I have been lucky enough to be able to see some of the draft versions of the Department for Educations (DfE) digital standards and to provide feedback.   In some ways, I am really keen on them but in other ways, there are aspects of them which I am not so happy about.    But that said, I think we should accept them as they are, and that they are a step forward.

For quite some years, there has been a void in relation to guidance on technology for schools with some schools navigating this void well, using networks such as the Association of Network Managers in Education (ANME) for help, however, other schools have not been so fortunate.   Technologies were bought but without plans for replacement, while other technologies were bought which didn’t meet future needs or would have worked well except for basic infrastructure which wasn’t there.    Years ago in Abu Dhabi, I discussed the need for a strong foundation in relation to EdTech before we got to teacher and student confidence and eventual embedding of technology in teaching and learning.   The DfE Standards are not the single solution but they at least provide some guidance and seek to fill this void.

The issue however is that schools and school contexts vary so much across England and across the wider UK so for any single set of standards to fit it needs to be very broad to the point which the resultant standards may have become less useful, especially for those schools without the relevant experience, skills and focus in relation to technology.    In trying to be more useful the standards are a bit more specific which means they don’t fit all contexts or all viewpoints in relation to how technology in schools should look.

If we accept the DfE standards as being imperfect in their inability to cover every school context and school eventuality, then we can make positive use of them.   As an imperfect instrument, we can take what we can from the standards while identifying where some things don’t fit.    One example is Cat 6A cabling;  I get it that we might want to put Cat 6A everywhere in a new building possibly, but in a refit where cabling runs make Cat 6A more difficult, why can’t Cat 5E be good enough?   Isn’t the biggest pinch point likely to be our internet bandwidth rather than having 10Gbps to desktops?   Maybe we can save money on cabling to spend more on bandwidth?  Maybe we might install some Cat 6A for Wireless Access Points (WAPs) but Cat5e elsewhere? 

I don’t think the standards can ever be perfect and black and white, but when is this world ever perfect or black and white, and more importantly when does this ever happen in the messy world of education?    Raising concerns about their imperfections or highlighting issues doesn’t move technology in schools forward.   So, if we accept the standards are imperfect, we might just be able to use them to do what they are meant for, which is to help and provide some guidance.   We might then be able to move technology in schools forward in more and more schools.

I have recently been wondering about whether there is a need for a digital strategy.  I had always considered it important that every school had a digital strategy however more recently I have been wondering does the need for a digital strategy vary with a schools technology maturity?   If a school has technology which is reasonably well embedded is there still the same need for a digital strategy?

Getting started

At the early stages of technology use in a school I believe it is very important for a digital strategy to exist.   You are managing software and hardware requirements, underpinning infrastructure, maybe device end points as well as training and communication.   And it’s all new to you as you are only getting started.  There are a lot of moving pieces and a lot of interrelated decisions, plus there is the whole issue of change management and bringing people with you.    The need for a strategy is key in planning all of this but also in showing people where they are going and charting a path there.   Without the strategy you may have different people pulling in different directions.

Mature technology usage

When however, you get to mature technology usage and your systems and processes are more embedded the challenges are different.   Significant change is much more difficult as you are no longer moving from a blank slate.   You are likely from a situation where technology is being used and is likely having benefits, albeit there may be issues which are leading to considering change.   Consider moving from iPads to Windows Laptops for staff for example;  Your staff will be aware of the benefits of the iPads given they use them so availability bias plays its part here in that we know with certainty the benefits of our current setup however the benefits of the planned new solution are not as clear or definite, therefore we over weight our current setup.   In terms of the drawbacks of the iPads, we are aware of these too however given we are using iPads we equally already have workarounds or simply sub-optimal processes whereas for the new solutions we are only predicting the possible drawbacks, so again we come back in favour of our current setup.   And the same issue arises if you are looking at changing an established MIS system or various other bits of technology.   You also have the issue that different technologies and associated processes might be tightly integrated, meaning any new solution, which would be a different solution, would need to be able to be equally tightly integrated, where this is seldom guaranteed.

If not technology strategy, what?

Once you have a relatively mature technology usage I suspect rather than significant change, it is more like iterative or evolutionary change.    The technology is more transparent rather than having a more central focus.   There isnt the same need for a three-year strategic roadmap and the ongoing renewal of infrastructure should be a simple matter of operational process.   So, given we accept technology continues to evolve, if it isnt digital strategy, what is it?    In a recent chat with Ian Yorston he planted the idea of Digital Culture with me and I think that is exactly what we should be looking to develop, where technology is simply the way we do things around here, supporting the overall objectives and aims of the school.   And culture is something that changes more slowly based on the stories and the narratives told around school, so we need to be paying more attention to this.  So its about having the opportunities to constantly review the narratives around technology use in school, to assess the impact and value and iterate and evolve.    In my school this is our IT Management Group but also working parties such as our AI working party.   It is also feedback processes through SLT and through Heads of Department.   I don’t think we have it 100% nailed by any means but then again if things are constantly evolving maybe this is to be expected.    One of the things I want to do more of is look to the “how we measure” impact and value and the how we know things are working or not.   

Conclusion

Maybe a technology strategy is very important to get started, but maybe once technology is embedded it’s all about developing the culture and softer adjustments and changes around the edges.      

And maybe it easier to show change and impact in the beginning which makes it easier to demonstrate the impact or progress against the strategy.   Once technology is more embedded this isnt so easy to measure or assess which means we need to start looking deeper, and this is something I hope to look into over the coming months.

Working in EdTech, change has always been a central part of what I do.   Whether this is the technical side of things when introducing new technologies or building a new school, or the human behaviours side of things in relation to identifying the need for change or supporting staff through change.

Both personally and professionally the last 6 months have presented me with lots to think of in relation to change, both personally and professionally, and it has struck me how difficult change is.

I started this new academic year with “Entropy” as one of the key words for my department.  This felt right given the unanticipated changes that Covid19 has brought about which have impacted on EdTech use within schools in particular.   Put in simple terms Entropy is the concept that all systems tend towards disorder, and therefore we need to constantly exert effort to maintain order.  (Note: I am no physicist so the above may not be 100% technically correct however I think it fits with the overall concept).   As we are constantly exerting effort to maintain the current level of order, to maintain the processes, systems, etc, we have in place, the whole thought of introducing our own change with its inevitable disorder is one I believe we naturally withdraw from at an instinctual level.

Taken on a more cognitive level and looking at things more rationally, when faced with change we often seek to look at the pros and cons, creating two lists to see which is longer.    The issue here is we can say with reasonable certainty how things are now.   We are experiencing the now, can touch, taste and feel it.   When reviewing the potential changed state however we are predicting how things might be after change and therefore our views are all probabilities rather than certainties.   A rational evaluation would then lead to a comparison of known values versus the probability of some lesser know values.    From a rational viewpoint the status quo will largely win out.

 Also, when reviewing the now, and where presented with significant change, we may over value the positives of our current situation due to our instinctual reaction to change.   This leads to negatives within our current situation being disregarded or overlooked, painting a rosier view of how things are now.   In turn, this makes it more likely for us to again adopt the status quo.

We also believe in the certainty associated with our current situation, that this situation will continue as is.    We see safety in this.  This fails to address Entropy and the fact we live in an uncertain world.   Who would have predicted Covid19 and all its many impacts a year ago?    We believe in the certainty of how things are now and often do not give sufficient consideration to how this could easily change over time, with a number of small changes adding up to a cumulatively large change, or in one sudden upheaval such as that brought about by Covid19.  Our current situation is by no-means guaranteed to continue.

The above all seems to point to a definite reluctance to change and in my experience the more people involved the more this reluctance will manifest itself.   In a meeting of 3 or 4 people it might be possible to see the benefits of change, of a new system or new process, but as soon as this change impacts of a wider number of people it becomes significantly more difficult.   We need something additional to make or even push change to happen.

We need a catalyst for change.   In our organisations this might be an external pressure or event, such as Covid19 which has certainly been a catalyst for lots of change this year.    It could be a senior staff member or group of senior staff members pushing change from the top of an organisation.  It could equally be a ground swell or grass roots movement of staff pushing for and wishing to see change.   In our personal situations it could equally be an external event, or it could be from within us as individuals.   We often need to be our own catalyst.

Thinking about change I have came to a couple of conclusions;

1. Change is inevitable; Entropy suggests change is constant so even when we think things are remaining constant, either we are working very hard to keep them this way, or we are simply unaware of the changes which are occurring.   We shouldn’t be overly worried of change.
2. Individually and collectively we will either tend towards or away from risk and inversely towards or away from the status quo.   This is a tendency, and some have stronger tendencies than others; my tendency towards enjoying new challenges is the same tendency as someone who likes to skydive or swim with sharks however, I would suggest the magnitude is different.  We all however need to be concious of this tendency and its impact in biasing our decision making and actions.
3. Change is always a struggle; Change always introduces unknown factors and therefore no matter how well we plan there will always be a sense of anxiety or insecurity associated with it.   As such change elicits an emotional response in all those involved, and we need to be concious of this response and seek to manage it accordingly.
4. But without change we don’t improve; This always makes me think of the “doing the same things but expecting different outcomes”; Unless we change the inputs or the process, the outputs won’t change.   We therefore need to be more embracing of change.

Am not sure whether writing this or spending time thinking about change will have helped me with the changes both currently in front of me or those potentially in front of me for which I need to reach a decision.    If not me, maybe it will help others who are equally struggling;  I am not sure.    The one thing I am sure of is that change is not easy, BUT it is an important part of life.

In Pauls book which focusses on managing behaviour he advocates keeping rules clear and simple, picking only a limited number of around 3 rules and ensuring all across the school consistently enforce they rules.   The idea of simplicity is the one that has stuck most with me.   By making rules simple, and limiting the number of them, they are much more easily understood and shared across the school community.   It is very difficult to remember a list of 25 different rules let alone ensure that all across school fully understand them and can apply them all consistently.

This led me to consider what is most important in terms of IT acceptable use and I came up with a limited list of guidelines albeit more than the 3 Paul suggested.

• Respect privacy, intellectual property and copyright
• Be safe and secure
• Be responsible
• Protect school data
• Report issues

I think the above sums up how we should all use IT.    Obviously to help understanding of each guideline I have also put together some additional details of explanation however it still all easily fits on a single side of A4;  The previous version took up several sides of A4.

I wonder how many other policies might be simplified down to a number of simple descriptions or phrases such that they are easier to understand and apply.

The reality of it is that hindsight prefers a distorted view of events.   During the change itself the path is not so linear, involving various changes in direction as a result of new found information, changing perceptions or other feedback gathered during the process of change

This has recently frustrated me with a project I have been engaged with, which had a clear pathway along which progress was being made with slight deviations and modifications being made along the way, but nothing substantial or at least this is how I envisaged things would progress.   Late in the year however it was decided to back away from the project and deliver a smaller pilot version of the original plan.    My initial reaction to this was to be disappointed and a little bit annoyed if I am being honest.   This move to a smaller pilot project represented a more significant change in direction and pace than anything I had considered.   It presented a significant deviation from the envisaged plan.

Looking back now, having distanced myself from my immediate emotions in relation to the project, I can now see that this big change in direction is just a factor of change and therefore should not be viewed as necessarily negative in context.   The direction of travel is still the same albeit the route is not as straight as I had originally thought it would be.

As such I will continue on with the now smaller project, as part of the project towards an ultimately planned more holistic implementation.   This recent change is not a set back back a small step on the journey towards the eventual goal of the project.

The step I am currently undertaking as part of my bid to continually improve is to seek some anonymous feedback from colleagues with regards leadership where I myself am one of the leaders to which those invited will provide feedback.

Sticking your head above the parapet so to speak is never easy and never without some worry or concern with regards the feedback you may receive.

From a research perspective the responses received will be based on the interpretation of the questions being asked and then the perception of the individuals providing the feedback.    Their perception may be coloured by recent events, which due to ease of recall will appear more important than more frequently occurring events which may have resulted in an inverse response.    An individuals state of mind and emotional state on the day they provide their feedback may have an impact on the feedback they provide.    Where a person is having a good day and therefore feeling positive, they are more likely to respond in a positive fashion however where they are having a bad day, where the world is against them the opposite is also true.    If they have recently received bad news the response is also likely to be less positive.

From a statistical point of view I know there are various ways I can interpret the data with each approach potentially resulting in different findings.    A simple look at the highest and lowest average scores may seem to suggest the strengths and areas for development however a look at standard deviations may indicate a high average resulting from some widely fluctuating scores.    This initially apparent strength may therefore turn out to be either inconclusive or even an area for development.

Given all these variables it may be easier to decide to avoid asking the questions.   My choice however is to ask the questions as I would prefer to have data which may upset me rather than having no data at all.   At least if I have upsetting data I have a position to work from and to improve from as opposed to existing in blissful ignorance and therefore having no clue that things need improving.   I also have a baseline to work from in terms of checking if any actions taken have made any difference.

I await the results of the feedback with an element of trepidation and an element of anticipation.

In “The Obstacle is the Way” the reaction of people to “obstacles” is discussed including how generally people are often found complaining about obstacles or difficulties which they encounter in their life, be it a difficult colleague, students or a disagreeable boss.   Ryan Holiday suggests that such obstacles need not actually be obstacles and that instead they may represent unrealised opportunities or the way ahead.    Marcus Aurelius, for example said:

“Our actions may be impeded, but there can be no impeding our intentions or dispositions. Because we can accommodate and adapt. The mind adapts and converts to its own purposes the obstacle to our acting. The impediment to action advances action. What stands in the way becomes the way.“

This approach to obstacles means that little time is wasted on complaining, an act which may provide some self satisfaction however is unlikely to do anything in terms of progressing a resolution to the prevailing obstacle.    Consider the teacher complaining about a lack of resources which are available to them.    The act of complaint is unlikely to help address the issue of the lack of resources however it will take up valuable time.   Instead we might change our perspective and consider the lack of resources as an opportunity to develop new bespoke resources which specifically meet the needs of teaching and learning in the coming weeks.     We might consider it an opportunity to work with the students in creating resources together.   Maybe we might consider the situation as a challenge to our ability to improvise and exercise creativity in our teaching.    These three perspectives provide the teacher an opportunity to at least attempt to tackle the identified obstacle and in doing so he/she might realise new solutions and success which otherwise they may not have.

I myself have found things difficult in recent months mainly due to perceived issues with my workload.    The fact I haven’t posted much since January goes to prove that I have been finding it difficult to manage my time or to find time to actually post anything.    Having listened to the book however I have decided to change my perspective with regards the lack of perceived time.   Instead I will consider this as an opportunity to try out techniques from Coveys, First things first which is a book I am currently reading.   This will include focussing on doing what is important as opposed to trying to do a high quantity of tasks.   Part of this will require me to spend some time on identifying that which is truly important to me both in terms of work, family and also personally.   I will also try to be more efficient in my use of time, no longer hitting the snooze button as opposed to getting out of bed when the alarm rings in the morning.   I have decided to commit to this act of getting up, in order to be able to better trust myself, that I will make best use of the available time to maximise my impact.

It is my intention to take each obstacle that stands in my path, and try and change my perception to turn it into an opportunity.

Now let us consider the alternative here;   A leader consistently comes across as positive both in terms of beliefs and emotion despite the prevailing situation.    I have worked with people like this and over time you start of lose your trust in them as they repeatedly underplay the humanistic side of life and also the challenges which particular jobs, tasks or activities may present.    They also tend to underplay or fail to acknowledge the culture and climate within the organisation, department or team.   Imagine the boss who you have plainly made aware of personal or professional difficulties who makes light of it rather than engaging you as a person, looking to provide support and arrive at a solution.   “Its going to be fine, just keep at it and focus on solutions”.    I think the reason this constant positivity is stated as positive lies in the hope that positivity will rub off on those you lead and work with however this underplays trust.   Constant positivity both in belief and in emotion suggests a constant level of effort however this is not the case.    Some professional situations require more effort or, as in my situation where my wife was injured, some personal situations result in the need for more effort professionally in order to maintain the normal level of positivity.     As such a consistent “things will get better” approach to positivity may not always work as it fails to recognise the personal effort, commitment or resilience required.     If a leader fails to recognise and acknowledge how a static level of positivity may require varying levels of effort, commitment and resilience then trust may be lost as they more and more appear to be disconnected with a team members reality (Note: I am considering reality as subjective with the only reality which exists to a colleague or team member being their own reality).

Covey puts so much stake in the importance of trust and I cannot help but agree.   Education is more and more focussing on data and standardised testing while ignoring the softer data of what school leaders see and hear on a daily basis.     Trust may steadily be in process of being eroded and teachers more and more see themselves being judged based on data which very often lacks any context.  This is especially evident in terms of a focus on achievement.   Here in the UAE not all students will do Kindergarten so would it be fair to compare two teachers where one has a class of students who did not do kindergarten against a teacher of a class which did, where the later teacher benefits from a class who have two additional years of schooling despite being the same age as the students in the former class;   I would suggest not.

Data is going to continue to be an integral part of education systems as is accountability.   I believe we need to also make some room for trust.    We need to develop the predisposition towards trust as suggested by Covey.   Professional development for example should not be focussed on the needs of the weakest staff at the expense of those who have highly developed skills.    Education often talks of distributed leadership and of empowerment however both of these concepts cannot operate without a level of trust.

I write this in following one of Coveys initial points in his book which is to trust yourself and in writing this I am trusting that my beliefs and ideas are worthy of sharing and consideration.   I trust that you will feel free to share your thoughts whether they be in agreement or disagreement.

A number of issues were discussed however 3 key points came out of the discussions:

• School Culture and Climate
• School Communication Systems
• Vision

Now the issues are written down in the order them arose in the discussion so no priority should be read into the order above.   Let’s take each of the issues in turn:

School Culture and Climate

We discussed the need to improve the quality of teaching and learning and how those teachers currently delivering high quality learning experiences could be utilised to encourage this however this doesn’t happen unless a culture exists where staff feel safe in sharing ideas and where ideas are openly discussed and questioned.     Ideas and thoughts regarding how to improve a school often already exist within the school itself although unless a safe, sharing culture exists, these often go without being verbalized.

In addition to this a sharing, safe culture, encourages and supports staff in peer observation, collaboration and team working.    It also serves to support distributed leadership, where teachers are encouraged to take on leadership roles.

School Communication Systems

Now we are not just talking about a weekly briefing here; we are considering the communication system of the school in its most holistic terms.   How do staff and students within the school find out what is going on in the school, its priorities, its mission and its progress towards realising this mission?    Equally how does the school find out about how students and staff feel about the school, its systems and, in general terms, how things are going?     Consideration needs to be given to processes and systems but also to more humanistic issues like how do managers find out about their staff as people with lives outside school.    Communication is about ensuring that the right messages are heard and that all staff feel as if they too are heard, and that their contributions are valued.

Vision

How is the schools vision arrived at and who is involved in this process?    How do we turn the written vision into an espoused vision acted and believed by all staff within the school, independent of role or position?   Some discussion was had regarding whether or not all school vision statements were essentially the same, however I do not believe that this is the case as even although the words used may be similar and the general aim may be education, what this actually means within a given staff body in a specific school in a specific area, at a specific time may differ significantly.

Now overall the discussions were very interesting and identified three important strategic areas in need of consideration however one very important question remained:

How do we go about building on these 3 areas within your school?