:58,380 --> 00:09:58,860 Exactly. 321 00:09:58,860 --> 00:10:00,220 Innovators, problem solvers. 322 00:10:00,220 --> 00:10:00,740 Right. 323 00:10:00,740 --> 00:10:02,860 But isn't this a tough sell sometimes? 324 00:10:02,860 --> 00:10:03,300 Yeah. 325 00:10:03,300 --> 00:10:06,500 Like a lot of emphasis is still placed on standardized testing 326 00:10:06,500 --> 00:10:08,300 and those measurable outcomes. 327 00:10:08,300 --> 00:10:09,500 It's a valid challenge. 328 00:10:09,500 --> 00:10:11,540 But that's where I think strong leadership comes in. 329 00:10:11,540 --> 00:10:12,020 OK. 330 00:10:12,020 --> 00:10:14,060 You know, school leaders who champion 331 00:10:14,060 --> 00:10:18,380 this more holistic approach, who advocate for those human skills, 332 00:10:18,380 --> 00:10:18,780 Yeah. 333 00:10:18,780 --> 00:10:19,940 they can really make a difference. 334 00:10:19,940 --> 00:10:20,260 Yeah. 335 00:10:20,260 --> 00:10:22,260 But it's not just about talking the talk. 336 00:10:22,260 --> 00:10:22,540 Right. 337 00:10:22,540 --> 00:10:23,900 We have to walk the walk as well. 338 00:10:23,900 --> 00:10:24,660 Absolutely. 339 00:10:24,660 --> 00:10:24,940 Yeah. 340 00:10:24,940 --> 00:10:28,380 The way we lead, the way we interact with our staff and students, 341 00:10:28,380 --> 00:10:30,580 that sets the tone for the entire school. 342 00:10:30,580 --> 00:10:31,580 Yeah. 343 00:10:31,580 --> 00:10:34,940 You know, are we modeling those skills of collaboration, 344 00:10:34,940 --> 00:10:37,220 empathy, and open-mindedness? 345 00:10:37,220 --> 00:10:38,740 So it's like a ripple effect. 346 00:10:38,740 --> 00:10:43,140 If we as leaders embody those human qualities, 347 00:10:43,140 --> 00:10:46,500 it'll hopefully create a more positive and supportive learning 348 00:10:46,500 --> 00:10:47,220 environment. 349 00:10:47,220 --> 00:10:47,780 Exactly. 350 00:10:47,780 --> 00:10:49,460 For everyone. 351 00:10:49,460 --> 00:10:51,020 And here's where it gets really interesting. 352 00:10:51,020 --> 00:10:51,460 OK. 353 00:10:51,460 --> 00:10:53,260 Remember all those amazing things computers 354 00:10:53,260 --> 00:10:54,860 can do that we were talking about earlier? 355 00:10:54,860 --> 00:10:55,260 Yeah. 356 00:10:55,260 --> 00:10:57,660 Well, those can actually be tools to help us cultivate 357 00:10:57,660 --> 00:10:59,060 those human skills too. 358 00:10:59,060 --> 00:10:59,540 Whoa. 359 00:10:59,540 --> 00:11:00,660 Hold on. 360 00:11:00,660 --> 00:11:03,500 I thought we were talking about how human skills are what 361 00:11:03,500 --> 00:11:05,900 set us apart from computers. 362 00:11:05,900 --> 00:11:07,540 Now you're saying they can work together. 363 00:11:07,540 --> 00:11:08,980 That's the beauty of it. 364 00:11:08,980 --> 00:11:12,180 It's not about technology versus humanity. 365 00:11:12,180 --> 00:11:15,820 It's about finding ways for them to complement each other. 366 00:11:15,820 --> 00:11:16,300 OK. 367 00:11:16,300 --> 00:11:16,940 I like that. 368 00:11:16,940 --> 00:11:18,460 Like, for example, technology can 369 00:11:18,460 --> 00:11:21,580 create these immersive learning experiences. 370 00:11:21,580 --> 00:11:22,100 OK. 371 00:11:22,100 --> 00:11:24,540 Connect students with experts around the world. 372 00:11:24,540 --> 00:11:27,220 Or it can provide personalized feedback and support, 373 00:11:27,220 --> 00:11:29,340 you know, help students learn at their own pace. 374 00:11:29,340 --> 00:11:29,740 Exactly. 375 00:11:29,740 --> 00:11:32,420 Develop a deeper understanding of concepts. 376 00:11:32,420 --> 00:11:35,900 Technology can be such a powerful tool for differentiation. 377 00:11:35,900 --> 00:11:36,780 Yeah. 378 00:11:36,780 --> 00:11:40,300 Helping us meet the needs of diverse learners in ways 379 00:11:40,300 --> 00:11:42,860 that just weren't possible before. 380 00:11:42,860 --> 00:11:45,220 But let's not forget those ethical considerations 381 00:11:45,220 --> 00:11:46,180 we touched on earlier. 382 00:11:46,180 --> 00:11:46,860 Oh, absolutely. 383 00:11:46,860 --> 00:11:48,620 As leaders, we have a responsibility 384 00:11:48,620 --> 00:11:52,660 to make sure technology is used responsibly and equitably 385 00:11:52,660 --> 00:11:53,420 in our schools. 386 00:11:53,420 --> 00:11:55,140 You're absolutely right. 387 00:11:55,140 --> 00:11:57,540 We need to be asking ourselves some tough questions. 388 00:11:57,540 --> 00:11:58,700 Like, what kind of questions? 389 00:11:58,700 --> 00:12:02,900 Like, how do we ensure that all students have access 390 00:12:02,900 --> 00:12:04,340 to the technology they need? 391 00:12:04,340 --> 00:12:04,780 Right. 392 00:12:04,780 --> 00:12:07,580 How do we protect student privacy in a digital world? 393 00:12:07,580 --> 00:12:07,980 Yeah. 394 00:12:07,980 --> 00:12:11,980 How do we teach students to be responsible digital citizens? 395 00:12:11,980 --> 00:12:13,060 These are weighty questions. 396 00:12:13,060 --> 00:12:14,660 And I don't think they're easy answers. 397 00:12:14,660 --> 00:12:15,060 No. 398 00:12:15,060 --> 00:12:17,180 But they're questions we can't afford to ignore. 399 00:12:17,180 --> 00:12:19,980 And they're questions that require that human touch. 400 00:12:19,980 --> 00:12:20,860 OK. 401 00:12:20,860 --> 00:12:23,300 You know, technology can help us gather information, 402 00:12:23,300 --> 00:12:24,940 analyze data. 403 00:12:24,940 --> 00:12:27,900 But ultimately, it's up to us as leaders 404 00:12:27,900 --> 00:12:29,260 to make those ethical decisions. 405 00:12:29,260 --> 00:12:29,820 Right. 406 00:12:29,820 --> 00:12:32,020 And guide our schools in the right direction. 407 00:12:32,020 --> 00:12:33,860 This conversation is really making 408 00:12:33,860 --> 00:12:37,300 me think about my own school and the things we could be doing 409 00:12:37,300 --> 00:12:37,900 differently. 410 00:12:37,900 --> 00:12:38,900 I'm glad to hear. 411 00:12:38,900 --> 00:12:41,380 But I have to admit, sometimes it feels overwhelming. 412 00:12:41,380 --> 00:12:41,900 Sure. 413 00:12:41,900 --> 00:12:44,420 Where do we even begin to make these changes? 414 00:12:44,420 --> 00:12:44,780 Don't worry. 415 00:12:44,780 --> 00:12:45,620 You're not alone. 416 00:12:45,620 --> 00:12:46,140 OK. 417 00:12:46,140 --> 00:12:49,700 A lot of school leaders feel that same sense of overwhelm. 418 00:12:49,700 --> 00:12:50,460 Yeah. 419 00:12:50,460 --> 00:12:52,620 But the good news is, even small steps 420 00:12:52,620 --> 00:12:53,820 can make a big difference. 421 00:12:53,820 --> 00:12:54,460 OK. 422 00:12:54,460 --> 00:12:56,500 Start by having conversations with your staff. 423 00:12:56,500 --> 00:13:00,060 So start by asking my teachers, how can we use technology 424 00:13:00,060 --> 00:13:03,940 to help students develop empathy and critical thinking skills? 425 00:13:03,940 --> 00:13:04,860 Exactly. 426 00:13:04,860 --> 00:13:06,060 Brainstorm together. 427 00:13:06,060 --> 00:13:06,660 OK. 428 00:13:06,660 --> 00:13:09,060 What kind of projects or learning experiences 429 00:13:09,060 --> 00:13:09,900 could you design? 430 00:13:09,900 --> 00:13:10,580 Go catch it. 431 00:13:10,580 --> 00:13:13,060 What professional development opportunities 432 00:13:13,060 --> 00:13:14,020 might be helpful? 433 00:13:14,020 --> 00:13:17,140 And I guess it's also about being open to new ideas 434 00:13:17,140 --> 00:13:18,700 and approaches, right? 435 00:13:18,700 --> 00:13:19,140 Right. 436 00:13:19,140 --> 00:13:21,540 We may need to experiment a bit to see what 437 00:13:21,540 --> 00:13:23,740 works best for our school community. 438 00:13:23,740 --> 00:13:25,020 That's the spirit. 439 00:13:25,020 --> 00:13:28,300 Remember, this is a journey, not a destination. 440 00:13:28,300 --> 00:13:30,940 We're all learning and adapting as technology 441 00:13:30,940 --> 00:13:32,100 continues to evolve. 442 00:13:32,100 --> 00:13:34,380 This has been such an eye-opening conversation. 443 00:13:34,380 --> 00:13:34,780 Oh, good. 444 00:13:34,780 --> 00:13:35,100 And I'm glad. 445 00:13:35,100 --> 00:13:37,220 It's given me so much to think about, 446 00:13:37,220 --> 00:13:40,580 both in terms of how we can use technology effectively 447 00:13:40,580 --> 00:13:44,140 and how we can ensure that human element remains 448 00:13:44,140 --> 00:13:45,420 at the heart of education. 449 00:13:45,420 --> 00:13:46,900 It's all about finding that balance. 450 00:13:46,900 --> 00:13:47,700 Yeah. 451 00:13:47,700 --> 00:13:48,780 I agree. 452 00:13:48,780 --> 00:13:51,660 So as you continue to reflect on these ideas, 453 00:13:51,660 --> 00:13:53,420 I want to leave you with a challenge. 454 00:13:53,420 --> 00:13:53,820 OK. 455 00:13:53,820 --> 00:13:57,060 Think about your school or district. 456 00:13:57,060 --> 00:13:59,260 What steps are you currently taking 457 00:13:59,260 --> 00:14:02,580 to foster those essential human skills we've been discussing? 458 00:14:02,580 --> 00:14:03,020 Yeah. 459 00:14:03,020 --> 00:14:04,940 And what more could you be doing? 460 00:14:04,940 --> 00:14:06,660 It's a great question to reflect on. 461 00:14:06,660 --> 00:14:07,940 Ooh, that's a tough one. 462 00:14:07,940 --> 00:14:08,820 It is. 463 00:14:08,820 --> 00:14:10,940 It's definitely a challenge worth pondering. 464 00:14:10,940 --> 00:14:11,540 For sure. 465 00:14:11,540 --> 00:14:14,420 And it's something I'll be taking back to my team. 466 00:14:14,420 --> 00:14:14,780 Good. 467 00:14:14,780 --> 00:14:15,700 For sure. 468 00:14:15,700 --> 00:14:18,060 But I think we have time for one more question. 469 00:14:18,060 --> 00:14:18,420 OK. 470 00:14:18,420 --> 00:14:19,380 Before we wrap up. 471 00:14:19,380 --> 00:14:20,580 What about the future? 472 00:14:20,580 --> 00:14:24,420 What skills do you think will be most important for students 473 00:14:24,420 --> 00:14:27,100 to develop as technology continues to advance 474 00:14:27,100 --> 00:14:28,660 at such a rapid pace? 475 00:14:28,660 --> 00:14:29,660 That's a great question. 476 00:14:29,660 --> 00:14:33,380 And it's one that's on the minds of educators and business 477 00:14:33,380 --> 00:14:34,540 leaders all over the world. 478 00:14:34,540 --> 00:14:35,780 Yeah. 479 00:14:35,780 --> 00:14:37,700 There are a lot of predictions out there. 480 00:14:37,700 --> 00:14:37,940 Yeah. 481 00:14:37,940 --> 00:14:42,260 But I think it's safe to say that, well, I think adaptability, 482 00:14:42,260 --> 00:14:45,340 creativity, and critical thinking 483 00:14:45,340 --> 00:14:47,180 are going to be absolutely crucial. 484 00:14:47,180 --> 00:14:48,020 OK. 485 00:14:48,020 --> 00:14:48,660 Those make sense. 486 00:14:48,660 --> 00:14:50,380 We've touched on those a bit already. 487 00:14:50,380 --> 00:14:55,380 But why are those skills especially important in a future 488 00:14:55,380 --> 00:14:57,180 that's shaped by technology? 489 00:14:57,180 --> 00:14:58,140 Well, think about it. 490 00:14:58,140 --> 00:15:00,340 Technology is constantly evolving. 491 00:15:00,340 --> 00:15:03,740 What's cutting edge today might be totally obsolete tomorrow. 492 00:15:03,740 --> 00:15:04,340 Right. 493 00:15:04,340 --> 00:15:07,740 So we need to prepare students not just for specific jobs, 494 00:15:07,740 --> 00:15:09,060 but for a world where they're going 495 00:15:09,060 --> 00:15:12,260 to have to constantly learn and adapt throughout their lives. 496 00:15:12,260 --> 00:15:13,780 So it's not about teaching them how 497 00:15:13,780 --> 00:15:16,020 to use a specific software program. 498 00:15:16,020 --> 00:15:16,540 Right. 499 00:15:16,540 --> 00:15:17,340 Exactly. 500 00:15:17,340 --> 00:15:19,540 But about giving them those mental tools 501 00:15:19,540 --> 00:15:23,900 to pick up new skills quickly and navigate a landscape that's 502 00:15:23,900 --> 00:15:25,060 constantly changing. 503 00:15:25,060 --> 00:15:26,740 Yeah, that's exactly right. 504 00:15:26,740 --> 00:15:29,020 And that's where I think creativity comes in. 505 00:15:29,020 --> 00:15:29,500 OK. 506 00:15:29,500 --> 00:15:32,420 We need students who can think outside the box, 507 00:15:32,420 --> 00:15:35,220 come up with innovative solutions, 508 00:15:35,220 --> 00:15:38,220 and even invent new technologies themselves. 509 00:15:38,220 --> 00:15:40,100 Because who knows what problems they'll 510 00:15:40,100 --> 00:15:42,100 be facing in the future, right? 511 00:15:42,100 --> 00:15:42,460 Right. 512 00:15:42,460 --> 00:15:44,620 We might need them to come up with solutions we can't even 513 00:15:44,620 --> 00:15:45,420 imagine yet. 514 00:15:45,420 --> 00:15:46,060 Exactly. 515 00:15:46,060 --> 00:15:48,660 And alongside creativity, I think 516 00:15:48,660 --> 00:15:50,700 we need critical thinking. 517 00:15:50,700 --> 00:15:53,460 In a world that's just flooded with information 518 00:15:53,460 --> 00:15:54,460 and misinformation. 519 00:15:54,460 --> 00:15:55,340 Oh, yeah. 520 00:15:55,340 --> 00:15:57,820 Students need to be able to evaluate sources, 521 00:15:57,820 --> 00:16:01,660 analyze data, discern fact from fiction. 522 00:16:01,660 --> 00:16:03,180 That is so important. 523 00:16:03,180 --> 00:16:06,900 It's so easy to get swept up in the latest trends 524 00:16:06,900 --> 00:16:08,860 or believe everything you see online. 525 00:16:08,860 --> 00:16:09,380 Exactly. 526 00:16:09,380 --> 00:16:13,540 We need to help students develop that healthy skepticism 527 00:16:13,540 --> 00:16:15,540 and ability to think for themselves. 528 00:16:15,540 --> 00:16:16,260 I couldn't agree more. 529 00:16:16,260 --> 00:16:17,780 Those critical thinking skills will be 530 00:16:17,780 --> 00:16:19,260 essential for everything. 531 00:16:19,260 --> 00:16:19,700 Yeah. 532 00:16:19,700 --> 00:16:22,500 From making informed decisions to navigating 533 00:16:22,500 --> 00:16:24,340 complex ethical dilemmas. 534 00:16:24,340 --> 00:16:24,780 Yeah. 535 00:16:24,780 --> 00:16:26,900 It's like we're giving them a mental toolkit 536 00:16:26,900 --> 00:16:30,620 to not only survive, but thrive in this future world. 537 00:16:30,620 --> 00:16:31,500 Exactly. 538 00:16:31,500 --> 00:16:34,340 And here's the exciting part. 539 00:16:34,340 --> 00:16:37,780 Those skills aren't just valuable for some far-off future. 540 00:16:37,780 --> 00:16:38,460 OK. 541 00:16:38,460 --> 00:16:40,020 They're valuable right now. 542 00:16:40,020 --> 00:16:40,380 Right. 543 00:16:40,380 --> 00:16:43,540 The skills that make us engaged, citizens, 544 00:16:43,540 --> 00:16:47,820 effective problem solvers, and compassionate human being. 545 00:16:47,820 --> 00:16:49,420 It's not just about prepping them 546 00:16:49,420 --> 00:16:52,380 for some hypothetical job market, 547 00:16:52,380 --> 00:16:55,420 but about helping them become well-rounded individuals who 548 00:16:55,420 --> 00:16:58,220 can contribute to society in meaningful ways. 549 00:16:58,220 --> 00:16:58,820 Exactly. 550 00:16:58,820 --> 00:17:00,660 And the best part is, these are not 551 00:17:00,660 --> 00:17:02,940 skills that can be automated or outsourced. 552 00:17:02,940 --> 00:17:03,460 OK. 553 00:17:03,460 --> 00:17:05,380 These are what make us uniquely human. 554 00:17:05,380 --> 00:17:07,820 This whole conversation has been such a fantastic reminder 555 00:17:07,820 --> 00:17:10,540 that even in a world that's increasingly 556 00:17:10,540 --> 00:17:13,380 dominated by technology, the human element 557 00:17:13,380 --> 00:17:14,740 is more important than ever. 558 00:17:14,740 --> 00:17:16,020 I'm so glad you feel that way. 559 00:17:16,020 --> 00:17:18,620 It's been such a pleasure diving into these ideas with you. 560 00:17:18,620 --> 00:17:20,860 Likewise, I feel like I've gained a whole new perspective 561 00:17:20,860 --> 00:17:23,300 on the role of technology and education. 562 00:17:23,300 --> 00:17:26,620 And the skills we need to be prioritizing for our students? 563 00:17:26,620 --> 00:17:28,020 Absolutely. 564 00:17:28,020 --> 00:17:30,500 And I hope this deep dive has inspired 565 00:17:30,500 --> 00:17:33,220 you to keep exploring these questions 566 00:17:33,220 --> 00:17:36,820 and finding creative ways to foster those essential human 567 00:17:36,820 --> 00:17:38,780 skills in your own school community. 568 00:17:38,780 --> 00:17:40,220 Absolutely. 569 00:17:40,220 --> 00:17:43,340 I'm already brainstorming ideas to bring back to my team. 570 00:17:43,340 --> 00:17:45,460 Thanks for such an insightful and thought-provoking 571 00:17:45,460 --> 00:17:46,020 conversation. 572 00:17:46,020 --> 00:17:46,900 Oh, you're very welcome. 573 00:17:46,900 --> 00:17:48,020 It's been a real pleasure. 574 00:17:48,020 --> 00:17:49,780 The pleasure was all mine. 575 00:17:49,780 --> 00:17:51,540 And to all of you listeners out there, 576 00:17:51,540 --> 00:17:53,740 keep asking those tough questions. 577 00:17:53,740 --> 00:17:56,140 Keep pushing the boundaries of what's possible, 578 00:17:56,140 --> 00:17:58,380 and keep championing the power of human connection 579 00:17:58,380 --> 00:18:00,940 and creativity in this digital world. 580 00:18:00,940 --> 00:18:13,700 Until next time.