Scaling Educational 3D (4)

In our previous posts in this series, we highlighted five of the strategies for scaling 3D beyond the single school installation or pilot project. In this post we will unpack three more practical strategies worth emulation: 

The Leveraging. Once the stories are being told, once the results are seeing the light of day, it’s time to connect those stories with an urgent need for action. The underlying premise is to use your past success to leverage even more success. The basic approach is to demonstrate that a technology-based intervention resulted in clear benefits and then request the resources required to expand the capabilities or reach of that intervention.  Here’s a chart that shows how that is supposed to work:

Since…	à	Therefore…
A technology-based project is producing notable results in a fourth grade classroom…	à	Let’s do better by extending the project to other classrooms.
A technology-based initiative is producing notable results in pilot schools…	à	Let’s grow this successful effort to more schools, so more students can benefit.

A smart educator will now raise the stakes, perhaps submitting a funding proposal to your superintendent, the school board, the PTO, a local business partner, a local educational foundation, or a probable grant source. Leveraging efforts must begin in earnest if scaling is to become a reality.

The Swell. Great technology efforts have wheels. They somehow inch beyond the artificial curbs associated with “pilot technology projects” entering the thoroughfare of relevance as they extend to other schools. Ms. Hillman explained early on in the St. Francis initiative: “I am currently working with teachers from the High School in an effort to expand… I am certain I will find teachers just as enthusiastic as myself to step outside of the box and implement this innovative instructional approach. I can’t wait to watch it all unfold.”

The Anticipated Wrinkle. Surprises happen and good technology implementers know it. Recently, Ms. Hillman learned that both her highly supportive superintendent and her wise and sympathetic I.T. Director were leaving for new opportunities. This normally sounds a death knell for scaling and sustaining any budding technology initiative. Surviving leadership changes and knowing how to sustain an initiative for the long haul require quick thinking, agility, and no shortcuts in in the eight scaling principles identified in this piece. Since Holli Hillman has carefully built the proper scaffolding described in the eight principles above, there is far less worry over unanticipated transitions.

Following these principles, scaling educational 3D from single-school projects to district-wide initiatives is in the cards.

Scaling Educational 3D (2)

The St. Francis 3D project described in last week's post began in a single school, in a single fourth grade classroom. But last year, it was extended to all of the other schools in this innovative district. How did they do it? Here are two of the keys to success we can unpack from this timely success story:

The Champion. The vision began with a lone fourth-grade teacher, Holli Hillman. She was struck with the potential of 3D visualization in learning and acted upon her vision. She became a force of one. A ‘champion’ is the term we often use in education. She ached for a chance to employ this technology to improve student learning. That’s how all good educators improve classrooms—with a yearning, an ache, and by untiringly wondering, “what if?”

The Allies. The reality is that a force of one doesn’t really work in education. You might think so, but it doesn’t. Ms. Hillman had to find allies in order to truly realize her vision. She presented her ideas to her principal, colleagues, peers, parents, district leaders, superintendent, and even I.T. technical leaders. She sought their support, their advice, and their blessing. She convinced them, but she did so based on trust, passion, and the promise of value-added learning. In doing so, she grew and nurtured a large ‘family’ of co-travelers. She wrote: “My Superintendent along with his entire District Leadership Team were some of the first to view the 3D content only 12 short hours after it was up and running. I have been enthusiastic about this pilot project for quite some time and was ecstatic to share it immediately once it was up and running. My Superintendent couldn’t stop grinning as he walked from one corner of the room to the other watching the stereoscopic imagery travel with him. He was stunned that what I had been describing for several months was exactly as incredibly visual as I explained. He and I talked extensively about how this would be used in the classroom as a teaching and learning tool; and why this content is so incredible.”

In next week's blog post, we will unpack six more vital keys for scaling up 3D in your setting.

Scaling Educational 3D (1)

If you look at 3D in education across country, almost all implementations involve isolated, individual schools. These pioneer 3D-using sites are often magnet, STEM-focused, private, charter, or otherwise impassioned schools that simply caught the vision and saw the potential for 3D visualization in learning. 

In some U.S. school districts, mobile 3D carts have been purchased for every school, but almost all of these ‘district’ efforts have grown quiet, languishing due to lack of vision, training, and leadership. In my opinion, you cannot simply “buy 3D” and throw it loosely into classrooms; rather, effective and log-lasting  3D programs must be seeded, grown, nurtured, and cultivated. Above all, they must be led.

The St. Francis school district 3D project may well be the only successful district-level implementation of 3D learning in the U.S. Certainly, this group of forward-thinking educators offers key strategies for successfully pursuing district-wide implementation of 3D in almost any setting. What we can learn from this district will help all of us better support, sustain, and leverage future 3D initiatives in schools.

The St. Francis project began in a single school, in a single fourth grade classroom. But this last year, it was extended to all of the other schools in this innovative district. How did they do it? In our next blog posts, we unpack some of the keys to success for scaling educational 3D.