Let's be change leaders!
“If schools cannot change fast enough to keep pace with the advances in learning technology, learning will leave the school behind” (Grover, 2009 as found in Moodle EDDE 805, Leading Change in Education)
I am struck by this statement. It caused me to pause. As I have been an educator for 28 years, I have been witness to many changes. I have seen the change from the mail in distance learning to what we see now using technology and real time learning online, so when I read the quote from Grover (2009) I have to stop and think about the reality of how slow we are moving and what we are afraid to change.
I think back to the idea of leaders in distance learning. Cleveland-Innes & Sangra, (2010) state “leadership must be in keeping with the culture of the organization, as it currently exists, but requires action to create structures, procedures and technology to overcome challenges and move institutions in new direction” (p. 78). A true moment of truth hit me in that statement. When I was both a principal of distance learning and a teacher in it, I can’t say that I was changing or adapting my leadership style. When I first began teaching online, I taught like I taught in a face to face environment. It really was more like the traditional distance learning that we sent via the post; however, the main difference was that it was online and accessible right away. I made sure I was available to my students, but I did not build community. I was the lecture teacher in print! This is embarrassing now to say out loud. But I only knew what I knew.
As an administrator, I also did not know a whole lot differently. I encouraged my DL teachers to try to make a connection with their students, to be in constant contact with them and to ensure they were prompt in their responses. Not what one would call a very innovative leader!
“DE leadership requires working effectively with instructors who need to have a good understanding of, and experience on the use of the right types of instructional technologies and strategies to enhance student learning” (Nworie, 2012). Although I reflect back and with great certainty I can say I did not have the proper understanding nor the right strategies to enhance student learning through distance learning. I was doing what I knew and doing what I thought was the best I could. Although I judge myself right now, I understand that we have to start somewhere.
Cleveland-Innes & Sangra (2010) also remind us that there is an insecurity in change while it also brings new opportunities for progress. If we aren’t willing to change, like Grover (2009) pointed out, we will be left behind. What impact will that have on our students? I already believe that we are teaching students for jobs that will not be around when they graduate. I also believe that we are not getting them prepared for the jobs that will be available when they graduate. This is difficult to do given we don’t know yet what those jobs are! Therefore, what we need is change in education. We need to build 21st century learners rather than students who sit nicely in a desk and can regurgitate our lectures. We need students who are exploring their own questions and being inquisitive, rather than answering worksheets.
As we are exploring the ability to learn online, to embrace the new technologies and to be innovative, we are providing boundless opportunities for our children to keep up with the changing world. We do need to lead change in education and the advent of technology is forcing us to do just that. We cannot leave our students to figure it out later. We need to help them use the technologies to figure it out now, even if we have to figure it out along with them.
Cleveland-Innes, M. & Sangra, A. (2010). Leadership in a new era of higher distance education. In M. Cleveland-Innes, & D. R. Garrison (Eds.), Introduction to distance learning: Understanding teaching and learning in a new era. New York, N.Y.: Routledge Publishing Inc.
Nworie, J. (2012). Applying leadership theories to distance education leadership. Online Journal of Distance Learning Administration,15(4).