Tweeting all morning, haven't I? And here I am at 6 a.m., on a perfectly good Thursday morning, tied by a thousand threads to the blogging machine. I hope I'm still around in 2020 when I'm sure all kid's will have tracking devices sown into their clothes (skulls?) like the elementary school kids in Contra Costa.
So why am I so unimpressed with all the latest chatter about "innovation" by the education experts over at the National Journal? It's not that I don't find it interesting. I do (wonder why I'm not on the invited list?). I'm especially interested in the tepid responses to Arne Duncan's i3 innovation grants which basically poured hundreds of millions of dollars into the pockets of long-established Duncan favorites like KIPP (are time-outs "I am a miscreant" signs around kids' necks, really innovations?), TFA, and New Leaders.
The problem I have with the whole discussion is that innovation is equated only with technology (Tom VanderArk is even selling ipads). Missing is the total absence of words like, "equity," "democracy," and "community."
Case in point: the early small-schools movement was a real driver of ed-innovation. Why no mention? Same could be said of the Mississippi Freedom Schools of the early 60s. It seems the experts are looking up, not down, for innovation.
No, I'm not a Luddite. I just think that technology and democratic education have to develop in harmony for real innovation to take place.