Disruptive Technology in Ridgewood Public Schools

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Why should we be investing in technology? We are at the dawn of the Fourth Industrial Revolution. The First (mechanized mining, which led to steam power, and thus improvements in factory output and transportation) and the Second (technical advancements in the extraction of oil/gas, and the creation of electric power and steel which led to the internal combustion engine and improved communication in the telephone/telegraph) each occurred over the course of roughly 100 years. The Digital Revolution, building on the electric age, followed by the rise of electronics, telecommunications, and computers, opening the door to new technologies including space exploration, biotechnology, and robotics all in the span of just 50 years. (Schwab, 2016) While the three eras preceding this were triggered by specific technologies that improved efficiencies and thus advanced industry, the Fourth Revolution blurs the outlines of what we consider technology and inspires a new vision of an economy that meets the needs of all people on the planet, requires that we live within our planetary means, and focuses on the goal of maximizing human well-being. (World Economic Forum, 2016) And all of this is charging forth with exponential speed, in this, the dawn of the Third Millennium. For our students to be ready for this monumental shift, we must continue to reimagine how we use technology to make sure our students have the 21st Century Skills needed to be successful contributors to and innovators in our global interconnected future, including critical thinking, creativity, communication, collaboration, citizenship, and character. (Herr, 2021) Can student readiness happen without improvements to ed-tech? Certainly. But educational technology helps us to raise the bar for all learners, inspiring students to take charge, reflect on their own growth and aspirations, and give teachers the tools to meet these needs.


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