“What is disruptive? Moving from consumption to creation….this is where the magic happens. When students create and tackle real things, they get engaged. Kids are hungry to create. They are looking for new ways to do it….stay up all night to write songs. They need access and the environment. We need to build more tools and let go of constraints to let them create.”There is a lot of fear in doing something new. Involve them in the process. Pair their talents to the talents of their teachers – using their expertise.
Help students solve real-world problems….match resources to problems that exist in their neighborhoods.
Kids are hackers now…they can build websites! Pair those skills to real-world problems. Ask a crowd what’s wrong? They will tell you.
Be ready to adapt. Be ready for disruption. Build that shared experience with students.
Amazing possibilities when you work with students to solve real-world problems, try something new, experiment wherever you’re at. Use crowds of individuals to solve problems.
Take a step forward. Don’t live by someone else’s vision for how the system is supposed to work. Challenge the system and try new things and we will all learn together as part of that experience.
“The innovation immune system is how an organisation deals with new ideas and can include strategies that kill innovation.” – Graham Brown Martin
When you are in the position to implement change, are you working with an infected culture of innovation? When disruptive innovations are first introduced, they can easily be considered a “disease.” How can you influence others and attract others that believe like you do? Consider these questions and others that can impact your ability to be an education change catalyst. Take a quick gander into the ideas and thinking of Graham Brown-Martin as he discusses an aspect of business that nobody really sees until AFTER they are infected.
Watch Sugata Mitra as he addresses these important questions: What is the future of learning? Where does learning come from? “Could it be…..that we don’t need to go to school at all?, the point of time you need to know something you can find out in 2 minutes?, could it be where knowing is obsolete?”
Research-Based Articles & Studies
*Those denoted with a * symbol are those Dr. Thibodeaux recommends.
Links to Dr. Thibodeaux approved research can be found here. Take a gander at using these resources for your future projects, research, and initiatives. You may find some valuable information and lessons to be learned from the content shared below.
Most of the research contained here is within 5 years of the current year so as to keep current with the trends.
Journals are referenced in alphabetical order as per the guidelines for the APA Manual 6th edition.
Technology Implementation & Integration
Sauers, N. J., & McLeod, S. (2012). What does the research say about school one-to-one computing initiatives? Retrieved from http://schooltechleadership.org/wordpress/wp-content/uploads/2012/06/CASTLEBrief01_LaptopPrograms.pdf
Stanhope, D. S., & Corn, J. O. (2014). Acquiring teacher commitment to 1:1 initiatives: The role of technology facilitator. Journal of Research on Technology in Education, 46, 252-276. doi:10.1080/15391523.2014.888271
Topper, A., & Lancaster, S. (2013). Common challenges and experiences of school districts that are implementing one-to-one computing initiatives. Computers in the Schools, 30, 346-358. doi:10.1080/07380569.2013.844640
*Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, belief, and culture intersect. Journal of Research on Technology in Education, 42, 255-284.
Holden, H., & Rada, R. (2011). Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43, 343-367.
Usluel, Y. K., & Uslu, N. A. (2013). Teachers’ perceptions regarding usefulness of technology as an innovation. Elementary Education Online, 12(1), 52-65.
Hall, G., & Hord, S. (2011). Implementation: Learning builds the bridge between research and practice. Journal of Staff Development, 32(3), 52-57.
Hechter, R., & Vermette, L. A. (2014). Tech-savvy science education? Understanding teacher pedagogical practices for integrating technology in K-12 classrooms. Journal of Computers in Mathematics and Science Teaching, 33, 27-47.
*Gulamhussein, A. (2013). Teach the teachers: Effective professional development in an era of high-stakes accountability. Center for Public Education. Retrieved from http://www.centerforpubliceducation.org/Main-Menu/Staffingstudents/Teaching-the-Teachers-Effective-Professional-Development-in-an-Era-of-High-Stakes-Accountability/Teaching-the-Teachers-Full-Report.pdf
School Leader Internships
*Anast-May, L., Buckner, B. & Geer, G. (2011). Redesigning principal internships: Practicing principals’ perspectives. International Journal of Educational Leadership Preparation, 6(1), 1-7. Retrieved from http://files.eric.ed.gov/fulltext/EJ972878.pdf
Cunningham, W. (2007). A handbook for educational leadership interns: A rite of passage. Boston, MA: Allyn and Bacon.
*Darling-Hammond, L., LaPointe, M., Meyerson, D., Orr, M. T., & Cohen, C. (2007). Preparing school leaders for a changing world: Lessons from exemplary leadership development programs. Stanford, CA: Stanford University, Stanford Educational Leadership Institute. Retrieved from http://www.wallacefoundation.org/knowledge-center/Documents/Preparing-School-Leaders.pdf
Figueiredo-Brown, R., Ringler, M. C., & James, M. (2015). Strengthening a principal preparation internship by focusing on diversity issues. International Journal of Educational Leadership Preparation, 10(2), 36-52. Retrieved from http://files.eric.ed.gov/fulltext/EJ1083098.pdf
Goldsmith, L. & Martin, G. E. (2009). Developing and implementing an effective online educational leadership internship. International Journal of Educational Leadership, 4(1), 1-12. Retrieved from http://files.eric.ed.gov/fulltext/EJ1068484.pdf
Gordon, S. P., Oliver, J., & Solis, R. (2016). Successful innovations in educational leadership preparation. International Journal of Educational Leadership Preparation, 11(2), 51-70. Retrieved from http://files.eric.ed.gov/fulltext/EJ1123995.pdf
*Gray, J. A. & DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. International Journal of Educational Leadership Preparation, 11(1), 1-20. Retrieved from http://files.eric.ed.gov/fulltext/EJ1103654.pdf
Havard, T. S., Morgan, J., & Patrick, L. (2010). Providing authentic leadership opportunities through collaboratively developed internships: A university-school district partnership initiative. Journal of Research on Leadership Education, 5(12.6), 460-480. Retrieved from http://files.eric.ed.gov/fulltext/EJ913599.pdf
Lehman, L. (2013). Principal internships in Indiana: A promising or perilous experience? International Journal of Educational Leadership Preparation, 8(1), 121-139. Retrieved from http://files.eric.ed.gov/fulltext/EJ1012998.pdf
Mombourquette, C. & Bedard, G. J. (2012). The internship and school leader preparation: An inquiry and reflection. International Studies in Educational Administration, 40(2), 3-17.
O’Neill, K., Fry, B., Hill, D., & Bottoms, G (2007). Schools need good leaders now: State progress in creating a learner-centered school leadership system. Atlanta, GA: Southern Regional Education Board.
Pijanowski, J. C. & Peer, D. K. (2016). Launching a principal preparation program for high needs rural school. International Journal of Educational Leadership Preparation,11(2), 104-115. Retrieved from http://files.eric.ed.gov/fulltext/EJ1123992.pdf