Looking ahead, where will WE take technology?
The transition of moving between cultures often forces a person to look at familiar landscapes with a stranger’s eye. After a year and a half living in the USA, returning to Dalian I see a city that is familiar on the surface, but hyper aware of any changes. As I navigate the personal and financial pressures of this transition, I find myself looking to the foundational theories of educational technology not as academic requirements, but as a roadmap for meaningful leadership.
I am particularly inspired by the work of leaders like Lari Nelson’s leadership in a once-failing school. Recorded by Stachowiak and McClay (2024), Nelson’s rise to a decision-making role was not the result of a linear administrative path , but a journey defined by a willingness to re-examine the school’s fundamental identity. Nelson and their team a comeback not through a massive hardware purchase, but through a collaborative culture where leaders and teachers prioritized professional development. The PD wasn’t just about learning how to use the computer’s and apps, but a shift of mindset for the staff from conscious incompetence to a state of innovation.
I see a striking similarity between that environment and the current sentiment in Dalian. While the specific reasons for a school’s failure may differ, the community sentiment here is the same: an urgent need for an educational experience that moves away from rigid, performance-based grading and toward a curriculum that reflects our increasingly complex, technology-driven world. Nelson’s work adheres to the ISTE Essential Conditions, especially the need for a shared vision and empowered leaders, who prioritize pedagogical shifts over new tools.
A combination of recent research supports this call for change. Bartholomew et al. (2017) demonstrated that student self-directed learning(SDL) remains largely independent of device access, and rather success is predicted by a student’s existing skill level and the quality of teacher facilitation. This adds oil to fire for the burning need for professional development and support for teachers to integrate meaningful technology use and not just newer, expensive tech.
Meaningful technology use lies in shifting the pedagogical philosophy toward “authentic learning”, as Rule (2006, p.2) identifies student engagement and extension beyond school as essential components of this model. This mirrors the Problem-Based Learning framework, which requires students to take responsibility for their own learning through "ill-structured," messy problems (Savery, 2006, p.12). The challenges of student apathy or staff resistance, shared by Nelson, are addressed by these frameworks. By giving teachers and student’s agency, the problem becomes a catalyst for change and innovation.
However, a critical perspective is necessary. Rashid and Asghar (2016) found that technology only improves performance when it first triggers SDL and engagement. My concern is that without a systemic shift in how we value process over grades, even the best technology will be used to reinforce old hierarchies.
Leading in EdTech is about advocating for the conditions where students are given the autonomy to solve real problems. I am inspired by the idea that innovation is actually a return to authenticity. By focusing on inquiry over traditional grading, we can bridge the digital divide and foster true mobility in Dalian.
References
Bartholomew, S. R., Reeve, E., Veon, R., Goodridge, W., Lee, V., & Nadelson, L. (2017). Relationships between access to mobile devices, student self-directed learning, and achievement. Journal of Technology Education, 29(1), 2-24.
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604-612.
Rule, A. C. (2006). Editorial: The components of authentic learning. Journal of Authentic Learning, 3(1), 1-10.
Savery, J. R. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-Based Learning, 1(1).
Stachowiak, B., & McClay, J. (2024). Igniting your leadership with technology. https://pressbooks.pub/edd7032018f/chapter/navigating-the-territory-beyond-our-imagination/
Hello Michael,
ReplyDeleteI really appreciated your point about Nelson’s journey when you mentioned that the turnaround did not come from investing in more hardware, but from building a collaborative culture and prioritizing professional development. I agree that shifting teachers’ mindsets, from conscious incompetence to innovation, is a critical step for meaningful change.
Your connection to the situation in Dalian is also compelling. It highlights how many educational systems are recognizing the need to move beyond rigid, performance-based models and toward learning experiences that better reflect the complexity of today’s world. I also found the research you cited very relevant, especially the idea that technology alone does not drive learning outcomes. Instead, the quality of teacher facilitation and professional support plays a much more significant role in helping students develop self-directed learning skills.
I think Nelson's points are simple but essential. I think it comes down to everyone rowing in the same direction. I once worked for a district that did weekly Aleck's assignments from 6th-12th grade. These computer based learning topics aren't the best teachers, but the collaboration and buy in made them infinitely more effective than they had been in other schools. I am always really hesitant when I see things like "authentic learning". It seems to paint a picture that if students arent engaged in project based or deeper learning those teachers are less than. I think the culture and makeup of how students come to you is the biggest factor in where your starting point can be on that continuum.
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