The Move From Print to Digital Content

I read an article from the October 2011 issue of THE Journal, titled "Driving Digital Change."  As a recent grad of the Educational Policy Fellowship Program and the current chair of MACUL's Advocacy Committee, I found the article very interesting and relevant.

There are about a dozen states that have changed laws or provided initiatives to encourage the use of digital content in schools. The driving force for changing policies having to do with digital content is saving money in a tough economic climate.

The Indiana State Board of Education changed the definition of "textbook" to include digital content. The state allows textbook funds to be used to purchase technology.  California, Maryland, Virginia, Texas, and Maine (there may be others) support and fund the use of open educational resources, which is free or low cost materials with Creative Commmons licenses.

The impact of the policies of these states and how they are implemented can provide some logical guidelines for other states. Policy makers should consider some key ideas when considering a move from print to digital content:  Instructional materials need to be included with any reform package, implementation must be included as part of policy, and the traditional concept of "instructional materials" needs an update.

If states and districts could work with internet and business-savvy experts to create a more modern, interconnected  vision for content, then related areas, like professional development and assessment, might become more cost-effective and efficient. Then and only then will policy for instructional materials reach every district.

The market is wide open for companies to develop and bring mobile technology with digital content to schools in our nation.  The "winner" will be a concept that includes device, content, and an easy management system for delivering individualized content to meet the needs of all learners.

Gettysburg

I had the pleasure of traveling to Gettysburg, Pennsylvania recently with other Fellows from the Educational Policy Fellowship Program. I actually wrote this post a few weeks ago, but forgot to publish it...

Before leaving for Pennsylvania, I wondered how a trip to Gettysburg could possibly help us as we learn the ins and outs of educational leadership and effective policy-making. I knew I would enjoy the trip to a place of such historical significance to our country and I also knew that I would have the opportunity to spend time getting to know 30 dynamic individuals who are also in the program from Michigan and about 200 other Fellows from other states.

I soon figured out why we traveled there. We took a bus, which was nice because the battlefields were much larger than I envisioned (at least 20 square miles), and the major battles took place several miles apart. Field guides helped us learn about the military leaders: their personalities, assumptions, goals, strategies, relationships with other leaders, and of course the outcomes of the decisions they made. Together, we discussed the challenges of the time period and other factors that impacted the decisions. Being there, walking the grounds, brought it to life.

The following day, we reflected upon the Gettysburg experience at the Army War College in Carlisle, Pennsylvania, about 30 miles from Gettysburg. Col. Charles Allen did a nice job facilitating our discussion. He didn’t lecture with a fancy PowerPoint, he asked probing questions to help us figure out how all of it could actually help us in our professional lives.

We identified qualities of the successful military leaders:

• Creative problem solving sure came in handy for Chamberlain when it looked like the Union army was doomed.


• Strategic planning from the start turned out to be extremely important; Bufort staked out the high ground and his men fought hard to keep it from the start and the high ground gave them a geographic advantage which they needed because they had fewer men.


• The outcome turned out better for the leaders who included their key commanders in the decisions. Mead was known for this. He also encouraged his people to take risks, letting them know that he would support deviations from the plan with good reasons.


• Technology must be embraced. The Union army used newly developed rifles and other equipment.


• Clear communication is important. If all parties do not understand a directive, then there is a big problem. The order from Lee to Ewell was contradictory. “Carry the hill occupied by the enemy, if you find it practicable, but avoid a general engagement until the arrival of other divisions of the army.” Huh? Ewell chose not to even attempt the assault. Historians believe that if he had, the Confederate army would have won the Civil War, as Gettysburg was seen as the "turning point".


• It’s important to look at the perspective of the other side.


• Micromanagement can be fatal.


• Titles are not important. The best leaders may not have “rank.”

NOW WHAT?

• Develop a “view from the balcony.” Paint the big picture.  I need to figure out the best way to show and communicate what good instruction looks like. 


• Specify and prioritize current organizational challenges.  Times are tough for educators right now.  Class sizes are huge, funds are dwindling, morale is low.  I need to be creative in helping others see the reasons for changing instructional practices. 


• Revisit goals and adapt when needed. 


• Bottom line... my "high ground" is to look for innovative ways to provide positive learning opportunities for students.  Technology must be part of this process. 

Michigan Educational Policy Fellowship Program

I'm a Fellow!  Saying that makes me chuckle.  Seriously, I was just accepted into the Michigan Educational Policy Fellowship Program (EPFP).  What is this, you ask?

From the EPFP website:  "The Michigan program is designed to provide a forum for exploring public policy issues, link participants to key figures who shape and influence the process, and develop new leadership skills for education and community leaders.  The Fellows meet monthly for seminars, presentations, workshops, interactive learning, and leadership development activities.  Michigan's EPFP is affiliated with The Education Policy Center at Michigan State University."

I am involved with many groups and organizations, mainly groups that consist of people who are like me - they share my passion for using educational technology to improve educational experiences for students.  EPFP joins people from many different backgrounds and I really look forward to broadening my perspective of what is needed to create policies for widespread positive change.  I so much enjoyed meeting the other Fellows and hearing about what they do.  All of them work in education fields that I do not know much about... education of prisoners, working with families of newborn-5 year olds with disabilities, MDE grant coordinators, special education administrators, college professors, charter school principals, online learning teachers, etc, etc, etc.   I look forward to learning alongside other educators with such varied experiences. 

In the afternoon we had a guest speaker; Lou Glazer from Michigan Future Inc  presented an update on Michigan’s transition to a knowledge-based economy that opened my eyes.  He shares his presentation on Slideshare.  The outlook for Michigan is grim at the moment, and understanding why is key to the goals and objectives of the EPFP program.  He shares the 4 most important trait of prosperous states:

1. High proportion of wages from knowledge industries (includes industries such as professional and business services, finance, education, hospitality, and public administration).


2. High proportion of college graduates.


3. Big metropolitan area with higher per capita income than the rest of the state.


4. Largest city in that metro area with a high proportion of college graduates.

Looking at the data in his presentation gives you lots to think about.   There is much work to do! 

Lou's conclusion:  The places with the greatest concentration of talent win!

I'll be writing about my involvement in the program here over the next year.