I’ve seen a lot of half-baked initiatives emanating from schools. As for governments, well it’s almost what we’ve come to expect.
Read MoreOn this day, by Terry Freedman
On this day, by Terry Freedman
I’ve seen a lot of half-baked initiatives emanating from schools. As for governments, well it’s almost what we’ve come to expect.
Read MoreThere is little I find more annoying than being lectured to by people who have all the answers, but do not engage in (rational) discussion on the subject.
For example, a deputy headteacher once informed me that his school was going to spend thousands of pounds on instruction technology known as “integrated learning systems”, and that they were going to get the least able students to work on them all day.
I told him that some recent research said that the benefits of such systems was short-lived if all you did was use them and nothing else, and that such intensive use of them was counter-productive anyway. This had no impact at all, because
One of the most irritating things about children – but also one of the most endearing – is their tendency to ask lots of follow-up questions. They are never fully satisfied with the answer to their original question: each answer leads to a further enquiry. I think that ICT leaders can learn much from children in this respect.
There are two areas in which this sort of dogged persistence can pay off.
Julia Skinner gives her opinion on the importance of having -- and expressing -- an opinion.
Those responsible for ICT (educational technology) should beware of using technology too much: if they’re not careful, it can deter people from wanting to use it themselves.
You’d think that giving people in your team the freedom to teach ICT how they like would be met, by them a least, with unbridled enthusiasm. You’d think that the best way to get on with your boss would be to offer no resistance to his latest idea, even if you secretly believe it is completely nuts. You’d think that not challenging your students when they proudly show you the results of their programming or desktop publishing efforts would be much better than the opposite, lest their (supposedly) fragile self-esteem be damaged.
You’d be wrong.
“But what do you actually have to do?”
“You have to implement this solution.”
“Yes, but what do I do?”
“You have to implement this solution.”
“How? Who do I have to speak to? What should I say?”
When I read Terry’s article ’25 Ways to make yourself unpopular – Be Flexible’ I have to admit to feeling embarrassed! I was that person who had been invited to contribute an article and I was that person who asked lots of ‘what about...’ questions!
I have reflected on why that was the case and this is my defence!
As an exponent of educational technology, are you expected to use technology all the time? The answer is probably “yes”. But should you?
There is no better way to quell enthusiasm and induce frustration than to respond to a “brilliant idea” by saying, “Yes, but what about…”. One of the things you learn from experience is that there are always unintended consequences, and part of the leader’s job is to try and think of what they could be, and to help other team members do the same. In the sphere of educational technology, there is ample scope for unfortunate outcomes.
Julia Skinner disagrees with Terry's analysis of people who manage but don't lead.
As consumers ( in the real world) when things go wrong we call for the Manager. That role holds power. Power to sort out difficulties. Power to have answers to customers questions and queries. In retail particularly it is the aim of those career minded youths to work their way up to management and the exulted places they are considered to be.
(c) Terry Freedman All Rights Reserved