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| | | CHILDREN | Home » » Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns | | | | | | | Description: | | Selected as one of the "Best Books on Innovation, 2008" by BusinessWeek magazine Named the "Best Human-Capital Book of 2008" by Strategy + Business magazine A crash course in the business of learning-from the bestselling author of The Innovator's Dilemma and The Innovator's Solution… "Provocatively titled, Disrupting Class is just what America's K-12 education system needs--a well thought-through proposal for using technology to better serve students and bring our schools into the 21st Century. Unlike so many education 'reforms,' this is not small-bore stuff. For that reason alone, it's likely to be resisted by defenders of the status quo, even though it's necessary and right for our kids.
We owe it to them to make sure this book isn't merely a terrific read; it must become a blueprint for educational transformation."
--Joel Klein, Chancellor of the New York City Department of Education “A brilliant teacher, Christensen brings clarity to a muddled and chaotic world of education.”
--Jim Collins, bestselling author of Good to Great According to recent studies in neuroscience, the way we learn doesn't always match up with the way we are taught. If we hope to stay competitive-academically, economically, and technologically-we need to rethink our understanding of intelligence, reevaluate our educational system, and reinvigorate our commitment to learning. In other words, we need “disruptive innovation.” Now, in his long-awaited new book, Clayton M. Christensen and coauthors Michael B. Horn and Curtis W. Johnson take one of the most important issues of our time-education-and apply Christensen's now-famous theories of “disruptive” change using a wide range of real-life examples. Whether you're a school administrator, government official, business leader, parent, teacher, or entrepreneur, you'll discover surprising new ideas, outside-the-box strategies, and straight-A success stories. You'll learn how - Customized learning will help many more students succeed in school
- Student-centric classrooms will increase the demand for new technology
- Computers must be disruptively deployed to every student
- Disruptive innovation can circumvent roadblocks that have prevented other attempts at school reform
- We can compete in the global classroom-and get ahead in the global market
Filled with fascinating case studies, scientific findings, and unprecedented insights on how innovation must be managed, Disrupting Class will open your eyes to new possibilities, unlock hidden potential, and get you to think differently. Professor Christensen and his coauthors provide a bold new lesson in innovation that will help you make the grade for years to come. The future is now. Class is in session. | | | Features: | |
• ISBN13: 9780071592062
• Condition: New
• Notes: BUY WITH CONFIDENCE, Over one million books sold! 98% Positive feedback. Compare our books, prices and service to the competition. 100% Satisfaction Guaranteed
| | | Product Details: | | | Author:
| Clayton Christensen | | Hardcover:
| 288 pages | | Publisher:
| McGraw-Hill | | Publication Date:
| May 14, 2008 | | Language:
| English | | ISBN:
| 0071592067 | | Package Length:
| 10.0 inches | | Package Width:
| 6.4 inches | | Package Height:
| 1.1 inches | | Package Weight:
| 1.0 pounds | | Average Customer Rating:
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 Must Read for EducatorsJul 04, 2010
If you are an educator, school board member, teacher, concerned parent, or legislator, then this book is for you. Wade through the occasional academia to get a compelling argument for the future of education in our public school system. I am in adult education, and I was riveted, challenged, and inspired by the concepts. Vendor was on time and as promised.
revisiting the bookJun 03, 2010
It's been awhile since I read it but needed to update my previous review. This book is a more relevant read today than it was 2 years ago. The use of technology as a "tool" to facilitate better education must be distinguished from using it as a total replacement for old style teaching. Just like you could not readily hand out a power saw or a jack hammer to each person in the US and hope we become a better society, nobody is suggesting that the outright replacement of our old system should be considered. Having raised 8 children and been lucky enough to have my daughter go to HBS and been a student of Clayton, I know first hand what a great teacher can do for us. This book is a strong introduction of what the future will look like, regardless of the pressure from teacher's unions and government politics. Clayton has seen the future, his "flashforward" gives him the unique ability to report what it looks like and helps us prepare for it. READ this book.
1 of 1 found the following review helpful:
Common Sense Approach to Fixing our Education SystemApr 16, 2010
Clayton Christensen offers a believable and intuitive approach to fixing our staggering American educational system. In a nutshell: people learn in different ways (no surprise here; it's a well-documented theory). Teachers too often teach one way (or two or three--the point being, teachers standardize. I understand. I've been a teacher most of my life. One of us and many of them in a classroom). His solution: Use 21st century technology and Web 2.0 to individualize lessons to suit needs.
That's where the problem starts according to Christensen. Schools throw technology at their problems in hopes software, hardware, internet websites, will fix their shrinking test scores. Every technology teacher I know agrees with the author that this approach is flawed and frustrates both students and teachers. Technology is a tool, to be wielded with a skilled hand.
Christensen gives teachers permission to disrupt class--shake it up! See what's going on. Here are some of my favorite ideas:
1) If the addition of computers to classrooms were a cure, there would be evidence of it by now. There is not. Test scores have barely budged. 2) Why haven't schools (with so much emphasis on technology) been able to march down this path (of student-centric learning)? ...because they have crammed the new technologies into their existing structure... 3) The world of education is one in which there is little agreement on what the goals are, let alone the methods that are best-suited to achieve them. 4) Public schools have been improving steadily, since 1900, but society moved the goal posts ...changed the definition of improvement...
I'd recommend this to any teacher intent upon integrating technology into their core curriculum.
1 of 1 found the following review helpful:
A student centered approach to improving educationMar 23, 2010
If you want to learn how to improve education by focusing on a student centered approach, this book is for you. Just like customers should be the center of the business and the focus of success in business is meeting the customers' needs and wants, the student should be the focus of the school and success should be measured by how well a school meets their needs and wants. Writing this of course, I understand, will generate many nay sayers who will have numerous arguments for why this is incorrect.
However, solutions that focus on the needs of the teachers, the unions, the principals, the parents, etc., have not worked. And, with the proper guidance, students should know what they need to be successful in their school work and ulitmately their lives.
Clayton using his usually strong analytical approach evaluates the educational challenges both inductively and deductively to get to the root cause of the problem. And, in my words, the problem is this: each student learns differently, and the centralized, bureaucratic approaches that have been used to force fit a regimented approach dictated from Washington down to local school boards haven't and won't solve this problem. What we need is a more student centric approach that uses flexible tools developed through information technology to meet the needs of individual students.
This is a very innovative approach to solving this problem, and in my opinion, Clayton is the most innovative thinker out there today. After all, as he quotes Einstein (and I used some liberty to paraphrase), you can't solve the problem by using the solutions that caused it.
Then, Clayton lays out how the change is happening (in some instances) and can happen (in others where it is not) based upon innovation concepts like disruptive innovation and heavyweight teams.
I highly recommend this book for any individual interested in innovation and/or education.
Clayton has written another excellent book to build upon his disruptive innovation philosophy. Thank you, Clayton, for your continued excellent work!
1 of 1 found the following review helpful:
How to Successfully Reform the U.S. Educational System for the BetterFeb 03, 2010
Clayton Christensen, Michael Horn, and Curtis Johnson are not convinced that U.S. schools struggle for one of the reasons traditionally given, i.e., lack of money, not enough computers, unmotivated or unprepared students (and parents), broken teaching model, or uncooperative unions (pp. 1-5; 64; 71-72). Messrs. Christensen, Horn, and Johnson want to convince their audience that the sub-optimal performance of the K-12 education system lies mainly in its operating model. Most teaching looks like a value chain that processes students like standard, undifferentiated goods over a 12-year period (pp. 35; 107; 126-132). Schools teach and test students uniformly (pp. 29; 33; 107-108; 225).
However, students are not part of a homogenous, monolithic population. They learn differently. Students usually excel in only two or three of the eight types of intelligence that Howard Gardner has identified. Furthermore, students have different learning styles within each of these types of intelligence. Finally, students learn at differences paces (pp. 26; 28). Students who thrive in this undifferentiated environment have the type of intelligence that is in line with the discipline taught or are flexible enough to adapt to it (p. 35). Teachers, especially in middle and high schools, do not have the time and/or the tools to deal with multiple intelligences (pp. 37; 65; 111). Messrs. Christensen, Horn, and Johnson note that cramming computers in U.S. schools has failed to move the needle significantly. Most schools use computers as a tool and a topic, not as a primary instructional system that assist students in learning in ways that are in line with their type of intelligence (pp. 81-82). In addition, Messrs. Christensen, Horn, and Johnson observe that the increased spending on students with special needs is only a partial answer to the challenge at hand because all students have special learning needs (p. 34).
To remediate this situation, Messrs. Christensen, Horn, and Johnson plead for the introduction of a modular, customized learning model in U.S. schools that would first complement the existing teacher-based, "batch" system (p. 143). This "student-centric" system would give students and teachers the software needed to facilitate the learning of some disciplines that are not aligned with the types of intelligence in which they excel (pp. 38-39; 91-92; 132-136). This disruptive method would compete with what the authors call non-consumption, i.e., where the alternative is nothing (pp. 47; 74; 79; 86; 92-96). U.S. schools do not have the ability to meet all students' learning needs. Messrs. Christensen, Horn, and Johnson forecast that by 2019 about 50% of high school courses will be delivered online based on current trends (pp. 98-99; 102). Improved offerings, declining costs, looming teacher shortage, and the role of students, parents, and teachers in this alternative learning pathway will be the key drivers behind this disruptive innovation (pp. 100-101; 107). The authors recommend that these courses be delivered both via digital instruction and online. This dual approach would allow schools to reap economic, instructional, and customizable benefits. Furthermore, the providers of this instruction would be able to collect data to further improve their offering (p. 115).
Messrs. Christensen, Horn, and Johnson remind any reader skeptical of their "student-centric" system that no disruptive technology has ever succeeded through a head-on attack against the current dominant players. This disruption has to take place in a separate space that is not at the mercy of the textbook adoption process, the demand for standardization, or the power of the teachers unions (pp. 61; 102; 141-142; 225-226). Over time, administrators, school committees, and teacher unions will have to acknowledge that student-centric learning has become mainstream (p. 143). The opportunity to revolutionize education lies mostly outside of the K-12 school system (p. 148).
Starting these reforms even before kindergarten is critical. Talking to children aged 0-4 in a fully adult, sophisticated, chatty language - as if the infants were listening, comprehending, and fully responding to this flow of words - has a critical impact on their later development. Todd Risley and Betty Hart call this practice "language dancing" (pp. 150-151). Messrs. Christensen, Horn, and Johnson remind their audience that one of the reasons why children of lower-income, poorly educated, and inner-city parents are trapped in a multigenerational vicious circle lies in the lack of "language dancing" (p. 153).
In chapters 7, 8, and 9, Messrs. Christensen, Horn, and Johnson lose their audience somewhat by introducing different business concepts that ultimately do not add much value to their core message about how to successfully reform U.S. schools (pp. 159-207).
To implement these changes successfully, the authors note that administrators and school leaders will have to use the tools of power and separation. Using these tools in the chartered and private school sectors will be easier than in the more traditional schools (pp. 209-219; 226).
In summary, Messrs. Christensen, Horn, and Johnson mostly succeed in their endeavor to challenge the status quo. No less than the future competitiveness of the U.S. is at stake. The U.S. is no longer as attractive to talented immigrants from around the world as it used to be to keep its technological edge globally (p. 6).
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