Driving Innovation: Overcoming Hurdles

This spring the new CoSN project, “Driving K-12 Innovation,” started to develop. A team of over 100 educators from around the globe began to address the first key element: Hurdles. I’m part of the team of advisers who are identifying the Hurdles – “obstacles that make participants slow down, evaluate, practice and then make the leap to better support teaching and learning.”

Hurdles that the team of advisors are addressing include: Scaling and Sustaining Innovation, Changing the Perception of Teachers who are Reluctant Technology Users, Humanizing Online Learning, Digital Fluency, Developing Non-Cognitive Skills, Evolution of Teaching, Ongoing Professional Development, Inadequate Resources, Remaining Relevant, Pedagogy vs. Technology Gap, Digital Equity.

In the first phase advisers are attempting to define each Hurdle so there’s common language. In addition, each adviser ranks each Hurdle on how surmountable the challenge for overcoming the obstacles, outlines what might happen if the Hurdle is not address, identifies how the Hurdle manifests itself in schools today, and a details a plan of action to overcome the Hurdle.

Soon the advisers will be challenged to identify the five main Hurdles. It will be interesting to see how educators from around the globe pinpoint the common Hurdles. I’ve discerned over the last decade a more common focus in schools. In September I’ll travel with a CoSN delegation to Norway and Finland to investigate the educational technology landscape. I’ll be quite interested to see how educators in these two Scandinavian countries look at the Hurdles that are identified by the CoSN team.

Building Sustainable Systems

In today’s world we must look at more than just creating new systems to solve problems. We need to think about how these systems can be sustained for an extended period beyond the initial implementation. I see that my work as an educational technology broker focuses on four areas of sustainability:

  • Content
  • Partnerships
  • Pedagogy
  • Events

I’ll share a variety of projects where I play a role. In each case I’ll attempt to bring to light an element of sustainability.


Photo by Norton Gusky CC BY 4.0

I work with the Energy Innovation Center (EIC) in Pittsburgh to coordinate a series of Design Challenges with high school students from the Parkway West Career Technology Center Consortium of Schools. Many of the the projects deal with sustainability – food, energy, or resources. This year for one of the Design Challenges a team of student consultants from the Montour School District developed a unique approach to Sustainability as part of a Challenge looking at LEED certification. The student consulting team created a Green Wall that integrated an Aquaponics solution. The student consulting team actually constructed a prototype at their high school to determine the feasibility  for this sustainable solution. The fish provide the nourishment for the plants that are part of the green wall. According to the students, “The green wall that is displayed at Montour is an example of an innovation recommended to the EIC building. Our team also thought it would be a great addition to our school’s environment by making students aware of environmental friendly ways to improve air quality, educate the public, and provide a unique aesthetic to our school.”


For six years I served on the Board of Directors for the Manchester Academic Charter School (MACS). As MACS grew, we, Board Directors, know we would either need to add a new building to house the middle school or find another solution. By chance the Children’s Museum of Pittsburgh wanted to expand their programming to include middle school learners. With the help of Larry Berger, a MACS Board member and the founder of SLB Radio, a partner organization of the Children’s Museum, MACS was able to begin to plan for MuseumLab, a sustainable partnership that also includes several other Children’s Museum partners. The key to this partnership is how an formal K-8 educational provider can not only work with an informal learning partner, but actually co-exist. How can each organization benefit from each other’s resources? According to Jane Werner, the Executive Director of the Children’s Museum, “The Children’s Museum of Pittsburgh is interested in learning and experiments in learning.  The MuseumLab  Project gives us a chance to find out how what we know about learning in the informal world of the museum can be transferred to the formal classroom and vice versa.  No one has ever failed a museum, so this will allow us to design experiences  more easily than the formal classroom.  We see this space as a true learning environment with dialog between learning scientists, researchers, teachers, designers and museum educators.” At this time Museum Lab is still under development. MACS hopes to move its middle school into Museum Lab around January 2019. However, even in the planning stage, it’s obvious that this partnership will be a sustainable relationship that provides the Children’s Museum and MACS with new opportunities that will grow and increase over time.


Photo by Norton Gusky CC BY 4.0

In order to get teachers to think about sustainable systems it’s necessary that they experience best practices. Both Studio A, an Avonworth project, and the STEAM Innovation Summer Institute developed by the South Fayette School District are examples of teaching models for educators. Studio A uses a systemic framework built around Human-Centered Design Thinking, Project-based Learning, and Arts Integration. This type of framework builds on the strength of each strategy to provide a more complete approach to teaching and learning. South Fayette taps into another approach that the CREATE Lab at Carnegie Mellon University (CMU) has developed – combining Computational Thinking with an Engineering Design approach. Educators have a chance to discover elements from both programs during summer workshops that both Avonworth and South Fayette offer. For 2018 the Studio A workshop will occur on July 10-12, while the South Fayette sessions will run from June 18-21.


One of the best ways to to see Content, Partnerships, and Pedagogy in operation is to attend a conference or special event. This year Birdbrain Technologies will kick off a new conference, Catalyzing Learning, on July 23-25, 2018 in Pittsburgh. Birdbrain Technologies started as a robotics project in the CREATE Lab at CMU.  Tom Lauwers, while working on his PhD at CMU developed a spin-off company to bring the Hummingbird and Finch robots into the educational market. The Catalyzing Learning Conference intends to be an opportunity for educators to not only learn from each other about robotics in the classroom, library, or museum, but to provide new conversations around teaching and learning. Katie Henry, the Director of Professional Development for Birdbrain hopes to make sustainability a key goal for this event. According to Katie, “Our goal with Catalyze Learning is to meet educators where they are in their every day practice.  Many educators are looking for ways to integrate robotics and coding within curriculum – not just as a form of assessment or fun extra, but as a core part of instruction. At Catalyze Learning, educators will level up their own coding skills, receiving practical classroom resources, and spend time planning for 2018-2019 school year.”

So often educators are energized by an event, but there’s no element at the event to provide for sustainability. Birdbrain plans to use the final day of the conference for attendees to process what they learned and to compose a plan of action, thereby adding an element of sustainability.





Minds Under Construction

It’s wonderful to see a school turn itself around. For years the city of Duquesne, a formerly robust mill town outside of Pittsburgh, had a declining population with a dwindling student enrollment. This year the school experienced a 10% gain in student population. It may not be directly related, but the focus on Active Learning and two STEAM grants through the Allegheny Intermediate Unit to create Maker Spaces have brought a new mindset and energy to the school.

Ani Martinez, the Outreach Coordinator for Remake Learning, organized a field trip for interested educators to Duquesne. Ms. Samantha Utley, an Instructional Coach working in the Creation Station, and Mr. Stan Whiteman, the Assistant Principal, shared elements of the recent success story. The focus was on the Creation Station, two former industrial arts rooms that housed a CADD classroom and a Wood Shop. Today they are vibrant, active learning spaces for grades K-3 and 4-6. The former CADD room now houses light tables for students to conduct scientific investigations, a series of water pods, reading areas, a 3D printer, and work areas. The former wood shop taps into the old work tables as STEAM investigation stations and provides a host of other technological opportunities.

While the two grants provided the funding to get the project off the ground, today the Dollar Store is the major supplier of materials. Every student during the week has an opportunity to spend time in the Creation Station. However, the focus on active learning doesn’t just happen the Creation Station. According to Stan Whiteman every student now has a device, providing a 1:1 opportunity. That means active learning happens in every classroom. The Creation Station becomes the place to expand and enhance ideas.

Samantha Utley shared a fifth grade project around the African nation of Sierra Leone. While students did their research on mud slides in the classroom, they had a chance to experience Sierra Leone virtually through a Google Expedition in the Creation Station. The students gained a real opportunity in critical thinking while expanding their global awareness.