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3rd part of Barriers to Change by Tony Bates

"Every teacher is taught that back up plans are a must. Things change constantly in education and there are a variety of factors that can make plans change - computer breaks, internet goes out, file is corrupted, forgot your flash drive at home, you finish a lesson early with a class, your class has very low attendance due to a school activity or event (like AP testing, prom, etc), lesson runs long, students don't understand the material, class is interrupted by a fire drill. To deal with these issues, teachers must have back up plans ready to go and be flexible and organized. Here are some tips and resources for backup plans."

Reformers have largely worked within, rather than on, the system of education. Working within the system has resulted in status-quo preservation, even when reformists felt they were being radical. Illich failed to account for how educational institutions are integrated into society. Freire spoke with a humanity and hope that was largely overlooked by a comfortable developed world incapable of seeing the structure and impact of its system. To create and nurture change, a message must not only be true for an era, but it must also resonate with the needs, passions, interests, realities, and hopes of the audience to whom the message is directed.

world are embracing and developing new "ingredients" of learning: superclasses of 90 to 120 students; vertical learning groups; stage not age; schools within schools or "Home Bases;" [all education concepts Stephen talks about more later] project-based work; exhibition-based assessments; collaborative learning teams; mixed-age mentoring; children as teachers; teachers as learners

What will tomorrow bring? What will life be like in 2028 as our youngest students of today exit school? What occupations will they enter and what challenges will they face? These are not new questions but with the rate of change in society and the pace at which technology evolves they are questions without clear answers. How then do schools prepare students for this uncertain tomorrow? What shall we teach our children today such that are well prepared for the challenges and opportunities of their tomorrow?

I am currently reading "Thank you for being late: An optimist's guide to thriving in the age of accelerations" and have found in this the answer to these questions. In essence we are confronting two types of change, one that we have always faced and one that is unique to our current times. 

Sobel-Lojeski has called this phenomenon "Virtual Distance" because the death of (physical) distance due to the use of communications technologies just heralded a new kind of interpersonal detachment.

The consistent message is that we are preparing our students for success in a world very different to that which was the norm only a short time ago. The implications of this change are immense and require a shift in our thinking about what matters most in our classrooms. Such is the pace of change that within any school there will be multiple generations who normalise different perspective on technology and its place in their lives. What becomes clear that the skills we most need within our schools at every level are those which are critical for individuals to be empowered, self-navigating learners. But what does this mean in practical terms?

Perhaps you've attended some high brow conference that produces 10 bullet points on "How to Change Education"- and not much happens. Maybe you work an at institution that restricts you from using a certain technology or forces you to use another. And while the image of a revolutionary edupunk is charming, most of us are not ready to burn down our organizations- we believe in their purpose. Despair not! There is something out there- an approach of creatively side stepping what limits us, to exploiting what we are forced to use in new ways, to sneak innovations in the back window that don't rock the house.

A simple chart featuring the characteristics of education in the different web stages 

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The New economy and hints as to the changes coming in organisations and I think especially education

How might we prepare our students for an unknown future? If we accept that we are living in times of rapid change and that the world our children will inhabit is likely to be very different from the world of today, or perhaps more importantly, different from the work our current education system was designed to serve, what should we do to ensure our children are able to thrive?

Learning to write is one of the fundamental skills we gain from our time at school. Writing is one of the cornerstones of learning and we devote significant time and energy towards its mastery. Skilled writing is a mark of an educated individual and a skill required for academic success. But in the modern world what makes a skilled writer? What has changed about writing and what literary skills should we focus our attention on. 

"Teachers have always held the key to student success. But their role is changing. The ISTE Standards·T define the new skills and pedagogical insights educators need to teach, work and learn in the digital age."

Employers are expressing increasing dissatisfaction with the ability of college graduates to access, evaluate, and communicate information; to use information technology (IT) tools effectively; and to work well within groups across cultural lines. A change of instructional paradigms--from passive to active (authentic) learning strategies, such as project-based learning, problem-based learning, or inquiry-based learning--is clearly needed.

The 21st century teacher is in the critical spot-of mastering constantly evolving technology and digital learning tools-the same tools their students use every day. In this post 9 such tools are discussed. The list is not meant to be exhaustive or even authoritative and is subjective. As this is the 21st century, things will change but, here and now, the authors suggest that this is a fairly accurate litmus test of what the kinds of tools the average 21st century teacher can be expected to use and master."