Why Innovation Is Falling Short in Education: A Critical Perspective

In “Straight Talk with Rick and Jal,” we delve into the world of education and the many changes happening within it. Our aim? To speak clearly about what’s being offered, leaving out the jargon that often clouds the conversation. Today, we’re looking at the buzz around “innovation” in education.

Rick: We often discuss the need to spot the difference between helpful changes and passing trends. There’s a lot of excitement around “innovation” these days. Schools have innovation zones, award innovative practices, and push for the latest inventions. But here’s the blunt truth: chasing every new trend can be misguided.

This obsession with innovation can distract us from what really matters: does a new idea actually work? Many times, the drive for something “new” overshadows proven methods that help students learn. Unfortunately, this creates pressure on teachers to try the latest fads, leaving them frustrated and overwhelmed.

Think about it. When folks buy a car or a smartphone, they don’t just ask for the latest model. They look for what works best—better mileage in a car or a more reliable camera on a phone. It’s the results that count, not just the fact that something is labeled as “innovative.”

But in education, we often miss this point. It seems like innovation is used as a catch-all term for any new idea, regardless of its effectiveness. This can lead to costly mistakes, where schools invest in flashy technology that either doesn’t get used or just doesn’t work as intended.

Thanks for letting me share my thoughts. I’d really like to hear your perspective on this.

Jal: I share many of your feelings, Rick. We get so caught up in chasing flashy tools that we overlook the deeper changes we need. Education can often feel stagnant—students are stuck with repetitive tasks that don’t engage them. Year after year, we teach the same subjects in mostly the same way. Even charter schools, which were created to inspire change, often fall into the same old patterns.

Our schooling system tends to revert back to its usual structure, even after attempts to change. The COVID pandemic showed this perfectly—initially, schools shifted online but quickly returned to their old routines. This isn’t true innovation; it’s more a continuation of the status quo.

We should focus on real change, which involves rethinking what our schools are meant to do and how they operate. It’s not just about adding new tools but transforming the whole system to better serve students and teachers.

We need to consider what education should really look like. I’m drawn to the concept of “human” schools, where we prioritize the needs of students as individuals. A recent piece I wrote outlines a vision for schools focused on three main areas: recognizing each learner’s individuality, ensuring that learning is meaningful and connected to real life, and building communities that promote strong relationships and democratic values.

These kinds of changes lean towards transformation rather than mere innovation. If we want to create schools that truly serve our students, we must focus on this deeper level of change.