Unperceived changes followed by dislocating explosions

Hal Abelson, Ken Ledeen, & Harry Lewis say…

Exponential growth of anything can suddenly make the world look utterly different than it had been. When that threshold is passed, changes that are “just” quantitative can look qualitative.

Another way of looking at the apprent abruptness of exponential growth - its explosive force - is to think about how little lead time we have to respond to it. . . . At what point was it only a half as devastating? . . . The answer is on the next to last day. . . .

The information story is full of examples of unperceived changes followed by dislocating explosions. Those with the foresight to notice the explosion just a little earlier than everyone else can reap huge benefits. Those who move a little too slowly may be overwhelmed by the time they try to respond. [Blown to Bits: Your Life, Liberty, and Happiness After the Digital Explosion, pp. 9-10]

How is your school system responding to some of the exponential, qualitative changes that we are experiencing in our information landscape?

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Comments

[Greg Thompson (@akamrt)]

1.

Has education's response to the changing culture around us been akin to FEMA's failures in responding to Hurricane Katrina?

Is the inertia in education metaphorically just as devastating?

[Jeff]

2.

How do we, as educational administrators, make the changes necessary and not get burned at the stake? We make incremental changes and by the time our committees (because people need to feel involved) get them done we've been passed up by three more things.

The will of the people is the only thing holding us back. People know what they need to do, have the resources to do it, have the backing of risk takers like Scott McLeod (and our administrative team) and they still won't make the changes...and their jobs aren't even at stake!

Help...

[Marshall]

3.

Comfort in positions and a belief that people really are doing the best thing for kids (even though mis-guided) can not only create apathy but opposition to success. Jeff hits it on the head when he indicates that so many people are risking jobs by pushing forward and those that have little to risk (but may have to adjust their approach) are willing to be the speed bumps on the way to improved teaching.