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By Josh Paluch http://www.joshpaluch.com

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Nicole B. Ellison (co-author of “Social Network Sites: Definition, History, and Scholarship”) along with Cliff Lampe and Charles Steinfield co-author this feature article from interactions on current trends and future possibilities of social networking sites.

By studying MSU Facebook users, this, generally very optimistic article lays out how SNSs support the management of numerous “weak ties,” which then facilitate the flow of “diverse perspectives and new information.” This flow reflects an increase in the social capital amongst the participants and is often initiated by the casual communication sparked through common affinities found on one anther’s profile page. These casual conversations can, and do, lead to more meaningful exchanges. These meaningful exchanges then can, and do, lead to larger social action so that not only do the participants benefit, but society does, as well.

This brief and well-written article is an excellent primer for getting one to think about the possible educational value in a large-scale SNS if one assumes that learners are pro-active information seekers. If SNS users communicate only with those whom they associate outside of the system, they are unlikely to acquire the diverse perspectives or new information that generally define learning.

By the article's logic, for one to say that SNSs are learning tools, one would have to confirm that users of those sites are cultivating “weak ties.”

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Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns

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Josh Paluch

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EME 5054

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Dr. Dawson

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The Purpose

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As author of the Innovator’s Dilemma (1997), Clayton Christensen described to the business world how time and time again leading companies, despite their attention to customer service and product improvement, have been out-innovated by young start-ups through a phenomenon he calls disruptive innovation . In Disrupting Class (Christensen, Johnson, & Horn, 2008) he, along with coauthors Michael Horn (Harvard Business School) and Curtis Johnson (education consultant), turns his illuminating theory of disruptive innovation towards the American educational system.

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Initially, I had concerns about reading a book on how to fix education by an outsider of K-12 education. However, as I was reading, I realized that Christensen and his coauthors had clearly developed a sound understanding of the central issues K-12 educators are struggling with today. They understand that while there is a growing emphasis on the standardization of both assessment and instruction, there is also a growing pedagogical agreement that children must be allowed to learn in a way that is customized for them, which they refer to as “student-centered” learning and educationists refer to as constructivism. The authors clearly understand that it is this tension that leads to many of the educational policy disagreements and tradeoffs of today’s schools. One gets the sense that Christensen wrote this book, in part, because he had a sincere belief that viewed through the lens of disruptive innovation, American schools could get much better, very quickly.

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Christensen directly states “The purpose of this book is to dig beneath the sorts of surface explanations summarized above [i.e., lack of money, lack of computers, students’ home life, pedagogy, and unions] to expose more fundamental root causes for why schools struggle to improve.” (p. 6) The fundamental cause that he posits is lack of intrinsic motivation. He suggests that since universal education has become the norm, and due to an increasingly differentiated student population coupled with the efficiency culture of industrial America, schools have had to become increasingly standardized and monolithic environments. This, he points out, discourages the type of student-centered, customized, learning-style respectful teaching that is necessary to create intrinsically motivated students.

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He does not, however, explicitly describe why he views his stated purpose as an important purpose for a book from a business innovation expert from Harvard University. The underlying, and I feel just as worthy, true purpose of this book is to demonstrate how well his business analysis model of innovative companies fits as an accurate descriptor of how computer/internet technology will fundamentally change the educational landscape over the next twenty years. The answer to that question is what ends up being most interesting, here. But first, we need to understand disruptive innovation.

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Disruptive Innovation

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Disruptive innovation is the theory that successful companies with large installed-client bases cannot innovate on the same level as small fleet-of-foot startups with nothing to lose. Large companies with well-established and market-leading products put all their efforts in to improving their already expensive, already well-regarded products. Marginal improvements are possible but giant and innovative leaps forward are unlikely if not impossible. Whereas startups with nothing to lose are able to create inferior but fundamentally more innovative products which could never compete, initially, for the customers of the large firms but may draw new customers into the industry because of their much lower price or better ease-of-use. For example, Christenson points out the disruptive nature of the computer industry’s move from mainframe to mini to personal computers. Each shift was marked by an initial decrease in computational power but an accompanying, and dramatic, decrease in price and increase in ease-of-use. No company that used a minicomputer would be able to substitute it with one of the first personal computers. But, two things happen when an innovative technology is introduced. New consumers are brought into the market and the capabilities of those technologies evolve at a much faster rate than the eventually supplanted older technologies.

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How Computers Will Matter

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The analogy with the educational system is this. The current monolithic educational system serves its customers as well as it can given the complexity and fluidity of its role in modern society. That said, many agree it could be better. However, it will never be supplanted by anything via direct attack. Christensen argues that the apparent failure of computers to revolutionize education so far has been the way they have been introduced into schools. He would say they’ve been “crammed.” What he means is that they’ve been placed into schools with little forethought of how they will be used. Computers, the term I will use to mean computers coupled with the internet and all their potential to customize curriculum, will serve as tools of constructivism, and personalize the educational journey of students thus increasing intrinsic motivation, will only become transformative when they introduced disruptively. These technologies will be effectively introduced to the broader educational community by serving well currently un- or under-served educational clients, examples include AP, home-bound, Pre-K, and credit recovery students. In that environment, computers and educational technology will begin to flourish and improve. As they mature, their potential value in mainstream education will become increasingly apparent and eventually, according to the S-curve theory of technological adoption, there will be a dramatic increase in the number of mainstream users. Christensen predicts that in approximately 8-12 years, fifty percent of all high school classes will be taken online.

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What Doesn’t Work

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In general, Christensen seems to have a command of educational issues and an excellent fit for his theory of disruptive innovation. I do have a few minor issues with the book.

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Christensen’s stated purpose of illuminating why the current educational system is struggling is somewhat simplistic. His dismissal of all but one (viz., intrinsic motivation) of the commonly accepted theories, which takes only three pages, is a bit trivializing. For example, he states that it cannot be that the system is underfunded since we spend more per pupil than most industrialized nations, nations that we trail in standardized test scores. However, given the immense mandate of U.S. schools, which he admits includes lofty goals such as maximizing human potential, facilitating democracy, honing skills, capabilities, and attitudes, and nurturing the understanding that people can see things differently in a respectful manner, and to which I would add care giver, nutritionist, and psychologist, one could see how funding might be an issue.

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Secondly, I think Mr. Christensen sorely underestimates the ferocity with which the educational industrial complex and all its constituents will defend the status quo no matter how broken anyone outside of that constituency believes it to be. I agree that an online educational cottage industry will grow and prosper in the near future and I think he lays out a viable roadmap for that industry, but I will not be holding my breath waiting for transformative change at the core of our country’s educational system as much as I may want it to happen.

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Rating

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4.5 out of 5 stars

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Reviewer

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Joshua Paluch, University of Florida

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Christensen, C. (1997). The Innovator's Dilemma: When New Technologies Cause Great Firms to Fail: Harvard Business School Press.

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Christensen, C., Johnson, C., & Horn, M. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns: McGraw-Hill.

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In 2007, on the eve of the House of Representatives passing DOPA, Yan, a Harvard trained developmental psychologist and author of several articles on social networkings influence on children, reviews two books (of many) written for parents concerned with their children's use of SNSs.

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He concludes that both books reviewed, one written by a longtime high school teacher/conselor and the other by a professor of psychology, are \"developmentally sound\" and \"practically useful\" to parents of teenage chidren. Furthermore he laudes the books for their \"unique evidence regarding the effects of SNSs on adolescent development\" and \"can help applied developmental researchers formulate research questions and develop insightful hypotheses.\"

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The article, which is not directly related to research concerning the impact of school-based child-protection policies, does give some perspective on the importance of safety issues to parents today.

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