Is innovation a democratic process?
Innovate: to introduce something new; make changes in anything established. (reference)
In Disrupting Class, author Clayton Christen informs school boards that introducing digital learning into schools may be hampered by purposeful democratic processes that are part of schools’ cultures. Cooperative tools like “financial incentives, negotiations, vision statements, training, performance metrics, and even litigation . . . don’t work most of the time. . . . [L]eaders often waste their credibility, energy, and resources when implementing change. The efficacy of any tools in eliciting the cooperation needed to march in a new direction depends in two variables: the extent to which the concerned parties agree on what they want, and the extent of their agreement on how to get it. We have concluded from examining school through this lens that democracy itself — as practiced in most school boards — is a fundamental barrier that will block implementation of many of the changes [needed for successful digital learning] unless leaders deal with it correctly (p. 227).
Reflect on this question: When was the last time innovative emerged from a school committee? I am referencing issues that really improved (changed) learning for kids? Never seen it happen in a curriculum committee and certainly never in a “technology committee.” Legislative mandates force certain changes upon schools. Innovation in schools does not happen from within the established system.
Real innovation occurs with through a visionary leader who gathers like minded supporters that are committed to helping the vision become reality. Look at the picture at the top of this posting. Was the light bulb developed by a committee?
Many of us can name innovators of goods and services from the past two decades. Can you name a educational leader who really changed learning in schools in the past two decades? Not one. Most are historic figures from the early 20th century. (Steve Jobs and Bill Gates have not innovated education. They provided “tools” that allow teachers to do the same things electronically. The delivery, the context, and the result are from the early 20th Century.)
As schools consider new ways to bring digital learning opportunities to their students, they need strong leadership and perhaps undemocratic methods to make this a reality. Otherwise are kids will remain early 20th Century learners.