Digital Evolution of Schooling
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Digital Evolution of Schooling
The Digital Revolution has had a profound impact upon the world, particularly its lives, learning and work, over the last twenty plus years. Globally the digital has transformed the nature of virtually all organisations, transforming analogue operations into digital. A major exception has been within schooling. While there are pathfinding schools globally that have transformed their workings as well as any of the digital master’s in business they remain the exception. As Lee and Broadie document in Digitally Connected Families: And the Digital Education of the World’s Young, 1993 – 2016 most schools remain Industrial Age organisations, leaving it largely to the digitally connected families of the world to lead the children’s learning with the digital, from birth.That said there are schools globally striving to go digital, to emulate the achievements of the pathfinding schools and genuinely collaborate with their families in providing a 24/7/365 mode of schooling that will go a long way to educating the young for a digital and socially connected world. This curation is designed to assist the digital evolution of those schools, and help overcome the very considerable challenges to be met to achieve whole school digital normalisation.
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Being Digital and Knowing How to Learn | The Digital Evolution of Schooling

Being Digital and Knowing How to Learn | The Digital Evolution of Schooling | Digital Evolution of Schooling | Scoop.it
Mal Lee and Roger Broadie The digitally connected young of the world in naturally growing their being digital (Lee and Broadie, 2018 a) have increasingly taken charge of their learning with the technology, and developed –  invariably unwittingly – the vital art of knowing how to learn autonomously. It is a core educational capability they will use, and naturally evolve everyday lifelong – albeit outside the school walls. It is a new, historic normal that governments and most schools are seemingly unwilling to recognise or build upon, most preferring to perpetuate the myth that learning in a networked world must continue to occur only within school walls, taught and assessed in a structured manner, by professional teachers. In recent years, even the very young – before they can read and write – have instinctively taken advantage of the freedom given them by their digitally connected families to naturally grow their ability as autonomous learners. It is a natural development, and a vital educational capability that parents, governments and educators should be more consciously recognising and developing. In providing the young the agency and the technology, and freedom to directly access to the learning of the networked world, free of the traditional gatekeepers, the families have enabled their children to grow being digital (Negroponte, 1995), (Lee and Broadie, 2018 a), and in their everyday use of the technology to take charge of much of their learning, and to naturally evolve their ability to learn autonomously. It is a historic step few schools are willing to take. It gives the young a powerful base upon which to grow their learning, to use the tools in their hands creatively and to use the myriad of evolving digital resources available. They can author their own e-books, create their own blogs or videos, instantly use the likes of Google, YouTube, Wikipedia or the array of streaming services, and draw upon their friends, networks, learning packages, interest groups and specialist sites when desired – without ever having to involve a school teacher. That said, they can readily collaborate in their school studies, if the school desires. Perhaps most importantly the development has enabled near on two billion digitally connected young (UNICEF, 2017) to naturally, instinctively and largely invisibly grow their ability to learn what they want lifelong, by simply using the evolving technology provided by their families. Daily they grow their capability by doing, by discovering, by turning to friends, peers and the resources online, and searching out the assistance they require, the moment desired. Twining (2018) uses the expression ‘human learning’ to describe the approach. It has none of the fanfare, structure or cost of traditional school learning but has been immensely efficient and effective in readying near 70% of the world’s young to know how to learn, and thrive within, and accommodate a world of accelerating societal change. While schools have struggled to remain current in the digital world the young outside the school daily operate at or near the cutting edge with the technology, giving scant thought to ease with which they evolve in harmony with the accelerating change. It gives all the young, but particularly the marginalised of the world, the opportunity to naturally shed intergenerational disadvantage and to take charge of their learning and lives (UNICEF, 2017). That said the corollary is that those without the digital connectivity will be further disadvantaged. For aeons governments and educators have proclaimed the importance of individualising learning, and teaching the students how to learn. Those aspirations appear in most nation’s guiding educational principles. They are seldom effectively addressed. Aged organisational structures, tightly prescribed common curriculum, the pre-occupation with specified outcomes and standards, the focus on class groups, norm-referenced assessment, common skills tests, and external national exams all work to ensure the learning is not individualised, and the students are not readied as autonomous learners.  They are simply taught how to learn in a supervised environment. Outside the school walls, in taking advantage of families laissez faire approach to learning (Lee and Broadie, 2018 b), the young have over the last twenty plus years individualised their learning with the digital to a degree never seen in schools, and globally would appear to have taken major strides in learning how to learn lifelong with the evolving technology. Nature of the learning. On reflection, there has been a suite of related developments that have combined to bring about this historic change. From the mid 90’s the young globally instinctively opted to take charge of their out of school use of and learning with the digital and the online. They were happy to use the support provided online, and that of their peers, but saw little need to call upon their school teachers (Purcell, et.al, 2013). From the outset, the young adopted a laissez faire approach to learning with the digital, an approach based on trust, empowerment and agency, antithetical to the structured ‘control over’ model used by schools worldwide. The approach gave the young the freedom to learn what they wanted, how, when and where they desired, using the tools they thought best for the situation. Control was very much with the learner. It was a highly flexible approach, that allowed the child to collaborate with peers, to socially network, to play with the new, to try things, discover, innovate, take risks and learn from experiences. Importantly it obliged the learner to make judgements and to call the play. By the latter 90’s the Tapscott study (1998) was able to identify the traits and mores the young had universally adopted in using the online and the digital. It also noted that for the first time in human history the young often knew more about a key area of learning than their elders. Tellingly those traits had naturally grown in the young’s every day, fully integrated use of the evolving technologies. One of the traits to emerge early was the adoption of a digital mindset, where the digital underpinned near all human activities, becoming increasingly powerful, sophisticated and all – pervasive. In marked contrast to the school focus, the young, and increasingly their parents, were focussed on learning what would assist them in their everyday lives, today. They decided what they wanted to learn, not the ‘experts’. The young’s out of school learning has been – and continues to be – characterised by its on-going, highly dynamic nature. There is an unwritten recognition of needing to remain up to date, able to use the desired current technology the moment desired, lifelong. They appreciated the imperative socially, educationally and likely economically of working at or near the cutting edge. The learning is moreover strongly individualised from very early in life, the digital empowered young using the technology to pursue their own interests and passions. While ready to seek support from the technology, that online, the family, friends and from around the age of six to network with others (Chaudron, et.al, 2018) the children take charge of their own learning with the digital. In pursuing their own interests and passions they soon tailor their suite of digital tools and capabilities, tools and capabilities that will evolve and change as the technology becomes more sophisticated and they mature and vary their interests.  This is evident from the age of three onwards (Chaudron, 2015, Lee and Broadie, 2018 b) with siblings invariably quickly – and rightly – developing different digital skillsets. We say ‘rightly’ very deliberately, because children in different global settings, with different interests and needs should grow the apt capabilities, and do as we all naturally now do and develop those used most. In a world of diverse interests, and uses of the digital technology it is naïve to assume – as most school authorities now do – that all the nation’s young should learn a common, ‘one size fits all’ set of practises. The moment a game changing technological development occurs the young will rightly use the facility, happy to discard or trash the superseded technology. In individualising and continually updating their suite of digital tools and capabilities the young are naturally- but likely unwittingly – evaluating their needs, and growing the ability to take charge of their learning in a continually evolving, often uncertain digital world. History reveals the young have continually been to the fore in the adoption of the new technologies and practises (Lee and Winzenried, 2009), handling with ease the accelerating evolution, with no hint that is about to change. That capability has been enhanced at all age levels by having immediate connectivity, the young being able to use the digital and the networked world the moment they believe it is important. It might only be photographing a noteworthy moment, contacting peers for assistance or checking information but is that sense of control that is important. It allows them to learn just in time and in context. Something that would not be allowed in most schools. Application of the self- directed learning The digitally empowered young demonstrate their ability to take charge of their own use of and learning with the digital, and particularly touchscreen, technology from very early in life, naturally growing their ability to use the evolving media for the desired purposes (Chaudron, et.al, 2018). Critically the signs indicate they will naturally evolve that capability lifelong, with family and peer support, regardless of what the schools do, developing their capacity to use the myriad of apps and online resources the moment desired. The Apple and Google app stores alone each have over two million different apps. Significantly the young, seemingly worldwide, have grown – and are daily growing their understanding how to learn, particularly with the digital with no assistance from most educators or schools. Enhancement and collaboration We are not for a moment suggesting that capability can’t be enhanced. It most assuredly should be. Few of the young will for example be developing the many skills associated with scientific, or the broader academic learning. They will need to be grown. But grown in a manner that builds upon the attributes already acquired, attributes the young will continue to evolve lifelong regardless. Those attributes must be valued, not as now devalued and dismissed as trivial. Ideally the work of the young and their families should be complemented by the schools. But at this stage history strongly suggests most schools and governments will continue to refuse to collaborate, dismissing the efforts of the families, and asserting that only they can, and should teach the young how to learn (Lee and Broadie, 2018b). Conclusion The young’s naturally learning how to learn is shaping as another historic change in youth education, and another instance of where the invariably tightly controlled, and inflexible traditional school approach to learning will remain at odds with the learning and education of the young of the world outside the school walls. Once again it seems likely it will be left to digitally connected families or the exceptional visionary schools to markedly enhance this critical educational skill. Chaudron, S (2015) Young Children (0-8) and Digital TechnologyLuxembourg, European Commission JRC and Policy Reports 2015 –http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Chaudron S, Di Gioia R, Gemo M, (2018) Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383
- Lee, M and Broadie, R (2018 a) ‘Being Digital’ Linkedin – https://www.linkedin.com/pulse/being-digital-mal-lee/?published=t Lee, M and Broadie, R (2018) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016, Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/– Purcell. K, Heaps, A, Buchanan, J and Friedrich, l (2013) ‘How Teachers are Using Technology at Home and in Their Classroom’. Pew Internet– http://pewinternet.org/Reports/2013/Teachers-and-technology Tapscott, D (1998), Growing up digital: The rise of the Net Generation, McGraw Hill, New York Twining, P (2018) ‘What do you mean by learning?’ The halfbaked.education blog, 11thSeptember 2018. https://halfbaked.education/?p=63(accessed 26-Sept-2018) UNICEF (2017)Children in a Digital World. The State of the World’s Children 2017. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf
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From ‘Doing’ to ‘Being’ Digital - CIO Journal - WSJ

From ‘Doing’ to ‘Being’ Digital - CIO Journal - WSJ | Digital Evolution of Schooling | Scoop.it
Digital transformation is often discussed in terms of the tech tools involved, but it’s about much more than just technology. Digital maturity requires a comprehensive strategic plan that can propel a company beyond simply “doing” a series of unrelated projects to “being” truly digital at its core.
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Complexity: A Leader's Framework for Understanding and Managing Change in Higher Education | EDUCAUSE

Complexity: A Leader's Framework for Understanding and Managing Change in Higher Education | EDUCAUSE | Digital Evolution of Schooling | Scoop.it
Complex adaptive systems offer higher education leaders a framework for understanding dramatic systemic change as well as approaches to engaging, mana...
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The Importance of Students Using Their Own Digital Kit. | The Digital Evolution of Schooling

Mal Lee and Roger Broadie This seemingly mundane management issue, that most educators view as just that, challenges the very nature of schooling. Are schools in democracies places where the state compels a compliant youth to learn what and how government believes is appropriate, or are they organisations that assist an increasingly digitally empowered young ready themselves for life, work and learning in a rapidly evolving, often uncertain, digitally based, connected and socially networked world? Are they physical institutions that must unilaterally control every aspect of learning of an appropriately compliant, subservient youth within the school walls, or are they learning organisations that work with all the ‘teachers’ of the young in assisting provide an apt, balanced, holistic and largely individualised education? The litmus test to these questions is whether the school believes it must unilaterally control the choice and use of the personal technology within the school walls, or whether it is willing to trust and empower its students, and give them the freedom and responsibility to use their own suite of digital technologies astutely in all facets of their learning, including that within the school. Educators as a group don’t appear to have grasped how important it is for the world’s young to be digitally empowered, and to learn from naturally using that capability. It is akin to owning one’s first car, but much more. It is not simply having one’s own highly sophisticated, immensely powerful technologies. It is having the agency to use those technologies largely as one desires, and taking control of one’s use and learning with those technologies. And being able to do so very early in life, before they can read and write, and to do so 24/7/365 lifelong. It is an agency enjoyed by near 70% of the world’s young (ITU, 2017), (UNICEFF, 2017) – albeit outside the school walls, with the trend line moving at pace to near universal digital connectivity. UNICEF’s 2017 study rightly observed: Digital technology has already changed the world – and as more and more children go online around the world,
it is increasingly changing childhood (UNICEF, 2017, p1). Until schools and their governments appreciate that digitally empowered young are the new normal, and are willing to adjust their ways, to relax their control, to trust and empower those young people to use their ‘own’ kit astutely and creatively in class schools will never normalise the use of the digital, nor play any meaningful role in assisting the nation’s young grow being digital. Schools will remain doing the digitalwithout ever being digital. It is appreciated that won’t unduly worry many teachers and governments. But it does means most schools developmentally will move into a state of evolutionary equilibrium, unable to evolve as digitally mature organisations which can continually transform their operations and accommodate the accelerating digital evolution. Daily they will lag ever further behind the young’s everyday learning with the digital outside the school; their teaching becoming increasingly dated and irrelevant. The national implications are considerable, particularly when the research (Lee and Broadie, 2018) suggests 70% – 80% of the nation’s schools show no inclination to forgo their control. Most will thus do little or nothing to enhance the capability of the vast human resource digital economies have in their digitally connected young. The moment schools decide they – and not the students – must choose the personal technology the young will use in the classroom they forgo any hope of assisting grow the nation’s young being digital, having the digital invisibly underpin all school learning, of moving the school from an analogue to digital operational mode, and having it join and assist grow a networked society. The decision relegates the school to the digital backwater. In announcing its unilateral control of the technology, the school is proclaiming that it intends to maintain its traditional ‘control over’ ways, and that any use of the digital must fit within those ways. It is saying to the students and their families that not only do we know best, but we distrust you, are not willing to empower you, and we don’t value or recognise the lead role you have played – and are playing – in learning with the digital. It is saying being digital is unimportant, and that a digitally empowered young – working with their teachers – are incapable of using the digital astutely and creatively in enhancing their learning in all areas of the curriculum, at all stages of learning. Schools and governments worldwide seemingly don’t appreciate the very powerful messages they send when they make seemingly innocuous management decisions about the control of the digital technology. It is imperative as a school leader you understand, and are aware of the wider educational and national ramifications of the decision. The critical conditions. Five conditions are critical to the sustained natural growth in learning with the digital (Lee, Broadie and Twining, 2018). Ready access to the personal, preferably mobile technology Digital connectivity Support, empowerment and trust Largely unfettered use Self-directed learning, able to collaborate when desired (Lee, Broadie and Twining, 2018). Those five, closely related conditions go a long way to explaining why over two billion young (ITU, 2017), (UNICEF, 2017) are digitally connected, digitally empowered and have normalised their everyday use of the digital, and why so few schools have yet to do so. If – and we appreciate it is a huge ‘if’ that pertains to the nature of schooling you wish to provide – your school wants to normalise the use of the technology, assist grow the students being digital, and vitally use the digital to enhance all their school learning it needs to understand why the digitally connected families – and the exceptional schools – have succeeded, and why most schools have failed. “Own’ kit and connectivity Critical is that digitally empowered students can use their ‘own’ suite of digital technologies largely unfettered within the school walls, and have ready connectivity. That carries with it the school’s and teacher’s appreciation of how best to build upon that ownership to grow the learners and their learning.  It entails a willingness to trust students to use in their everyday school learning the technologies they already use 24/7/365, the need to empower them, recognise, to value and build upon the students being digital, while understanding how they can take advantage of that capability in their teaching. It obliges the school to understand this is a digitally empowered generation, with a digital mindset, ever rising expectations, who have long taken charge of their learning with the digital, who will do so lifelong, who have grown being digital by naturally using the apt technologies in near every facet of their lives and knowing how best to take advantage of that digital skillset. The schools can, if they desire complement and add value to the students being digital, but only if they are prepared to support already empowered students use of their own kit in the ways they are accustomed. Understand it is not about the technology per se. It about how each of us in a digitally connected world, from around the age of three through to death, can control the use of, and learning with that suite of continually evolving technologies. It is about being able to do largely what we want, when and how we want. None who are digitally empowered tolerate ‘big brother’ telling them what they can and can’t do with their personal technology. That intolerance is amplified with a young that have only ever known a digital world, who have long taken charge of its everyday use everywhere except within the school, that have successfully individualised its application and which are likely to be more digitally proficient with the current technologies than most of their teachers. While it might come as a surprise to many, educators need understand the world’s digitally connected young will only use the teacher directed, structured, linear approach to learning with the digital used by schools when compelled. It is antithetical to the all-pervasive, highly integrated laissez faire approach they use every day. ‘Control over’ schools History affirms (Lee and Broadie, 2018) that when the schools insist on tightly controlling the student’s choice and every use of the digital it will do little or nothing to enhance their being digital, their learning how to learn with the technology or crucially their learning in all areas of the curriculum. All it does is reinforce the traditional analogue mode of schooling, its hierarchical operations, its unilateral control of teaching and largely closes the door for digitally empowered young to use their very considerable, digital capabilities and digital tool kit in their school learning. Under the ‘control over’ model the ‘experts’ invariably decide on an ‘appropriate’ device, the operating system, software, apps, set up, storage, maintenance arrangements, upgrades and replacements. Their focus is the group, on all students using the same set up, with scant if any regard given to personalising the set up or individualised learning. It is the technology that matters not the learner. The ‘experts’ decide on the school’s ‘acceptable use policy’ (AUP). And how the technology will be deployed, used and monitored. Significantly they also decide – for the students and teachers – which digital technology will not be allowed; from the mid 1990’s banning most of the personal digital technologies and online services the students used 24/7/365 outside the school (Lee and Broadie, 2018). In most schools, particularly at the secondary level, the technology will likely only be used within specific ‘computing’ or ‘ICT’ classes. Net connectivity is tightly controlled and censored. Teacher permission is needed, and usually only allowed when the teacher thinks it is appropriate. The focus is insular, on that happening within the school walls, within its operating hours, less than 20% of the young’s annual learning time. Digitally empowered students and parents have no say in the technology used, the curriculum, the teaching or the assessment, they simply complying with the experts and teachers dictates. Student choice schools In letting the students use their own suite of digital technologies the school – perhaps unwittingly – takes a significant step towards adopting a more inclusive, networked mode of schooling, that seeks to genuinely collaborate with its students, families and community in providing an apt education for an ever evolving digitally connected world. By distributing its control of the resourcing and teaching, and sharing it with the individual learners and their families the school is readying the move from an analogue to digital mode of schooling. It positions the school and its teachers – at no cost – to continually work in class with students using the cutting-edge or near cutting-edge technology, and to largely overcome the growing technology lag evident in the ‘control over’ schools. It allows the students to continue to direct much of their learning with the digital, to use the tools they know and use 24/7/365, that they have tailored for their learning style and to use those parts of their kit they – and not the experts – believe will best do the job at hand. It provides teachers the freedom to work closely with their students, to take on their ideas, to be flexible and when is all is working well to step to the side and let the learners direct their learning. In working with the student’s technologies, the teachers quickly recognise the individual learner’s interests and capabilities, able to tailor their teaching accordingly. Importantly it also provides the school with a bridge to the families, providing an insight into the capabilities and resources of each, making it that much easier to support and add value to the efforts of the families. In exploring the work of those exceptional schools (Lee and Levins, 2016) that for some time have encouraged their students to use their own technologies the authors were struck by their willingness to genuinely collaborate with their families, to value and build on the out of school learning, to remove from the curriculum material already learned and to integrate the use of the digital in all areas of learning, and all school operations. Everything appeared so natural. No one thought twice about ceasing to teach digital proficiency and simply building upon the student’s learning. That said while the use of the digital was central to all operations, and Net access was appreciably greater than the ‘control over’ schools, connectivity was primarily through the school’s network, and as such appreciably more constrained than outside the school. It was also evident – a reality confirmed by the case study follow up – all the schools studied were aware that at this point in the history their efforts to vary the mode of schooling were dependent on the current head, and that a change in the principalship or government could see the school revert to its traditional form, with years of effort wasted. Conclusion Within the developed nations of the world virtually all the young are digitally connected, and empowered, having only ever known a digital and socially networked society. Their upbringing has been – and continues to be – within digitally connected families, with ready access to all manner of highly sophisticated personal digital technologies, and increasingly powerful, tightly integrated digital ecosystems. From very early in life they have been provided their ‘own’ kit, connectivity and trusted, empowered and supported to use that technology largely unfettered. By three most children born into digitally connected families will be digitally empowered, and have begun the lifelong journey of taking charge of their use and learning with the digital, understanding how to learn with it, and naturally and confidently growing their being digital. They are never going to relinquish that power. While ever schools refuse to attune their ways to the new reality the young, with the support of their digitally connected families, will continue grow their being digital outside the school walls, continually evolving their capability, and daily widening the gap between the in and out of school use of the technology. Digitally empowered young are never going to going to embrace a highly structured ‘control over’ approach to learning with the digital where they are disempowered, devalued and subservient. Rather as a vast, growing and evermore powerful cohort they will likely increasingly expect society and its schools to accommodate the changing world, and to attune their ways and adopt a mode of schooling where digitally empowered young normalise the use of their personal technologies. As a school leader contemplating the way forward appreciate you are deciding on the desired nature of the schooling, and not simply a minor management issue. Bibliography     ITU (2017) Measuring the Information Society Report 2017 Volume 1 Geneva International Telecommunications Union – https://www.itu.int/en/ITU-D/Statistics/Pages/publications/mis2017.aspx Johansen, S.L, Larsen, M.C and Ernst, M.J (2016) Young Children and Digital Technology– Aarhus University, Aalborg University, Danish Media Council for Children and Young People, February, 2016 – http://www.aau.dk/digitalAssets/201/201213_national-report_2015_denmark_proofread-2-.pdf Lee, M and Levins, M (2016) BYOT and the Digital Evolution of Schooling Armidale Douglas and Brown – http://douglasandbrown.com/publications/ Lee, M and Broadie, R (2018) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016, Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/– Lee, M, Broadie, R, and Twining, P (2018). Your Kids Being Digital. A Guide for Digitally Connected Families.Armidale Australia Meeker. M (2018) Internet Trends 2018Kleiner Perkins May 30, 2018 – http://www.kpcb.com/internet-trends
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How Speech Recognition Is Set to Disrupt

How Speech Recognition Is Set to Disrupt | Digital Evolution of Schooling | Scoop.it
In the digital age, nothing stays the same for very long.
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Digital transformation in 2019: The big insights and trends

Digital transformation in 2019: The big insights and trends | Digital Evolution of Schooling | Scoop.it
Many organizations have embarked on the journey of digital transformation over the past several years to sustainably reinvent themselves. The first lessons learned have been challenging to isolate and capture -- until recently.
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Being Digital: At Three. The Implications | The Digital Evolution of Schooling

Being Digital: At Three. The Implications | The Digital Evolution of Schooling | Digital Evolution of Schooling | Scoop.it
Mal Lee and Roger Broadie Children born into digitally connected families will likely by the age of three be displaying the key attributes of being digital: attributes they will evolve and naturally grow lifelong. It matters not whether the families are in the developed, underdeveloped or developing world. This development of the last decade, post the release of the iPhone and global uptake of the touchscreen technology goes a long way to explaining why near 70% of the world’s young are digitally connected (ITU, 2017) and two billion plus young people (UNICEF, 2017) have normalised the use of the digital and naturally grown being digital. What we now know is that children born into a digitally connected family – a family that uses the digital technology invisibly in near ever every facet of its lives – will from the day of birth begin observing and mimicking the family’s ever use of the various technologies. By the latter part of the first year of life the children will likely try to operate mum’s smartphone. By the latter part of year two, but most assuredly by three the children will be digitally proficient (Chaudron, et.al, 2018), demonstrating the attributes critical to them taking charge of their learning with the digital, lifelong (Erikson, 2106), (Chaudron, et.al, 2018). Significantly the children will have taken charge before they can read and write, they using what has been a largely latent inherent visual intelligence from birth to naturally grow their being digital. Tellingly it appears the digitally connected families of the world have instinctively and naturally – and likely unwittingly – grown their children’s being digital in a remarkably similar manner, observing five key conditions (Lee, Broadie and Twining, 2018) – with no guidance or funding from government or its schools. The educational implications of this historic global development are profound and game changing for parents, children, educators and governments worldwide – even if governments and their institutions choose to ignore the changes that have occurred. UNICEF in its Children in a Digital Worldstudy rightly concluded: Digital technology has already changed the world – and as more and more children go online around the world,
it is increasingly changing childhood (UNICEF, 2017, p1). Nature of the learning By three most children in their use of and learning with the digital technologies have instinctively adopted the same laissez faire approach used by the young of the world – outside the school walls. It is a highly fluid, unstructured, non-linear approach where the children learn informally, invariably through play, just in time and mostly in context, generally astutely guided and supported by the family.  Driven by an innate curiosity it is usually discovery based, highly integrated, with the children using all the facilities available to learn what they want, when they want. Theirs is a digital, largely visual and aural world, where video is dominant and where they instinctively first look to the touchscreen technology to access the desired entertainment, communications facilities and information.  The early indications are that the very young increasingly use the digital, and particularly the visual and aural facilities to assist grow their vocabulary, speech and ability to write, both with the keyboard and in time with a pen. This has been particularly evident since the introduction of the multi-modal communication facility on touchscreen technology that enables children, particularly in the undeveloped world, to by-pass the QWERTY keyboard. By three the very young are showing clear signs of taking charge of their learning with the digital (Chaudron, et.al, 2018), deciding what they want to learn and how – ready to tell nanny ‘no I want to use my thumbs to navigate, not my fingers’. Very soon each child’s learning is individualised, with seemingly all unwittingly acquiring a common suite of capabilities (Lee, Broadie and Twining, in press) while also growing the skills that allow them to pursue their interests and passions. By three it would appear the young worldwide have adopted the same approach to learning with the digital, that they will use 24/7/365 throughout life. The capability is succinctly, if surprisingly, summed up in the Mark Billingham’s 2018 thriller The Killing Habit. ‘Got one!’ Without a clue what was going on, Thorne leaned down to watch, amazed as always, at how frighteningly adept the child was with the technology. At how kids could play games like this before they could read, could open apps, and navigate screens before they could manage joined up writing. He remembered Alfie, eighteen months younger than he was now, trying to swipe the picture of the TV and announcing loudly it was ‘rubbish’ (Billingham, 2018, p 349). The nature of the learning – as you’ll appreciate – is antithetical to the traditional highly controlled, ‘one size fits all’, expert determined, teacher directed, structured linear teaching used in schools. Two billion young plus affirm the world’s young have no desire to use the traditional approach, and that there is nothing government or schools can do outside the school walls to change that reality. They can if they wish support, complement and add value to the children’s out of school mode of learning. But they are never going to remove the agency and control the young now have over a key aspect of modern life – except within government controlled classrooms. Core to the sustained natural learning with the digital, and digital normalisation – as we elaborate upon in Your Kid’s Being Digital (Lee, Broadie, and Twining, 2018) – are five conditions, that families globally appear to have instinctively observed. Ready access to the personal, preferably mobile technology Digital connectivity Support, empowerment and trust Largely unfettered use Self-directed learning, able to collaborate when desired. Collectively the conditions have worked to naturally grow the children’s being digital. Being digital Being digital is far more than digital proficiency, and being able to use the evolving digital media 24/7/365 efficiently and effectively. It is about having a mindset, a mode of thinking, an expression of values, a set of ever rising expectations, an ability to draw on many connected elements, a way of learning and understanding how to learn, a taking charge of one’s own learning, being able to network, to accommodate accelerating change, to continually develop, lifelong (Lee and Broadie, 2018,a). Proficiency wise, as Billingham observes, the children by three have demonstrated their ability to readily work the core functionality of the current personal and family digital technologies (Chaudron, 2015, Chaudron, et.al, 2018). Well before they can read, write or begin school they have learned to use the visual, and increasingly the audio AI controls to navigate the networked world, and use the digital media to access the desired functions. Moreover, they have learnt to use the various digital communications facilities, strongly favouring video. With their strong digital mindset, their first step is to use the digital and the connectivity, with that propensity normalised before they start to read and write. The book to them is a second order technology They are very much a digital, not a pen and paper generation. In having the agency and capability to use the technology largely unfettered the children globally have shown they will – as they have for thousands of years – pursue their interests and passions, aided today with increasingly sophisticated and powerful digital tools (Ito, et.al, 2013). UK’s Ofcom for example has noted that in 2017 42% of 3-4 year olds used YouTube, up 10% on the year before (Ofcom, 2016, 2017). While kids have always had this capacity in their informal learning the parent’s provision of the technology, connectivity and agency overnight removed the traditional adult gatekeepers of the information and gave children the freedom to access the resources of the networked world, the moment desired. It moreover enabled them to decide the best approach to the learning. They – and not an adult – decide when to employ a discovery based, didactic or highly repetitive learning approach. Similarly, each child chooses the digital tools they need for the task at hand. Implications The implications of the young being digital by three are profound and far reaching, for the young, their parents, families, schools and governments and society in general. They are yet little appreciated, particularly by most educators, governments and the media – that appear to be more focussed on the dangers of the technology rather than the profound impact it has had, and will continue to have worldwide, both on the up and the down side. It has, as the UNICEF study (2017) notes changed the nature of both youth, and youth education – albeit outside the school walls. It is vital the young as they mature better understand the implications of taking charge of their learning with the digital, learning how to learn and becoming increasingly autonomous learners. While 70% of the world’s young are digitally connected 30% are not. They are, educationally, socially and economically disadvantaged. Connectivity can be a game changer for some of the world’s most marginalized children, helping them fulfil their potential and break intergenerational cycles of poverty (UNICEF, 2017. P1). The parents of the young need to better appreciate the many implications of playing the lead role in growing their children being digital from birth, to understand the family’s educational strengths in this area far outweigh the schools (Lee and Broadie, 2108, b) and that they cannot rely on the schools to assist grow their children taking charge of their 24/7/365 learning with the digital. Schools and governments need to grasp that they have no control over the world’s young growing their being digital, and never will while ever they continue with their insular, school focussed, structured, ‘control over’ approach to digital learning, and dismiss the learning occurring naturally in the families from birth. Governments could better assist by investing a fraction of the millions spent on technology in schools by giving the monies directly to the families in need. Conclusion By the age of three the die is largely cast on the young’s adoption of their approach to learning with the digital. As the children mature and naturally grow and evolve their being digital so they will develop as largely autonomous learners and do so lifelong everywhere – other than the classroom. Bibliography Billingham, M (2018) The Killing Habit London, Sphere Chaudron, S (2015) Young Children (0-8) and Digital TechnologyLuxembourg, European Commission JRC and Policy Reports 2015 –http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Chaudron S, Di Gioia R, Gemo M, (2018) Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383
- Erikson Institute (2016) Technology and Young Children in the Digital Age October 2016 – https://50.erikson.edu/wp-content/uploads/2016/10/Erikson-Institute-Technology-and-Young-Children-Survey.pdf ITU (2017) Measuring the Information Society Report 2017 Volume 1 Geneva International Telecommunications Union – https://www.itu.int/en/ITU-D/Statistics/Pages/publications/mis2017.aspxLee, M and Broadie, R (2018) ‘Being Digital’ Linkedin – https://www.linkedin.com/pulse/being-digital-mal-lee/?published=t Lee, M and Broadie, R (2018) ‘Being Digital’ Linkedin – https://www.linkedin.com/pulse/being-digital-mal-lee/?published=t Lee, M and Broadie, R (2018) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016, Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/– Lee, M. Broadie, R and Twining, P (in press) Your Kids Being Digital. A Guide for Digitally Connected Families, Armidale Australia Douglas and Brown Ofcom (2016) ‘Children and parents: media use and attitudes’. November 2016 – https://www.ofcom.org.uk/research-and-data/media-literacy-research/children/children-parents-nov16 Ofcom (2017) ‘Children and parents: media use and attitudes report’. Ofcom November 2017 – https://www.ofcom.org.uk/research-and-data/media-literacy-research/childrens/children-parents-2017 UNICEF (2017)Children in a Digital World. The State of the World’s Children 2017. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf
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Trust and Being Digital | The Digital Evolution of Schooling

Trust and Being Digital | The Digital Evolution of Schooling | Digital Evolution of Schooling | Scoop.it
Mal Lee and Roger Broadie Trust is critical to the young growing ‘being digital’ (Lee and Broadie, 2018a). Without trust the young will never normalise the use of the digital, and naturally enhance their use of and learning with the continually evolving digital technologies. It is a new reality that most schools and governments don’t appear to have grasped. Rather globally we see them continuing to distrust and disempower the students, somehow imagining their unilateral control of the students every use of the technology will enable its normalisation, and enhance the nation’s young being digital. Little is the wonder that near on two billion young (ITU, 2017) (UNICEF, 2017) have normalised the 24/7/365 use of the digital outside the school walls, but relatively few schools globally have been able to achieve that normalisation and have the digital underpin all learning. We know now that five interconnected conditions are critical to the young’s sustained, natural learning with the digital (Lee, Broadie and Twining, 2018). Ready access to the personal, preferably mobile technology Digital connectivity Support, empowerment and trust Largely unfettered use Self-directed learning, able to collaborate when desired. In providing the children their ‘own’ suite of digital technologies, free to configure them as they wish the digitally connected families are communicating very strongly to the kids the family’s trust in them. In schools insisting the students use the prescribed digital device and software, in monitoring its every use and in failing to recognise and value the student’s out of school learning with the digital schools are saying very strongly – intended or not – we not only distrust you, but we don’t trust anything you do out of our eyesight. In enabling the children to connect to the digital technology and the networked world the moment desired, and to do so largely unfettered the family is affirming both its trust in the kids as well trust in the upbringing and education the family has provided. One will struggle to find a school anywhere that allows, let alone encourages students to digitally connect the moment they believe it will assist their learning, free to access the desired sites and facilities. Rather access is tightly controlled, with the students invariably needing to get teacher permission, to operate within a mandated acceptable use policy, to do at specified times and to work through a tightly controlled, filtered and indeed censored network. In addition to trusting their children to use the technology and connectivity largely unfettered the family trusts their young to take charge of their learning with the digital technology, they decide what they want to learn, when, how and with the help of whom. Moreover, they are trusted to do so from as young as three, and supported from that age onwards to become autonomous learners, charting their individual path. Importantly the families – likely unwittingly – trust their children to adjudge their own capabilities and to decide when, and how they best enhance their learning. In contrast governments and their schools allow the same empowered young no voice in the in-school learning with the digital, with the experts and teachers deciding what needs to be learned, controlling every aspect of the teaching and assessment, with most schools neither valuing or recognising the student’s individualised learning with the digital.  Tellingly not only are the children distrusted, so too are their parents. Most schools remain strongly hierarchical organisations, tightly controlled by both government and the school executive, with not only the children and the parents distrusted but so too most teachers. Teachers globally are disempowered and micro-managed to the nth degree. Teachers, almost as much as the students are invariably obliged to use the school specified hardware and software, to use a tightly controlled network, and to follow the prescribed syllabus and assessment regime. There are, as indicated, exceptional schools that have trusted and empowered their teachers, students and families, which have successfully built upon that trust in a BYOT program, normalised the whole school use of the digital, and vitally collaborated with the families in enhancing the children being digital (Lee and Levins, 2016). But they remain the exception – their continued success strongly dependent on visionary often maverick heads, able to politic their way through the myriad of bureaucratic and government constraints. Until governments and their senior education decision maker – be it a minister or superintendent – understand the centrality of trust, and openly promote school cultures that build on trust and empowerment schools will likely continue to have limited impact on the nation’s young being digital. Yes, there will always be exceptional heads, schools and classroom teachers that do make a difference. But there will continue to be, as there has been for near on forty years, great teachers burnt out by dated, stultifying organisational structures, and decision makers who refuse to let go of their control, and genuinely trust and empower the professionals, parents and students. In advocating working from a position of trust the authors are not naively saying there is no need for astute control, for agreed operational parameters, for hierarchical structures and final decision makers.  We are also conscious of the profound impact of the digital in the last twenty plus years and that public policy makers invariably lag 10-15 years behind the technological developments (Deloitte, 2017). We are simply commenting on the global reality that in the last twenty plus years outside the school walls when the young are trusted and supported to use and learn with the evolving digital technology they naturally grow and evolve their being digital. Moreover, they are on trend to do so lifelong. When distrusted and disempowered they don’t. In 2016, the authors wrote on ‘Trust and Digital Schooling’ (Lee and Broadie, 2016), noting then the inability to successfully create digital schools without trust. We observed: Without trust schools can’t thrive in a socially networked society and sharing economy (Lee and Broadie, 2016). Two years later, and having scrutinised the evolution and success of the digitally connected families and researched the digital education offered by schools worldwide between 1993 – 2016 (Lee and Broadie, 2018b) we more than ever stand by that observation, and add that without trust schools cannot grow the nation’s young being digital. Deloitte (2017) Rewriting the Rules of the Digital Age: Deloitte Global Human Capital Trends Deloitte University Press – https://www2.deloitte.com/au/en/pages/human-capital/articles/global-human-capital-trends-2017.html ITU (2017) Measuring the Information Society Report 2017 Volume 1 Geneva International Telecommunications Union – https://www.itu.int/en/ITU-D/Statistics/Pages/publications/mis2017.aspx Lee, M and Broadie, R (2016) ‘Trust and Digital Schooling’. Educational Technology Solutions – August 2016 http://www.educationtechnologysolutions.com.au/2016/08/trust-digital-schooling/ Lee, M and Levins, M (2016) BYOT and the Digital Evolution of Schooling Armidale Douglas and Brown – http://douglasandbrown.com/publications/ Lee, M and Broadie, R (2018a) ‘Being Digital’ Linkedin – https://www.linkedin.com/pulse/being-digital-mal-lee/?published=t Lee, M and Broadie, R (2018b) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016,Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/– Lee, M. Broadie, R and Twining, P (in press) Your Kids Being Digital. A Guide for Digitally Connected Families . UNICEF (2017) Children in a Digital World. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf
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Do Mobile Phones Reduce or Reinforce Existing Gender Divides in PNG?

Do Mobile Phones Reduce or Reinforce Existing Gender Divides in PNG? | Digital Evolution of Schooling | Scoop.it
When comparing regions of Papua New Guinea, the uptake and use of mobile phone technology reflects existing patterns of gender inequality and male dominance...
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Closing the gap between millennials and organisations

Closing the gap between millennials and organisations | Digital Evolution of Schooling | Scoop.it
Going from merely a buzzword to something requiring a strategic roadmap, organisations need to figure out how to retain and keep millennials engaged. More importantly, they’ll need to put an emphasis on how they communicate their values and define their culture.
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National accommodation of the young being digital? | The Digital Evolution of Schooling

National accommodation of the young being digital? | The Digital Evolution of Schooling | Digital Evolution of Schooling | Scoop.it
Mal Lee Oh, wise ones A national policy question for a group highly versed in the impact of the digital. The scenario Developed nations have for the first time in human history a near universally digitally connected young – with considerable agency over their 24/7/365 use of the digital – who, with the support of their digitally connected families have naturally grown being digital. A similar uptake in connectivity is happening at pace in the underdeveloped and undeveloped worlds (ITU, 2017). Governments and schools have played no real part in that burgeoning connectivity or the growing of being digital. Developed nations seeking to grow their digital economies unwittingly have in their youth being digital a vast, largely untapped human resource – on trend to naturally evolve and grow. If successfully built upon nationally it could go a long way to ensuring the nation stays or moves increasingly to the fore. The resource has grown naturally and largely unseen over the last twenty plus years outside the school walls – totally unplanned, a natural outcome of the Digital Revolution. The question for you – can nations accommodate the development and consciously build upon it in an astute national education strategy? Can highly competitive economies afford not too? Can governments that want to control and micro manage every facet of schooling accommodate the natural unplanned seemingly chaotic evolution – where the young have embraced a mode of learning with the digital antithetical to the school approach? We know exceptional schools, with maverick heads can But can every school, every head, every school administrator, every tertiary educator accommodate planned, structured and unplanned laissez faire learning? Can highly inflexible, insular linear hierarchical Industrial Age schools provide a learning culture that accommodates the digitally empowered young? Are the legacy systems of the developed societies too hard to change? Would most governments, schools and tertiary educators even want to change? Do nations adopt a way forward – shock horror – that like now by-passes formal schooling? Do we have to wait for the parents get angry before real change occurs? Be interested in the thoughts of the wise – even those enjoying summer Folk can email Mal at – mallee@mac.com
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Teaching with Technology in 2018

In our third-annual ed tech survey, teachers reveal an overwhelmingly positive attitude toward tech in the classroom and its impact on teaching, learning and professional development.
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Banning Cellphones in Class: Why is the Policy Making a Comeback?

Banning Cellphones in Class: Why is the Policy Making a Comeback? | Digital Evolution of Schooling | Scoop.it
One of the Doug Ford Ontario education reform proposals that's attracted relatively little attention is the June 2018 election pledge to ban cellphones in class.In the immediate aftermath of Ford's election, education observers would be wise to take a serious look at the sweeping promise to "ban ...
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Is The Key To Agile Leadership Simply Doing Stuff?

Is The Key To Agile Leadership Simply Doing Stuff? | Digital Evolution of Schooling | Scoop.it
To react to the world around them, organizations need to become more agile. For leaders is the first step to becoming agile simply to start engaging?
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Change the system, change the culture

Change the system, change the culture | Digital Evolution of Schooling | Scoop.it
The challenge of transforming large, complex organisations that have grown up around calcified hierarchies and process management structures is a hard one. There are no easy answers.It requires knowledge across various fields including technology, culture, psychology, org design, learning, networks,...
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What does educational transformation mean?

What does educational transformation mean? | Digital Evolution of Schooling | Scoop.it
Just as the industrial revolution ushered in a mass model of schooling, the digital revolution is forcing us to rethink schooling for today's world. The biggest difference now is the rapid pace of change, which means the gap between school, society and technology is growing ever-wider.
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The Many Strengths of Digitally Connected Families | The Digital Evolution of Schooling

The Many Strengths of Digitally Connected Families | The Digital Evolution of Schooling | Digital Evolution of Schooling | Scoop.it
Mal Lee and Roger Broadie It will likely come as a surprise to most teachers and governments but the new reality is that the digitally connected families of the developed world are far better positioned than schools to grow the children’s being digital from birth, and to lead their learning with the digital. At first glance this might appear an outrageous observation. However unwittingly, and largely unseen, the digitally connected families have over the last twenty plus years naturally and largely unseen developed the many strengths that give them considerable advantage over even excellent teachers working within highly constrained linear, hierarchical Industrial Age schools. While the strengths of the family are on trend to grow at pace so too are the constraints on teachers, pointing strongly to the schools in their teaching with the digital lagging increasingly behind their families. The seemingly obvious solution – exemplified in the exceptional schools and classrooms – is for the school to genuinely collaborate with their families in growing the children’s 24/7/365 learning with the digital. But – and it is a very considerable ‘but’ – at this stage in history no government, national or provincial appears to want that collaboration. The authors can find none that have articulated the educational, social, economic and political advantages of doing so. All appear to want to maintain their unilateral control of schooling, and its traditional form and ways, affording only limited importance to being digital. That said as a professional educator working within a digital and socially networked society, striving to provide your students an apt education for the contemporary world it is important to appreciate why the digitally connected families are so well positioned, to understand their strengths and why the trend line is pointing to the schools and teachers being only able to complement and add value to the work of the family. The insight should help explain how teachers can add important value, but also why the digitally connected families have led, and will continue to lead in growing the young’s being digital, and why schools in a networked society should be pooling the resources and expertise of the families and the school – not trying to compete. The strengths of the digitally connected family. The parents. They – not the school, nor government, nor the tech industry – have ultimate responsibility for how their children use and learn with the digital technology outside the school walls. In leading a small, highly agile self-regulating family unit, in total control of its operations and budget the parents have both the power and freedom to call the shots the moment desired. The environment Laissez faire environment.The family unit operates within in a market driven, largely laissez faire economy, free of any government control, with the autonomy and agility to do what it wants, when it wants and to respond instantly to continual accelerating change.   Learning culture.The digitally connected families have invariably created highly supportive learning cultures, where the digital is central, and the children are trusted and empowered to use the latest technologies largely unfettered, able to largely take charge of their learning with the digital 24/7/365. The contrast with the distrust, disempowerment, and the control exercised by schools over the children’s every action is stark.   Natural evolution.The family is free to evolve its use of and learning with the digital naturally, able to shape the emerging global megatrends to advantage. As the unplanned, unintended developments occur they can optimise them.   The young and their families have in learning with the digital naturally, instinctively and unwittingly adopted a remarkably common approach worldwide, creating the same kind of supportive learning cultures, developing similar capabilities. Nationality, gender and the family’s finances don’t appear to vary the fundamental nature of the learning with the digital all that much (Chaudron, et.al, 2015). Positive Digital Mindset Importance of the digital.Study after study from the early 90’s onwards has identified the importance most families worldwide attach to their children having the current digital devices (Lee and Broadie, 2018). That research is backed by their buying pattern, with it being the parents – not government – who have funded near two billion (UNICEF, 2017) young people’s technology and digital connectivity.   Positive outlook.The young and most of their families from the 90’s have been highly positive with the digital and online, grabbing the opportunities opened, exploring all manner of possibilities, trying things, taking risks, with many continually pushing the envelope. Importantly that have addressed the pitfalls that come with marked change in a largely positive manner. In contrast, most schools and governments for twenty plus years have been reactive, often negative, preoccupied with the possible risks, doing what governments have done historically with all new technologies, focussing initially on the dangers.   Digital and socially networked mindset. Over the last twenty plus years the young and their families have grown an increasingly stronger digital, and socially networked mindset. It is outward looking, continually seeking to take advantage of opportunities opened by the networks and the increasingly interconnected world. Most schools in contrast still employ an insular, inward looking, analogue mindset, and operate as artificial walled communities.   Common sense and instinct.On reflection, since the 1990s the families have shown eminent common sense, shaped in large by their natural instincts. Their focus has been their kids.   The young and their families have embraced and enjoyed using and learning with the digital. It is cool and a must have. The challenge has always been to limit the usage. The learning Control from birth to being digital.The family is in control of the young’s learning with the digital from birth. Children born into digitally connected families will by three be well on their way to being digital, and will have adopted the mode of learning with the digital they will use lifelong. The die is cast before government or teachers come into the play.   Digitally empowered. The very young enter school digitally empowered. It is a control they will exercise throughout life, relinquishing it reluctantly only when compelled.   Focus on the individual learner. Educationally the family’s concern has always been the learning of each child, the individuals, understanding the importance of each taking charge, each developing their own set of capabilities. While schools have for years spoken of individualising the learning none have gone close to what the families have achieved. In fairness, it is appreciably easier to do so with a couple of kids than hundreds, but it is a strength of the family unit.   24/7/365, just in time, in context.In being digital and using the digital every day the young are free to learn anytime, anywhere they believe apt. They don’t have to wait until the teacher, curriculum and timetable allows.   Self-directed.From the early in life the children take charge of their learning with the digital, deciding what they want to learn, how, when and with the support of whom and what resources. In having that agency, they, not the education authorities decide what is to be learned, the children quickly individualising their learning, putting them on the path they will follow lifelong.   Informal, naturally sustained integrated learning– where the children, in taking control of their learning instinctively adopt a highly integrated, invariably non-linear approach, that naturally accommodates the changes brought by the evolving technology. They have no obligation, unlike teachers, to pursue a common, authority prescribed, linear instructional program that is only updated periodically.   Digital normalisation. Children today born to digitally connected families have invariably normalised the use of the digital well before entering school. The digital is a natural, almost invisible part of their life. While the families globally have rightly chosen to support that normalisation, most schools have not opted to try.   Learning in a continually evolving digital world. The digitally connected young have naturally developed not only their digital proficiency, but also the art of updating that proficiency in harmony with the evolving technology, full well understanding their learning must evolve lifelong. It is a capability that goes a long way to ensuring they use the current technology and technological practises, and take the opportunities opened by them.   Natural adaptation. History (Lee and Broadie, 2018) reveals the ease with which the young have been able to adapt their use and learning with the digital, to do their own thing, to use it to assist their school studies, and when obliged to use it compliantly within the classroom. The superseded technologies, the iPods, the Nokia, the CDs, DVDs, the games consoles, the myriad of cables and chargers quietly disappear into the cupboard. However, history also reveals most schools lack that adaptability, unwilling or unable to change their ways, beholden to the set curriculum, assessment procedures, insisting the young and their families do what the school/authority requires. Blockage free learning No formal assessment, exams or reports.None of the very considerable constraints associated with student assessment that exist in the schools are found in the digitally connected families. They have never shown any desire or need for continual assessment, formal hand written exams, term reports and the associated stresses, loss of learning time, hassle and administrivia (Lee and Broadie, 2018).   No sorting and sifting. The family, unlike most schools are not obliged to continually rank the children, to compare performance and to perpetuate the Industrial Age practise of sorting the future ‘managers’ from the ‘factory workers’.   No accountability. Again, in contrast to the schools where virtually every operation must be justified and accounted for the digitally connected families are free to do what they want, never having to justify their approach – other than to themselves.   Bureaucracy free. Learning with the digital within the digitally connected family could well be one of the few situations in modern society where government bureaucrats play no part. The family is free to do as it wants, when it wants without operational guidelines, budget committees and government buying and accounting procedures.   Family set controls. The family, often as a unit, often unconsciously and sometimes with the parents calling the shots, sets the ‘rules’ and controls on the use of and learning with the digital. It can thus readily change the controls as the kids mature, respect the trust shown and the technology evolves. Learning conditions Trust and empowerment.While the families of the world have long been willing to trust, and empower their children to take charge of their learning, most schools have not.   Freedom to learn. The same holds here. One of the great plusses of an informal education has always been the opportunity for the young to explore new worlds, to dream, to create, to pursue their interests and passions, and occasionally to break a limb. The digital adds a new dimension to that facility.   Immediate digital use. The young, outside the school, have immediate use of the desired digital tools, physical and online, not constrained by the myriad of human and technological controls and blocks found in schools.   Networked learning.One of the great strengths of the young today is that they value, from around the age of six (Chaudron, et.al, 2018) human networking, and naturally, and likely unwittingly use it in their everyday learning.   Family learning. One of the largely unseen but very powerful features of the young’s learning is how much naturally occurs within the family setting, ranging from the very young mimicking their siblings and parents, the kids knowing more than their parents, the parents providing quiet guidance and the occasional strong nudge, and the nuclear and extended family going about their everyday networking, naturally, unwittingly growing their learning.  All benefit. The technology Personalised. The young in digitally connected families have ready access to their ‘own’ suite of continually evolving digital technologies, acquiring what they want, free to set them up as they desire to accommodate their learning style and interests. Johannsen (Johanssen, et.al, 2016) noted that 91% of Danish children 0-8 had ready access to tablets, with 42% having their own. In brief the young have agency over both their learning and the tools, in marked contrast to most schools where they have no agency.   Connectivity. The same is so with the digital connectivity. Within the home and on the move, they are largely free – depending on age – to connect the moment desired. Within the school connectivity, as all will attest, is tightly controlled, and even when permitted is invariably is done through censored networks. Outside the school connectivity is a core part of learning, where within most schools it plays only a peripheral role.   History highlights (Lee and Broadie, 2018) the continued early adoption and use of a wide array of the emerging personal technologies by the young, they quickly becoming proficient with the new. History also shows them using most of the technologies well before the school, often years before and in many instances using technologies never allowed in schools.   Family ecosystem.All the out of school learning is – usually unwittingly and unseen – assisted by increasingly powerful family digital ecosystems, aided in turn by the family member’s networking with other ecosystems. Think back a decade and note how the family digital ecosystems have grown, become that much integrated and powerful, the number of devices now in sync and what the future scenario will likely be.   Using all the desired technologies. One of the oft forgotten strengths is the families use of all manner of digital technologies, the games consoles, PVRs, smart TVs, high end digital cameras, Go Pros, smart watches, fit bits and all manner of mobiles, desktops and apps. In contrast, most schools opt to use only the one ‘appropriate’ device, the specified software and ban all other technologies.   Willingness to use the technology that can be afforded.In contrast to the schools that seemingly have a thing about using only quality kit the young, particularly those in the less affluent situations are happy to use any that will do the job, be they hand me downs or the lower end Android technology. They are willing think laterally to get what they want. The key variable is the expertise of the user not the gear. There are undoubtedly other strengths. Notwithstanding the above are an impressive set of capabilities. Conclusion Collectively they go a long way to explaining why most digitally connected families are far better placed than their local school/s to lead the way in learning with the digital and to do so in the years ahead. They also affirm why astute schools and teachers would do betters to complement and enhance the contribution of the families, and not like now, try and compete. Bibliography Chaudron, S (2015) Young Children (0-8) and Digital TechnologyLuxembourg, European Commission JRC and Policy Reports 2015 –http://publications.jrc.ec.europa.eu/repository/handle/JRC93239 Chaudron S., Di Gioia R. , Gemo M.; Young children (0-8) and digital technology, a qualitative study across Europe; EUR 29070; doi:10.2760/294383 Johansen, S.L, Larsen, M.C and Ernst, M.J (2016) Young Children and Digital Technology– Aarhus University, Aalborg University, Danish Media Council for Children and Young People, February, 2016 – http://www.aau.dk/digitalAssets/201/201213_national-report_2015_denmark_proofread-2-.pdf Lee, M and Broadie, R (2018) Digitally Connected Families. And the Digital Education of the World’s Young, 1993 – 2016, Armidale, Australia, Douglas and Brown – http://douglasandbrown.com/publications/– UNICEF (2017)Children in a Digital World. The State of the World’s Children 2017. UNICEF December 2017 – https://www.unicef.org/publications/files/SOWC_2017_ENG_WEB.pdf
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School's Out: What If Schools, As We Know Them, Didn't Exist?

School's Out: What If Schools, As We Know Them, Didn't Exist? | Digital Evolution of Schooling | Scoop.it
What if school didn’t exist? Five learner-centered leaders explored this question in “School’s Out” — a special paper from Education Reimagined.
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Customer Experience Transformation – Key to becoming a Digital Master

Customer Experience Transformation – Key to becoming a Digital Master | Digital Evolution of Schooling | Scoop.it
Digital transformation is changing how information is shared, used and consumed. The rules of engagement are changing and companies need to continuously evaluate how to engage, transform, compete, and grow.
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Microsoft launches ‘groundbreaking’ Flagship School initiative with 17 schools globally –

Microsoft launches ‘groundbreaking’ Flagship School initiative with 17 schools globally – | Digital Evolution of Schooling | Scoop.it
Microsoft is deepening its efforts in education by literally getting in on the ground floor. On Tuesday, it launched its Microsoft Flagship School Program, announcing partnerships with 17 schools around the globe.
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Schools as Conservative Institutions | Larry Cuban on School Reform and Classroom Practice

Schools as Conservative Institutions | Larry Cuban on School Reform and Classroom Practice | Digital Evolution of Schooling | Scoop.it
Over the years, I have written often about the contradictory obligations that U.S. public schools face. Since the origins of tax-supported schooling in the 19th century and its surging growth in the 20th century through immigration and national reform movements aimed at bringing schools and...
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Australian companies have failed to digitally scale: Gartner

Australian companies have failed to digitally scale: Gartner | Digital Evolution of Schooling | Scoop.it
Appetites for new business models are low, ecosystems are being underused and workforces are unprepared...
Mal Lee's insight:
It is not just the Australian schools
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Four Attributes To Grow a Personalized Learning Culture

Four Attributes To Grow a Personalized Learning Culture | Digital Evolution of Schooling | Scoop.it
The language of the culture very much reflects the feelings, behaviors, and actions that the culture values. We often live by the metaphors that we use. So, for example, when we use negative metaphor such as "in the trenches" we are signaling a combative culture.
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About For Books Creative Schools: The Grassroots Revolution That s T…

About Books About For Books Creative Schools: The Grassroots Revolution That s Transforming Education by Sir Ken Robinson PhD Free : none Creator : Sir…...
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Technology May Seek To Flatten The World, But The "Digital South" Will Chart Its Own Course

Technology May Seek To Flatten The World, But The "Digital South" Will Chart Its Own Course | Digital Evolution of Schooling | Scoop.it
Let's hope the Silicon Valley CEOs and the citizen advocates and regulators who are working hard to re-build trust in digital technology are inclusive in their thinking, innovating and planning. Otherwise, they will end up solving the problems for a narrow portion of the digital planet.
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