In the Information Age, when knowledge was king, educators asked students “what” (content) and “so what” (relevance). At the end of the unit, students were tested to how much they learned. End of unit, move on. Some students retained a tremendous amount of random information that made them ask “when am I ever going to use this information?” They were asking “now what” in their own sometimes dissatisfied way.

Enter the Innovation Age.

Asking “Now What” During the Development Process

In order to prepare students to thrive in the Innovation Age, they need to constantly ask “now what.” Now that I’ve learned this, what can I do with this new information or skill? Teachers need to plan for this new kind of engagement by asking themselves during the lesson planning process, what do I want students to be able to do as a result of this lesson?

I used these three questions, “what,” “so what,” and “now what” to design technology professional development for teachers in our district and to focus chapters of each book. To my surprise, this kind of backwards mapping caused me to redesign workshops and reposition chapters. I realized that the content or activities I had planned would probably not inspire the “now what” actions I desired.

I was very privileged to launch my book “Innovation Age Learning: Empowering Students by Empowering Teachers” in my home state of Hawaii at an event called “Innovation Age Connect.” Instead of giving away signed copies of the book to educators, my sponsor S&S InterMark and I wanted our “now what” to be connecting teachers with other change agents and resources, such as my book and website. Seventy change agents from diverse walks of life attended the event. After introducing the idea of being in the Innovation Age we discussed the new demands on education and paradigm shifts this new age would cause.

Impact of Students Asking “Now What”

When teachers get students to continually ask themselves “now what” they help them to not only prepare for the Innovation Age, they encourage authentic engagement, empowerment, empathy, and exploration (4Cs).

• Authentic Engagement – When students ask themselves “now what” they become more engaged because they are actively looking for the usefulness of the information.
• Authentic Empowerment – By charging students to be solution seekers, teachers empower them and give them agency.
• Authentic Empathy – The value of solutions is measured by the users. Unless students empathize with users and understand the problem or challenge, they cannot be successful. Model digital citizens behave empathetically as well as ethically.
• Authentic Exploration – Creative, innovative solutions require a willingness to explore multiple solutions, not just understanding traditional ones. Students need to become accustomed to taking risks and exploring with a purpose.

Making “Now What” Personal

The first topic at the Innovation Age Connect event was identifying one of the 4Es that was the most thought-provoking. The room got very loud. There was rich conversation about which E-word they wanted to focus on or start with.

These are the “Change-Inspiring Questions” we started with:

• Engagement – Do I ask “now what” do I hope my audience will do as a result of this activity and then plan accordingly?
• Empowerment – Have I given them the inspiration and resources to give them agency to be part of the solution?
• Empathy – Since success of the solution is in the eyes of the user, am I instilling empathetic thinking?
• Exploration – Have we brainstormed at least 50 solutions before focusing on one answer?

It took me a long time and several iterations to distill Innovation Age teaching down into the one phrase, “Inspiring smart, empathetic change.” Continually asking “now what?” could encourage the 4Es and spark that smart, empathetic change that innovators develop and embody.

Get in the habit of asking “now what” whether you’re receiving or preparing a message.

May your “now whats” be amazing!