Skip to main content

Leadership of Distractive Technology

As I sit here planning to write about distracted technologies we are preparing for our school fete and open day. The air around me is filled with music coming from our junior school orchestra in warm up. I walk over and see they are currently without a conductor leading them. They are all independent musicians working to improve their skill on their instruments but without direction. They individually may sound great but together the sound is mixed, blurred and and feels as though they are competing for air play.

Then, almost as if he was a magician our conductor walks into the room and the orchestra is transformed. The violin's begin to play in time with each other in harmony with the other string instruments. As the flutes perform they don't overpower the other wind instruments. It was beautiful, there was flow, direction and purpose.

I see distractive technologies are similar to our instruments. Without direction from a conductor the sounds they create are less than their potential, in a similar way a classroom using technology without the foresight of its teacher achieve less that what they could.

As teachers identify the overall direction of their lessons they develop the pedagogy to support the implementation and use of these technologies.  

Popular posts from this blog

What does a post-industrial class look like? Part 2

This post is the second part of a series that I have been working on to identify what does a post-industrial class look like? In my previous post, I looked at using video, collaborative discussion, grouping and student-centred learning.


Why a large display and one to one? The large electronic display is used as it offers many benefits to a given lesson; these include demonstration and modelling as the teacher could showcase the application or video from the board (Moss, et al, 2007). It is easy to show the important features of particular web-based activities and have students interact with the material on their own devices. The board can accommodate different learning styles (Herrington & Harrington, 2006). Interactive boards can help tactile learners by touching and marking the board. Audio learners can have the class discussion and auditory multimedia, visual learners can see what is taking place as it develops at the board and it offers multimodal learning which can be tailored …

What can Western Education Learn from the China's History?

Sitting travelling at 307km an hour travelling from Beijing to Suzhou for 5 hours with a group of 80 gives me time to reflect on some of the engineering, architectural, fashion and acrobatic feats of China. This trip our group have been give the privilege of walking on the Great Wall, cruising through the canals of Suzhou and riding on the high speed train. What I have noticed is all of these engineering marvels were completed with amazing efficiency, are structurally sound and have aesthetic appeal. Our tour guides said this is because of the time taken to plan and execute, taking into consideration the natural beauty of the region and working with it. They suggested the public only sees the rate in which something is built; however, highlighted that it took long term vision to create something that was radically new for their culture. This idea resounds with me!
As educational change agents and leaders we need to see the budding talent encompassed within our students and support them…

How can Change Management be Enhanced by Reflective Practices?