Forums like the Ed Tech Entrepreneurs Meetup are  here to spread awareness and fill a cultural void -- creating a mashup that is quintessentially about learning and education and also about building a new education field.
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In Education Technology, There are Often More Questions Than Market Forces

Whenever anyone talks about the education system needing more innovation, here is what they are talking about: The education system was built in the nineteenth century and still operates as if it is in the nineteenth century, while most of those of us who have graduated from it have moved on to do other things.

Yet there are still a few of us among the passing millions into the world of work who turned back and wanted to make something that disrupted education, made it better, and changed the way it functioned.

The Three Ring team talks about the evolution of their product to a room of investors, entrepreneurs, and teachers.

When we talk about trying to deliver innovation to a nineteenth century school system, we are really talking about a kind of abolition of the teacher and the student — enabling them to work, live and learn in a system that is much more like the world they already  live in when they are not learning within the school walls.

That kind of thing is going to have take a lot of nurturing, talking with teachers, learning from students and creating a cultural space that enables and empowers the rich sharing that can create that innovation. Basically, we need to create a kind of Silicon Valley in education that is less about earning paper and flipping companies and mostly about sitting down at the table, and creating real education tools that work, and have had the market forces pushed against them to prove they work.

The challenge is that education — since it is a government system — does not work like a market. And culturally speaking, educators do not work like capitalists.

Because they don’t, and because it isn’t, education is an extremely special place, often misunderstood. But I think that’s changing.

The Big Night

“The notion that a video is always more interesting than the teacher is…uh….wrong.”

When I heard Steve Silvius, one of the founders at Three Ring say that at our first Ed Tech Entrepreneurs NYC meetup on February 28, I knew that something wonderful had happened in the education technology vertical. Entrepreneurs were not, as they are sometimes vilified or incorrectly labeled, a bunch of geeks with no education scruples who want to exploit the current education system and use it to make products so they can make a lot of money.

They are — still geeks — who are deeply interested in education as it is practiced, and they get it.  They GET IT.  And we had proof.

The Proof

Four companies — some of them just barely off the ground, some of them getting funding from investors — presented their education technology ideas to a room filled with 220 or so teachers, students (higher ed and secondary), investors, and other entrepreneurs.

The environment they displayed to was one of builders, teachers, people who want to either invest in the future of our education system, or make an education system that looks more like one that is useful to a genuine 21st Century economics era.

They presented because they wanted to know what teachers and students think of their product, because the way that the current education system is set up, teachers don’t have enough time to spend their day looking at education technologies and entrepreneurs have not had very much success cold calling teachers to get their feedback.

Doing it Differently

I used to be a teacher, so I fully understand the division that exists between the dog eat dog real world of capitalism and the sanctuary that is learning and improving one’s self so that one can one day go out in the world and make the most of life.

For the most part, from K12 all the way up through higher education, that system works very well. Kids come to school to learn. We nurture them, we envelope them with our wisdom and our goodness. We send them up through the ranks improving all the way.

But we are not always providing people with the right tools to get this done. Teachers are too busy to experiment with learning technologies that come from left field, so they don’t. Entrepreneurs can’t gain any significant access to the learning environment, so they go about doing what they do best, but without the most crucial part of the equation — the consumer.

Part of this is cultural. No teacher likes to think of his student as a consumer of vendor tools.

They like to think of them as humans.

Teachers give the best insight into learning, so they should have the most exposure to new learning technologies. Entrepreneurs need to spend more time with teachers.

Humans work best operating in a network of cultural exchange. Education creates this cultural exchange, but because it’s education, and becuase it’s important, and because it’s a state and federal funded enterprise, there are no forces that would allow entrepreneurs and teachers both to work together quickly and earnestly to make education products that facilitate the kind of learning America needs to be creating solutions to real 21st century problems.

In other words, we have real edge of the envelope thinkers and doers inside and outside of education — teachers and entrepreneurs — who are basically trapped in a 19th century system in a 21st century world.

The Realities

Money is not strictly speaking bad, but you need money to build. And you need teachers to create meaningful education projects and products. If we can encourage them to work together as team members, as practicing better halves of each other, we have many battles to win.

There’s no way to be an independent, education-loving entrepreneur and push out the big products to get them tested, unless you get a huge dose of capital. But then you can’t really get a huge dose of capital unless your product has a lot of traction (or a lot of students and teachers using it).  Since it’s hard to get these products in front of teachers and students for some of the logistical and cultural reasons listed above, change in education is slow. Big products are guesses.

Vendor driven solutions are based off of a seemingly timeless system put in place by law, but there are some among us who question whether building education products out of a law is the same thing as using al ean startup method to build education products that start out in the hands of teachers, students and parents.

That’s why my partner Saad Alam and I launched the Ed Tech Entrepreneurs Meetup. We want to be part of the sea change in how educators, entrepreneurs, administrators, and communities work together.

We want to create a cultural space for learning about ed tech, creating relationships between all significant parties, and we want to have fun doing it.

It’s working.

Forums like the Ed Tech Entrepreneurs Meetup are here to spread awareness and fill a cultural void — creating a mashup that is quintessentially about learning and education and also about building a new education field.

When we looked out across the room and saw a standing-room only crowd, it was really hard to convince either of us that we were not creating a cultural space where real educators, students, and community leaders, school administrators and budget operators meet with entrepreneurs to give firsthand reviews and feedback on what makes their products work and what makes them not work. This was happening in the room, right here.

Change happens when people believe they can participate in their own future. And in that room that night were many, many people who saw their future, and it involved working together and creating new opportunities for students.

I closed out the night by saying that I felt inspired by the number of innovations I had seen, but that I was even more inspired by the ideas that technology and the liberal arts had no better place for convergence than in education.

I was reminded of a teacher who had said to me that there was a difference between writers and people who write things. Writers, he said, give something of themselves to people. Their work is a gift.

Teachers are like this, too. I have been a teacher, and I can testify that every day of my teaching career was about giving almost all of myself — and sometimes all — to the students who needed and wanted to learn.

Entrepreneurs are no different.

That’s why we invite both of these groups to our meetup, to share information on how classrooms operate, how budgets work, and how teachers live their day to day lives in the school system. We share what it takes to build something, what it takes to test, test, and test until you get it right.

We mix up the culture, and create innovation. The similarities to a real classroom, and the energy of learning and change are uncanny.

We will be doing these meetups once every two months to start, and then once a month as they gain traction.  We will have keynote speakers, real teachers, who come to discuss their every day experiences in the classroom. We will work closely with teacher fellows programs and with education technology directors of school districts, to bring the right people into the room to ask questions, give answers and create ideas.

Investors will be part of our guest speaker series.  Entrepreneurs will present their products. Community leaders will be in the room to rally forces of change.

And we will do all of this in the independent spirit of teaching.

Douglas Crets is the co-director of Ed Tech Entrepreneurs Meetup in NYC.  He operates this forum for inventing, building and learning with Saad Alam, co-founder of Citelighter.

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One thought on “In Education Technology, There are Often More Questions Than Market Forces

  1. Pingback: #JTBD: When Education Looks Different, But Creates the Same Result | The Rewired Group

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