Tech Integration Philosphy

“You can see the computer age everywhere but in the productivity statistics.”

~Robert Solow, economist, Nobel Prize winner  

By the late 1990’s, despite billions invested in computers, corporate productivity remained

flat.  Known as the productivity paradox, automation of existing business practices did not produce substantial increases in productivity.  However when businesses began creating new business models and processes, productivity began to increase.  There were entirely new ways of delivering services that leverage what technology could do and, in turn, spawned even more new ways to do business. As a result, the way we shop, bank, receive our news, communicate—even meet potential mates-- have dramatically changed how we live and work.   

What does this mean for education?  Information technology alone doesn’t raise the

productivity in the business world and it will not automatically improve student achievement in our classrooms.  The way we school is an achievement paradox—we have loaded our schools and classrooms with computers, interactive whiteboards, and all sorts of technological tools yet the pundits lament that schools are “failing”. 

The processes and structures of schooling must be reengineered to use what we know about digital learners to design meaningful and powerful learning experiences.  An education model must be created that will acknowledge how and why today’s students are different because of digital media and redefine what it means to get an education today.

As a consultant, I want to enable educators to answer these probing questions:

  • How does the culture of education institutions need to change to embrace digital learners?
  • What is the most current research that addresses teaching digital learners and how does it look in practice? 
  • What are the megatrends that could shape and inform a new model? 
  • How do educational institutions support digital learners?
  • How do we enable digital learners to produce, create, and publish within a new model?
Because it's not about the technology--it's about learning for teachers and students. 

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