What’s Your Short Term? #JulyChallenge2014 4/31
I just spoke with my brother, @jakebutler, just catching up on the latest. We eventually go into a conversation about concept development, and how it accelerates as history progresses. The gist was something like Moore’s law applied to the topic of impactful ideas.
A standard long term example he posed was the idea of language and documentation, tracing from spoken, to written, automated, then digital, and now multimedia. The next big thing comes faster than the last, and sometimes it feels like we’re always playing catch up. My brother works for an awesome company based out of Boston that focuses on a lot of the social aspects of healthy living, especially in the realm of technology integration.
He told me that they have long term goals, but when it comes to comprehensive and detailed planning, each of their sub teams never looks further out than 2 weeks. We started applying this format to technology in general and I in turn added the context of education and #edtech. For the most part, I would argue (as would my brother) that successful technology enhancements have gone away from the secret projects behind closed doors that take at times years to reach a level worth any public reveal, and instead have more of a micro step process. Upgrade a few things, and often. The short term plan to update and implement smaller, more frequent changes has been a necessary adaptation to the accelerating progress of technology in general.
As teachers are upgrading their curriculum and technology for near future integrations I think we need to consider the value of this short term cycle. Instead of having an entire year planned out to the day, we can maintain long term bench marks with the intention on updating our planning through small frequent upgrades. I doubt that teachers trying to implement formative and interactive technologies in the classroom would have predicted the introduction of @peardeck (read more here).
This hard for an educator to manage. We already have plenty on our plate between and the hard requirements and soft skills necessary to achieve them. If a teacher truly wants to match the current culture of technology and conceptual progression we need to have an appropriate design for our planning. We need to anticipate the change and build in the flexibility so that we can adapt on the fly.
I don’t know if I’d take it as far as this guy…
…but refusing an adaptive attitude is assuming we can predict the future of every step in growth of our students. And that sounds silly.
I’d love to hear how others have integrated this adaptive planning, with small frequent updates, into their classroom planning (tech and non-tech contexts)