17 Deadly Sins of Flipped Learning Technology Selection

Over the past few years, I have been privileged to visit schools all over the world to help them implement flipped learning. During those travels, I have seen a lot of technology.  Some  technology has become an integral part of the fabric of schools, while other pieces of technology are sitting on desks, mounted on walls, gathering dust. In education, we have bought into the “shiny object” syndrome. We think that the newest technology will fix our schools, raise our test scores, and make education better and easier.

Sadly, this has contributed to a huge amount of wasteful spending in schools. Several of these technology meltdowns have been very public, and a huge amount of money has been wasted. In my current role, I have worked with individual teachers, small groups of teachers, schools, school districts, and even entire provinces. I have seen both successful and disastrous deployments of new technologies.

What we have done is we have started with technology and then added more technology. Instead, we should start with good pedagogy and then find the best technology to meet our needs.

My experience has taught me that you should ask three simple questions before you launch any new technology into a school:

  1. Does it work?
  2. Is it Simple?
  3. Will it get used?

These guiding questions are crucial, yet there are many pitfalls that you can experience along the way. To that end, the team at FLGlobal.org has created a free course to help schools and organizations navigate the minefield of selecting technology for schools. Though the course is specifically focused on Flipped Learning, it could be applied to organizational technology selection process.

Over the next few days we will be releasing a blog post on each of the seventeen topics. However, to get a more comprehensive approach, we encourage you to take the two-hour course. You can register for the course at http://learn.flglobal.org.

Read about the first sin, ‘The Initial Cost’ here.