Part of the answer here is making the case for change. A lot of times I find myself talking about new tools, new strategies, new ideas for content creation and collaboration, but probably not spending enough time “making the case” that things need to change. That is a working assumption during many presentations I hear at edtech conferences and in many of the conversations going on out here in the edublogosphere. I think it is naive to assume all understand or buy into the need for change, however. I articulated a few of what might be main talking points in “making this case” today on a presentation wiki I worked on. This is what I wrote and linked:

ENGAGEMENT: The goal of enthralling students for 8 hours per day is a pipe dream. Our goal should be ENGAGING students rather than ENTRALLING learners with lecture, paper and pencil exercises, their textbooks, and fear-based approaches to motivation and operant conditioning

RESEARCHED-BASED METHODS FOR IMPROVING STUDENT LEARNING / ACHIEVEMENT: See “Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement ” by Robert J. Marzano, Debra J. Pickering, Jane E. Pollock (How are these research-based “best practices” supported with blended learning methodologies and tools?)

DIFFERENTIATED LEARNING: Essential for ALL learners, deepest and widest possibilities are via blended learning

AUDIENCE: Changing perceptions of audience can change everything.

REAL WORLD SKILLS: The Partnership for 21st Century Skills and other groups have articulated compelling reasons why the workforce of the 21st century requires more skills than the classroom model of the 19th century can provide.

I think top down leadership IS a key part of all this, and can’t be ignored, but there are ways to advance this agenda besides appealing to positional school leaders, speaking to them, writing to them, or trying to join their ranks formally. One key is being noticed. That is where I think student publication of work in interactive, public, digital spaces comes in, along with collaboration. What we are talking about here is CULTURAL change, and that doesn’t happen fast. Is there a “tipping point” for cultural change when it comes to digitally engaged learning, or whatever term we want to give this. (I agree the term IS important, btw.) I am not sure. 1:1 learning contexts can be a tipping point, but only if the administrative leadership and vision for pedagogic change is there too. It isn’t always.

This is really a BIG and important question. I don’t have the answers and I’m probably talking too much. I’m eager to hear others’ views on this.