The idea and thought of change are typically scary as people often fear the unknown – hence innovation being disruptive. Making change is even more difficult due to individuals only buying into change when the new is better than the old. As individuals look for opportunities for innovation and develop ideas one must be aware of what is currently available and how the innovation will be superior to competition.
One must remember disruptive innovation in education has the potential for all students to receive the best. Within my learning organization, due to the shortage of teachers in multiple areas, innovative methods have become mandatory. For example, a 5th grade class was without a math teacher. After a few months of unsuccessfully searching to hire a math teacher the campus decided to provide the students with an extremely effective math teacher from another campus virtually. A substitute was provided to monitor students, but all instruction was completed by the virtual teacher. Based on progress monitoring the majority of students are meeting expectations.
The Part 4 of Disruptive Learning video coined the phrase “educational malpractice”. I had previously not heard this phrase, yet it was quite impactful. Educators and school systems that are hesitant and reluctant to exploring innovative practices with a goal of positively impacting student achievement are indeed guilty of malpractice. Since we know that students learn at various rates and speeds, the ideal situation is to customize learning opportunities for students based on their individual needs.
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