Latest headlines: Scott Tiner on reevaluating expectations for classrooms in 2022, Nancy Knowlton on the perks of the extended classroom
January 7, 2022 | Volume: 15 | Issue: 1
Now that we’re in the thick of January, it’s time to reevaluate. Develop new methods and new relationships. With supply chain constraints and more, you may be forced to go a different route with your classroom tech than initially planned. With higher ed budgets slowly increasing, should you continue to put off installs? Should you focus on manufacturers or specific products? Or should you, maybe, reach out to your local integrator to help you see what’s actually out there and available? I’m not telling you what to do either way and neither is Scott Tiner, but I’m just saying maybe 2022 is a year of adjusting expectations.
Let’s also talk for a minute about the extended classroom. This connects physical classrooms with other individuals, classrooms, etc. to facilitate learning. Read more about it in this article from our friends at EdTech Digest and tell me, does this seem like a valuable idea for classrooms of the future? To my manufacturer and integrator readers, how might you hop on this train and utilize it to help your business?
Random thoughts on a Friday morning!
Enjoy, everyone, and don’t forget: We have a LAVNCH & LEARN coming up, all about overcoming imposter syndrome. What’s that, you ask? Well, it’s the feeling that you don’t belong in an industry, career, group, etc. because you don’t feel as qualified or as intelligent as everyone else. Join the next iteration of the Girl Boss series to learn how to overcome it! (Yes, Girl Boss is the branding, but this is something everyone can learn about! All are welcome and encouraged to attend!)
In my December blog, I wrote about the supply chain issues and how this has already started to affect some higher ed institutions. A couple of my higher ed peers wrote to me and said, “Yup, we are canceling all summer installs.” One or two wrote and said, “Nope, we are going full steam ahead and hope to get things in time.” These helped me frame my thinking about what was going on in higher ed.
The pandemic completely upended so many accepted ways of doing things, forcing us to adapt on the fly. Much of that adaptation was hard slogging at first, then it became less hard. We had to make choices that were previously unimaginable, but now a real opportunity exists to consider what can be applied from that experience to transform teaching and learning.