iPad or iFad: How do you Know if an Idea Will Work?

The iPad — the newest creation from Steve Jobs and the Apple crew — debuted this past week with all the fanfare and publicity that a politician could only dream of. And it looks pretty cool.

The iPad isn't a phone or a laptop; it's a third device that can be used to send e-mails, go online and read books and magazines. I'm not sure if it is a necessary device or just something that would be really neat to have. Sitting on your couch or in your favorite chair, you pull out the iPad and just do whatever it is you do with the iPad.

Will the iPad be something that changes the way we work, play and get our information? Or will this new endeavor just be another thing we buy that will collect dust? That's the thing with new stuff: We never know what the outcome will be.

I think about that with education as well. There's always something new that educational researchers are coming up with to "help" the classroom. From new theories to new practices, the educational landscape is full of ideas (open classroom and centurion style come to mind) that were good titles for seminars, but were not able to be sustained..

For innovative educational leaders, there is some level of risk taking in implementing new concepts. For those of us who are always thinking about improvement, it's hard to sit still. In fact, it's impossible!

Right now, I truly believe in the disruptive classroom model penned by Clayton Christensen, and that's why I had a video created to articulate an approach I would like to take. I believe in student-centered education, but how do I know it's not a fad that will pass with time or be replaced with something newer?

The reality is, I don't know. However, there a three things I can use to give myself some comfort and reliance as I lead a school and students into a new direction.

1. Data — What does the research say about how students are developing? Has time shown these developments to be a good indicator of things to come. Data driven decision making isn't a new concept, but it can get muddied in too many committees. If the data is good, there may be something to go on.


2. Trends — I differentiate the term "trend" from the term "fad." I define trend as the overall landscape in which an industry is moving.
   
   For example, students are now living in social media ... it's an additional bedroom to the physical one they have. Because of this movement of an entire demographic (as well as baby-boomers), the space in which people live their live and communicate has shifted. That trend is one that can be used to forecast future developments.


3. Instinct — Now it's hard sometimes to tell the difference between instinct and heartburn. However, innovative leaders just have a feeling in their gut that this approach will be good for kids. It's a risk, but one worth taking.

It's hard to distinguish a fad from a great idea. That's why there has to be some level of trust involved. For the millions of people that follow Apple's every move, there's a belief that whatever the Apple Creators put out there, it will be good for the people.

For educational leaders, we must do the same. When a new idea comes our way, have we put the people, or in our case, students, at the top of the priority list. If we are making changes because of what is best for students, it's probably hard to go wrong. Put kids first, let the fads pass by and at the end of the day, kids win.