Blog Post #3 - National Education Technology Plans

In this weeks readings, we looked at the National Technology plan from 2004 and compared it with the findings from the same plan released in 2010.  A common theme that is probably here to stay is that technology should be incorporated, in effective ways, into the educational system.  Both plans seem to identify such ways, but the newer plan also takes a higher level view.  This higher level identifies the adaptive challenges that we face in our current educational systems. An adaptive challenge is one that cannot be fixed with the current mindset and tools of an organization. It is often compared to biological evolution and the changes in a species that occur in nature over time in order to survive. These kinds of challenges require individuals to extend their minds beyond their current capacity and respond to the needs of the challenge in new and inventive ways (Heifetz, 1994; Wells, 1990).  These adaptive challenges are similar if not the same as the grand challenges identified in the 2010 report.

This notion was brought to my attention in an Educational Leadership course I took this summer.  It was also a common theme in Dede's (2005) examples of schools that were "scaling up for success".  In the case of Union City, NJ.  Fred Carrigg was a large part of the successful implementation because his innovation and vision to address these issues that started the path of success. This is just the beginning of the work that needs to take place, as seen in the multi-year plans implemented in this school.  As a leader, Carrigg was a powerful mobilizer of masses.  As a resulty, he was able to define his vision, assign the tasks, and lead the school to change.  This is no easy task and his efforts resulted in state-wide policy that will in effect change hundreds of schools in the state of NJ. 


Similar to this is Wenglisnsky's (pp. 48-52) example of the Accelerated Learning Laboratory in Worcester, Massachusetts.  Because of all their work to redesign the way they teach and learn, government funding opened up to assist others with similar reformation.  Such examples are just a few of the many successful implementations that can promote learning and education.  While plans of this nature can require major funding, the biggest hurdle seems to be ensuring that participants in the change are willing to do just that.

"You must be the change you want to see in the world."Mahatma Gandhi
Indian political and spiritual leader (1869 - 1948)

Heifetz, R. (1994). Leadership without easy answers. Cambridge: Belknap Press of Harvard University Press.


Wells, L. (1990). The group as a whole: A systemic socioanalytic perspective on interpersonal and group relations. In Gillette, J. and McCollum, M. (Eds.), Groups in context: A new perspective on group dynamics. New York: Addison-Wesley.

Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. The TEC series. New York: Teachers College Press.