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Learn21's Weekly EdTech Update

May 22, 2025

Be Like Rowan: A Leadership Lesson in Just Doing the Thing

by Stacy Hawthorne, Ed.D.

More than a century ago, an essay titled A Message to Garcia became a global phenomenon. It was published in 1899 and reportedly distributed to tens of millions of readers, translated into dozens of languages, and handed out by business leaders, military commanders, and educators alike. The message? Be like Rowan.


The story recounts a moment from the Spanish-American War. President McKinley needed to get a critical message to General García, a Cuban revolutionary leader hiding deep in the mountains. The task was nearly impossible. García’s exact location was unknown, the terrain was treacherous, and no communication infrastructure existed. But McKinley didn’t need to hear excuses. He needed action.


Enter First Lieutenant Andrew Rowan. He didn’t ask twenty follow-up questions. He didn’t form a committee or request a project plan. He took the letter, figured it out, and delivered it. Without fanfare. Without drama. Without delay.


What if more of us led like Rowan and what if we built teams full of Rowans?


Stop Asking for the Map. Start Finding the Way.

In today's world of hyper-collaboration and over-communication, initiative can get lost in the shuffle. It's easy to default to asking for more information, requesting clarification, or deferring to someone else. While questions have their place, there’s also value in simply getting the job done, especially in a crisis, on a tight deadline, or when leading through uncertainty.


Leadership isn’t about knowing everything. It’s about being trusted with a mission and moving forward with clarity, grit, and responsibility. Rowan didn’t wait for perfect instructions. He recognized the stakes and acted with urgency.


The People Who Do

Every organization, from classrooms to school districts to state departments,  needs people who do. People who solve problems instead of escalating them. People who take initiative without being micromanaged. People who don’t ghost the group project when things get hard.


Rowans don’t make excuses. They make progress. And if you’re lucky enough to have a Rowan on your team, recognize and celebrate them. These are the people who carry the load without needing the spotlight.


Building a Culture of Rowans

While the story is a call to personal responsibility, it’s also a leadership blueprint. If we want people to be like Rowan, we need to create environments that reward initiative and trust.

Ask yourself:

  • Do I empower people to make decisions?
  • Am I clear about the mission, or do I bog people down in bureaucracy?
  • Do I recognize those who solve problems behind the scenes?


Rowan didn’t deliver the message to get applause. He did it because the job needed doing. But too often in education, we reward the people who talk the loudest or have the fanciest slides,  not the ones who get the message to Garcia.


A Modern Message to Garcia

In today’s context, “getting the message to Garcia” might mean rolling out a new initiative without perfect conditions, solving a tech issue five minutes before class, or supporting a colleague without being asked. It's leading a committee, implementing a policy, or helping a student  without needing every step spelled out in advance.

So here’s the challenge:

Be the one who gets the message through. Be the one others count on. Be like Rowan.

Media Literacy Minute

Media Literacy Minute

Why Some People Still Believe Fake News, According to Psychology

Neuroscience News reviews recent psychological research exploring why individuals continue to believe fake news—even when it's debunked. Key findings point to cognitive biases, emotional resonance, and the social validation of misinformation. The article highlights how media literacy programs can help mitigate these effects by teaching students to pause, verify, and critically evaluate emotionally charged content.


Global Megatrends and Their Impact on Education

Teacher Magazine outlines five global megatrends shaping the future of education—including digital transformation, climate change, and growing geopolitical tensions. Media and digital literacy are identified as essential tools for helping students navigate complexity, misinformation, and algorithm-driven content. The article calls on educators to prioritize future-ready skills that promote both resilience and informed engagement.


Why Media Literacy Education Is Crucial for U.S. Students

The New York State Bar Association makes a compelling legal and civic case for embedding media literacy into U.S. classrooms. The piece argues that with the rise of AI, deepfakes, and election misinformation, students need more than fact-checking skills—they need to understand media ecosystems, bias, and content manipulation. The article also advocates for bipartisan legislative support to make media literacy a national education priority.

Digital Legacy: Preparing Students to Manage Their Online Presence After Graduation

by Carly Ghantous

As graduation approaches, educators often focus on transcripts, college applications, and job recommendations. But there’s another important credential students take with them — one that isn’t printed on parchment or sealed with a school crest: their digital legacy.


In a world where college admissions officers and hiring managers routinely look beyond resumes and into search bars, students’ online presence can carry as much weight as a GPA. Social media posts, digital portfolios, YouTube comments, and group chats all contribute to a student’s online identity. Helping students understand and intentionally shape that identity is a crucial part of preparing them for life after high school.


Students are already active online. They post, comment, and create every day. But while they’re fluent in digital platforms, they’re not always aware of how permanent or public their content can be. Teaching students to manage their digital legacy isn’t about surveillance or scare tactics. It’s about empowerment and giving them the tools and awareness to represent themselves well and with purpose.


Here are a few practical ways we can support students in managing their digital legacy:


1. Google Yourself (and Encourage Students To Do the Same)

A simple search of their name with quotation marks and location or school can be eye-opening for students. Encourage students to see what colleges or employers might see. Tools like the Digital Tattoo Project from the University of British Columbia offer interactive activities that prompt older students to reflect on their current online identity and ask themselves: Is this who I want to be known as?


2. Talk About Privacy, Permanence, and Audience

Remind students that even “private” content can be screenshotted, reshared, or archived. Discuss who can see what they post and what happens when content spreads beyond their control. Ask: “Would you be okay with a future boss or college admissions officer seeing this?” Common Sense Education’s digital citizenship curriculum provides ready-to-use lessons that help students examine the long-term impact of what they share and understand how to manage privacy settings and digital habits across platforms.


3. Guide Students Toward Building a Positive Presence

Instead of focusing only on what not to post, help students see the power of a positive digital presence. Students can take a professional digital trail with them after graduation. Encourage them to contribute to class blogs, publish project portfolios, or share their interests on platforms like LinkedIn, GitHub, or even a personal website. The Ignition: Digital Wellness and Safety course by EVERFI is a great resource to help students acknowledge the benefits of online communities and resources while guiding them to successfully navigate potential pitfalls in their digital lives.


4. Model Responsible and Reflective Use

Our own practices matter. When we model professional social media use, discuss digital dilemmas openly, or highlight examples of good (and bad) online behavior, we show students what digital citizenship looks like in action. For younger students just getting started, Google’s Be Internet Awesome, uses interactive games to reinforce safety, responsibility, and kindness online in an age-appropriate way.


5. Encourage “Digital Spring Cleaning”

Just as we encourage editing in writing, students should regularly review and revise their online presence. Teach them how to remove old posts, adjust privacy settings, and make sure their profiles reflect who they are now — not just who they were at 13. Consider building digital cleanup or portfolio updates into end-of-year activities.

As we prepare students to take their next steps, let’s not overlook the invisible transcript they carry into every online space. Their digital legacy is part of their future, and we can help them write it well.

Big Ideas

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A love letter to literature, this LA Times feature curates a list of unforgettable fiction that shaped minds and hearts over three decades. From post-apocalyptic journeys to tales of intimate humanity, it's a reminder of storytelling's power to reflect and reimagine the world. Which title will you rediscover—or finally pick up?


A Dream Called ARPA: How the Internet Was Born

What began as a Cold War-era experiment is now the digital lifeblood of the modern world. This deep dive into ARPA's vision traces the birth of the internet from military necessity to academic curiosity—and sets the stage for everything online today. The story behind the screen might just surprise you. Read more. 


Have We Found Alien Life?

Astronomers think they may have spotted dimethyl sulfide, a gas linked to life, on a distant planet. While it’s not proof of aliens, it's the strongest evidence yet that we might not be alone. One small detection for science, one giant leap for curiosity. Read more.

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