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Archive for the ‘Edcamp’ Category

This year ISTE put on what appeared to me to be the biggest education extravaganza to date. The number of participants was said to be somewhere between 20 and 22 thousand educators. I never verified that number but based on the food lines it seemed likely to be true.

Of course there was apparently a huge number of connected educators in attendance. I say apparently, because in reality I don’t believe it was so many. Many connected educators volunteer to do sessions. Many are also bloggers. A natural gathering place for them to gather, interact, and network is at the Bloggers Café, or the PLN Lounge. Twitter has added a whole new dimension to these education conferences where educators connected to other educators through various Social Media can meet up face to face. This enables real-time collaboration with people who have had a virtual relationship with each other for a while. Even if there were a thousand connected educators meeting at the Bloggers Café all at once (and there weren’t), It would seem to those gathered that the entire conference was connected. Of course this ignores the 21,000 other educators who were not connected.

I guess my take away for this is that being connected networks you with more people to have a good time with, as well as extend collaboration, but a majority of educators have yet to discover this. One would think that would be a lure for more educators to connect, but of course the only people who recognize these benefits are those who are connected. I imagine most of the people reading this blog are connected as well, so I am probably and again spinning my wheels on this subject.

I found this year’s conference to be a bit overwhelming. To me it seemed that many of the events and some sessions were trying very hard to create an atmosphere that was experienced with smaller numbers from previous conferences. That intimacy however, was lost with the numbers of participants this year. There were some invitation only sessions, as well as paid sessions with smaller numbers that I did find more enjoyable, but again, I attend many conferences and do not view them through the eyes of a new attendee. I might be too critical here.

I loved the fact that connected educators were actively backchanneling sessions and events. Tweets were flying over the Twitterstream as the #ISTE2014 hashtag trended on Twitter. Photos were much more prevalent in tweets than in past years, because that process has been simplified. That picture process has both good and bad aspects attached to it. It is great to see the session engagement. The pictures from some of the social gatherings however, may paint a slightly distorted view of conferencing by educators. It may give an impression that the social events outweighed the collaboration and interaction. The social events were fun, but it was as much a part of networking as any of the conference.

The vendor floor was beyond huge this year. It was quite the carnival atmosphere at times. If anyone would benefit from collaboration at these conferences it would be the vendors. There is a great deal of redundancy in education products. I wish more vendors would take a pass on the bells and whistles of their product and talk more about pedagogy and how their products fit in, as well as how they don’t. That requires an educator’s perspective, and not every product designer seeks that out. Those that do seek that perspective however seem to attract me more than the others.

One vendor had a closed booth with dollar bills being blown around inside. People lined up for a chance to step inside to beat the airflow for the dollars. The attraction was obviously the lure to get folks in, but who paid attention to the product? There were some products that I will address in a subsequent post, which I rarely do. These products were exceptional and should be recognized.

As ISTE came to a close this year, my reflection was that bigger is not always better. I was also mystified by the choices in keynotes. If one was to judge by the tweets about the keynotes, one was somewhat of a miss, one was on the mark, and one left many wondering why it was a keynote at all. I must admit that I did not view the keynotes in the lecture hall, but on screens in the gathering places in the conference. I enjoy the keynotes better when I can openly comment and yell at the screen if I have to. It would seem that I was not alone in these endeavors.

It should be noted that ISTE this year did have people’s Twitter handles on their name tags, an innovation. Of course mine was messed up, but who am I to complain? Now I wish they would take another suggestion and do an unconference, or Edcamp segment in the middle of the conference. This would allow educators to further explore those subjects that they learned about in earlier more conventional sessions. It would also break up the “sit and get” mentality of a conference. It would take as little as an hours worth of sessions.

For as much as we hear that we need and want innovation in education, I would expect to see it first in Education conferences. They are hyped to be conferences led by the innovators in education, but there is little that changes in conferences from year to year. We are still sitting through lectures and presentations with limited audience engagement. We are not yet directing our learning, but attending sessions devised and approved a year in advance. I realize that change is hard and takes time, but our society is demanding that we as educators do it more readily and now. We need to change in order stay relevant. How does an irrelevant education system prepare kids for their future?

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A few years back I spoke at a conference and experienced first hand what a backchannel was. Twitter is probably the best tool to do it. I did write a post on that experience back in November of 2009 and later reposted on my blog, Twitter’s Effect on Presentations and Presenters.

Backchanneling happens when someone on Twitter uses a hashtag to tweet out to followers what is happening at a conference, or more importantly, what is being said by a speaker at a conference session. THE BACKCHANNEL by Cliff Atkinson is a great book source for understanding the process.

ISTE 2014 will take place at the end of this week. The numbers of attendees will probably approach 20,000. Although that sounds like a huge number of people, it only represents a very tiny number of educators nationwide who get to attend such national education conferences. The attendance of connected educators however, has had a great effect on the transparency and sharing of these gigantic education events through social media, specifically, Twitter.

The Twitter Hashtag has played a huge role in sharing out the conference experience. Since most educators will not be attending the ISTE 2014 conference, many who are connected will rely on their connected colleagues, who will attend, to tweet out the happenings of the event. Those tweets will go from the broad events to individual sessions as well. Although ISTE 2014 is one of the most connected of education conferences, backchanneling is becoming evident at even the smaller local education gatherings. It is a key in sharing at local Edcamps

Conferences have taken notice of this new layer of experience and assign hashtags for the conference, as well as some specific sessions. Experienced connected educators in sessions will make up and share a hashtag on the spot at the beginning of the session. To broadly follow the ISTE conference this year, you need only to create a Twitter column on Tweetdeck or Hootsuite to follow the #ISTE2014 hashtag. There will be several thousand tweets coming out with that hashtag to keep you informed of: personal encounters, celebrity sightings, quotes, new ideas, new products, and even social events taking place. There will be pictures, videos, podcasts, diagrams and graphs. All will be tweeted out with the Hashtag #ISTE2014.

Probably the most sought-after tweets will be those coming directly from sessions. Thought leaders in education presenting their ideas and having people right in the room tweet out what is being said, as it is being said. This is sharing at its best. If the vast majority of educators cannot experience an education conference first hand this is not a bad second best.

As a community of connected educators we need to think of our Personal Learning Network members as connected colleagues. Those educators fortunate enough to have any experiences that cannot be afforded to all, and are willing to take the time to share, are truly collaborative colleagues. These hashtagged tweets have a range in the millions. That is a Public Relations Gold for any organization with a success.

Of course there is a downside. If something does not go well, that is tweeted out as well. It could also be a professional setback for an unprepared presenter. The Twitter Backchannel Buzz could affect the subsequent enthusiasm for any future conference by a particular group. It also underscores those conferences that are attended by the connected community of educators.

I have always believed that we as educators have a professional and moral obligation to share. In so doing, we can build a stronger and better profession of educators. If you have never done it, try following the backchannel for this year’s ISTE Conference by following the #ISTE2014 hashtag. If you attend the ISTE Conference, tweet out as much important stuff as you encounter using the #ISTE2014 hashtag. We can engage fellow educators in the conferences, which they have been blocked from because of location, money, or even an unawareness of what these conferences have to offer. If we are to better educate our kids, we need to better educate their educators.

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On June 6, 2014, almost 100 educators from all over the U.S. arrived at the United States Department of Education to participate in the first-ever Edcamp to be held there. Most of these educators paid their own way to attend incurring a personal expense of time and money, two days and $500 to $900, depending on where they came from.

The question comes to mind, why would any educator give up personal time and money to attend an event at the U.S. Department of Education? Actually, the organizers were limited in the number of educators that could be accommodated, because of space and security issues. There were over 1,000 requests to participate the day after the EdcampUSA was announced. This was a huge number when we consider that many educators are in the closing weeks of their schools and could not apply.

Most of the participants had attended previous Edcamps, and many had organized their own local Edcamps. There have been well over 500 of these conducted in the US and some in other nations. Edcamp is being recognized as a grassroots professional development movement for educators. This was suggested to the US DOE in order to involve them in some way in the movement. The whole idea of doing an Edcamp at the DOE was probably an effort not only to inform the DOE, but also to seek some form of validation for trying to fill a professional development need that is felt by so many educators today. It was also a statement that educators are very interested and invested in improving their profession by taking up that cause without any help from the very system for which they work.

My hope was for the DOE to become more than aware. I hoped for the participation of top policy makers in the sessions to observe first hand the discussions of educators and their efforts, needs, and desires for real education reform. Edcamps are known for their frank and experienced views on the problems in education. These are views that take place through a lens of experience and not theory.

My view however was not to be realized. The DOE did assign a few people to attend the sessions. Some rotated in and out during the course of the day. The policy makers however did not participate in any numbers. There were a very few at the beginning of the day, but after just two sessions they went on to other obligations in their day.

The chief liaison person, Emily Davis, who headed up the Edcamp on behalf of the DOE, was an educator working as the Secretary’s direct assistant in such matters. She was a great contributor, and participant. It was her first Edcamp and she participated with excitement and enthusiasm, as well as awe, throughout the entire day. I know that she will enthusiastically report the success of the Edcamp at the DOE, but I admittedly wanted more. I wanted the Secretary and other policy makers to experience an Edcamp as opposed to receiving a feedback report. That desired involvement however, was not to be. We were granted a very quick visit and a limited photo-op with Secretary Duncan before the opening session.

I know we often refer to Edcamps as a place for professional development to take place, but it is not PD in the conventional sense of the term. It is more of self-examination of what we do to bring learning to students. Some of it is steeped in tradition, education as it was in the 19th & 20th Centuries. Some of it is very progressive, involving the latest technological tools for learning. It is also an examination of pedagogy. It is an open reflection of the educator’s role in education today. It is an experience that gives direction to educators as to how to direct their professional development to achieve the outcomes discussed in these sessions. It is an eye-opener for many, and an expansion of progressive ideas for others. All of it is based on education experience and pedagogy of educators. These are not opinions of politicians, business people, or for-profit reformers.

The Edcamp itself was very exhilarating. It is always great to respectfully test someone’s ideas on education, as well as having your own ideas tested. It was that open transparency in examining the problems and possible solutions that I wished could have been experienced by some of the people who are in a position to make education policy.

I always come away from these experiences wondering after all this is said and done, what is the next action to be taken by all who attended. I think the educators there came away with a number of ideas to implement. I am not sure what the next steps from the DOE will be. That, after all, was the reason for locating this Edcamp at the DOE in the first place.

The DOE’s awareness of Edcamps is a big step. The positive force of social media that was evident at the event was another lesson for the DOE. I would also hope that the dedication of educators to unselfishly sacrifice for their profession was another lesson learned. I know that the members of the DOE are often targets for the wrath of frustrated educators, but that is not part of Edcamp. Hopefully, that was learned as well, so that, if this ever happens again, policy makers will engage rather than just do a quick walk through and photo op.

BTW: If you get an opportunity to attend an Edcamp, jump on it!

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About a year ago Adam Bellow and I were discussing the possibility and the benefits of doing an Edcamp at the site of the United States Department of Education. Adam had just met with some members of the Department and I was in touch with many of them from the connected educator month committee on which I was serving. Our thought was to have an Edcamp take place in the Department of Ed and have all of the policy makers attend sessions with real, in-the-classroom educators to see, and feel their concerns as educators in regard to what is important in the classroom. We were thinking in terms of #Edcampwhitehouse.

For those of you who may not be familiar with the Edcamp model of professional development, a brief explanation may be in order. The Edcamp model is a grassroots movement for professional development. Educators assemble at a location with no set agenda for PD sessions. The day starts early with a provided breakfast while everyone collaborates. There is usually a large board with session times and room assignments for each session, but there are no session descriptions. That is what the breakfast collaboration is for. As educators’ discussions emerge and develop there are usually two types of participants, those who know about a subject, and those who want to know about a subject. Either type may put up that subject in a session slot. Both the experts and the novices then will have an opportunity to discuss the topic. Edcamps are more about discussion than presentations. The discussions involve classroom experiences both successful and unsuccessful. Each session provides a safe discussion for educators to explore their understanding of any education topic.

Both Adam and I thought that this is what the policy makers within the Department of Education need to hear. This is a great way to put educators into the national discussion of education, that so many educators feel has been hijacked by business people and politicians. So, with the help of some key members of the Department of Education, we got the go ahead. The DOE was willing to provide a space and coordination, but the bulk of the organization and planning were to be up to the educators to complete. To me, that meant The Edcamp Foundation under the leadership of Kristen Swanson. The Edcamp Foundation is a volunteer group that helps organize and support Edcamps around the world. This US DOE Edcamp was a perfect opportunity for their leadership. They took on the project without hesitation.

Since the space at the DOE would have a limited capacity, the attendees needed to be limited as a result. The invitations to all went out on social media to enlist interested educators to enter a lottery for the Edcamp attendance. There was a huge response considering it is on June 6, a weekday. The DOE is closed on weekends. Edcamps are usually a Saturday event. The lottery was held and invitations to attend went out. Many educators at their own expense will be making the pilgrimage.

The Edcamp will take place this Friday. I truly hope that the people or surroundings that educators will encounter at this event will not intimidate them in any way.

We are hopeful that most of the participants will be tweeting out their experience. This entire project came as a result of social media and connected educators. It will be that connectedness that gets the experience and feelings of the event participants out to all educators. I look forward to thousands of tweets and many blog posts coming from this event on Friday. It is a once in a lifetime opportunity to make a statement with what educators do, and who educators are to possibly affect change. It is doubtful the President will show up, but at the very least Arne Duncan, The Secretary of Education, should have some level of engagement.

I often say: To better educate our students, we must first better educate their educators. Friday I will say to better affect change in education, we need first to better affect change in our policy makers.

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This is a topic I have written about before, and I will probably continue to write about in the future. I guess we should start by defining a big education conference. For the purpose of this post and my experience let’s make it conferences of over 1,000 attendees. Most big education conferences came about by professional organizations wanting to provide a gathering place for their constituents to meet and share ideas and best practices, as well as the latest tools for learning. The goal is to best educate educators about education. It seems like a simple goal, which should be easily accomplished. The easiest method of delivery is to have teachers teach other teachers. This shares experiences, successes and failures.

The first hurdle is the “when” of the conference. Someone determined that it must be held during the school year in order to get the best access to the most educators.

The conference can’t conflict with other big Education conferences. It would be a drain on the number of attendees, as well as a smaller pool of keynotes and key presenters to draw on.

The second hurdle is the “where” of the conference. Once a conference gets over a certain number of attendees there are limits to access to hotel accommodations. There is also the geographical deterrent. We live in big states in a big country. Whatever the location selected, some educators will need to travel further than others. To be equitable locations are often rotated in order to share the burden of travel. Unfortunately, some educators live in areas where the burden of travel will always be a consideration no matter where the location.

The third big hurdle of the big conference is planning. Most organizations planning the big events have some full-time staff, but they mostly rely on volunteer help to plan the big events. These volunteers are also full-time educators. Some organizations employ professional planning organizations to plan the event. Many of those planning organizations begin to determine the needs and direction of the event with less consideration to the culture of the organization. The event becomes the focus and not the organization.

The fourth big hurdle is the overall expense. The planning organization, the venue, and the need for a transportation system to and from the event all contribute to the overall expenses and ultimate ticket price of the event. To offset these expenses Education and Technology industry is often asked for contributions in the form of sponsorships. With great sponsorships there sometimes comes influence in the conference. Not every session is conducted by an educator. Often there are vendor sessions. Some are informative and objective, while others are blatant product pitches.

The planning of the vendor floor is also a hurdle. It is a great source of revenue, so it must have a prominent part in the conference. Sessions are planned around access to the vendor floor. The organization and support of the vendor floor is a priority at most conferences. Technology and scheduling are the biggest considerations for this segment. The vendor floor is the conference bread and butter.

Of course the heart and soul of any conference is the session planning. The printing of the program has a very big influence over submitting, approving and scheduling sessions. It creates the deadlines for the Requests For Proposals often ten months to a year before the next conference. Once RFP’s are approved, rooms need to be assigned in consideration of anticipated attendance to the session. Times need to be adjusted to address the length of the sessions. Signage must be made up.

These conferences are not just thrown together, but meticulously planned. We need to give more thanks and recognition to those who take this on every year.

The complexity of this endeavor however, tends to shift the focus from the original goal of way back when to that of a new goal. Somehow we got from “how to best educate educators about education”, to “how to best deliver a conference”.

Of course this does not apply in total to any conference, but every conference shares some responsibility for going at least a little astray from the original goal. It must be about the learning and not just the conference.

It would be great for educators to have a list of expectations for a session before they write their RFP. Having the rubrics used for assessing the RFP is also a winning strategy. It is most important to provide feedback to the rejected RFP’s so that educators have an understanding of why they were rejected. We do that as educators working with kid learners, why would we not apply the same method to adult learners.

We realize and appreciate the need to meet a printing schedule for session descriptions, but would it be possible to stagger RFP submissions, so they were not all submitted a year before the conference. How is a year-old plan relevant in a technology driven society?

If we as educators recognize that lecture and direct instruction are not the most effective methods of learning, should we not expect conferences to rely on those types of sessions less? Maybe more interactive sessions, more conversation driven sessions, more panel discussions weighed more heavily with audience questioning would all reach that goal of learning more effectively at a conference

In light of the Edcamp model of PD, as well as the connected PD of the personal Learning Network, maybe the big conferences need to seek more relevance. We need to understand all that goes into planning and executing a big conference, but conferences may need to reassess their goals. Educators need to learn more about their ever-changing profession in the most efficient, effective and relevant ways possible. That will take a number of methods to accomplish. None of it can be done at a conference unless it is efficient, effective and relevant. We need better ways to share what we learn from conferences. More live streaming and hashtags might be a strategy.

Conferences are much-needed for educators, but if we add up all the attendees at all the conferences for an entire year, it is a very small percentage of the total number of educators in schools. Sharing and collaboration need to be a focus for attaining the goals that we have set. We need to better educate our educators in order to better educate our kids.

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I am very fortunate to be able to attend a number of Education Conferences each year. This offers me a perspective of education conferences that is not afforded to a majority of educators. When one considers the total number of American educators compared to the total attendance at these conferences and then factor out the people who repeatedly attend each year, it is easy to see that most educators do not get to these national conferences. That is a shortcoming I believe that hurts the profession. There is much to be learned and shared at these conferences that can make a difference to an educator.

Of course many of these conferences are so vast that it is difficult to report on the whole conference when one can only experience a small part of it. It brings to mind the five blind men trying to describe what an elephant looked like based on only one part of the elephant that each had physical contact with. Each description was completely different, and not one accurately described the whole elephant.

My last three conferences were Educon, FETC, and TCEA, wonderful conferences all. In each of these I met with many connected educators and participated exclusively in sessions of discussion or panel-driven discussion. I find these types of sessions more in line with what suits me in learning. I feel that I can personalize the sessions for my needs, and I can even participate in the content of the discussion personally becoming a part of the learning.  Educon of all the conferences is the one conference that focuses on these types of sessions. Of course that would make it my conference of preference.

The other conferences generally depend on “sit and get” PowerPoint demonstrations, or “bells and whistles” software presentations. There will always be a need for these sessions, but I question the balance, or lack of balance, they have when compared with discussion sessions at any given conference.

The glaring deficiency in any session is that it must be submitted and approved 8 to 12 months in advance. How does that maintain relevance? How is the latest and greatest in education even represented at these conferences, unless it is discussion? Discussion can be more timely than any presentation that is eight months old.

Discussion adds the ability to deal with topics of pedagogy and methodology as opposed to just the mechanics of a lesson. Discussions of education that do not take place in school buildings can take place with educators of varied experience to share and elaborate. This is the fodder for reflection. Reflection goes a long way in changing the way we approach things. It often prompts change and promotes reform.

I believe that the success of the Edcamp format where discussion and collaboration are the focus, and the popularity of real-time chats on Twitter and Google Hangouts are all indicators of change. Educators are personalizing their learning in larger numbers. This may be a trend or something bigger. Whatever it is, we need to adjust the way conferences are providing what educators need as a profession.

As a connected educator, I loved being with and sharing ideas and discussions with other educators with whom I am connected. Our conversations were not the same as those of unconnected educators at these conferences. As I talked with educators who were not in collaboration with others on a regular basis, I found a need to define and explain things to them that are discussed and understood online by connected educators daily. I am not saying that these unconnected educators are not good teachers, but maybe not as informed as a  professional needs to be, or as relevant as a professional could be. We are in a profession that deals with information and learning. We need to be relevant in two areas, content and education. Online collaboration enables that to happen more efficiently and on a constant basis. These online discussions are carried further in a face-to-face setting of a conference. Those not involved with online collaboration are often playing catch up in the discussion. A worse alternative is that they withdraw from involvement in the discussion altogether.

Technology has moved collaboration from a way of learning that only happened in a limiting face-to-face setting, to one that takes place anywhere at anytime breaking down the previous borders of time and space. For educators not to take full advantage of this new-found ability is a missed opportunity. We need to support, enhance, and encourage collaboration in all of its forms, online and face-to-face. Ideas that are born at conferences can be continually evolved online. The discussion need no longer end after the closing keynote. Ideas that are born online may be expanded and improved in the face-to-face collaboration of the conferences. We don’t need the opening keynote to start the thinking and connecting. We are professional educators who need to do a better job educating ourselves as educators. If we are to better educate kids, we need to better educate their educators.

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As a tweeter of education tweets (many, many education tweets), I often find myself on lists that people put out as recommendations. Whenever that happens there will be a number of people who will pass their judgment over the quality of the list or the quality of the qualifications of individuals on that list. Of course, there are no rules in social media, so that will go on no matter what. I do think that we need a perspective on these lists in order to gauge the intensity of criticism.

First, we should state that anyone putting out a list, recommending people to follow, has found worth in the information that those people have put out. We can’t judge the value of that information to that individual, since we all come from varied backgrounds with varied experiences. What an inexperienced educator finds of value from others may not be as valuable to an educator of many years experience. That does not mean that the information is worthless. It is still valuable to a new educator. It indicates only that that particular list would not meet all the needs of a more experienced educator.

The biggest problem with any list is that someone is always left out. Even in listing your best ten recommendations there is sure to be someone you want on that list equal to all the others, but that would be eleven. Not gonna happen.

We should keep in mind that these are all personal recommendations. As we personalize our learning, we follow those people who best speak to our needs for learning. Again, who works for me might not work for you. I know that I have seen people on list who I follow, or have stopped following because they do not offer enough to supplement or challenge my learning. Those recommendations would not meet my needs, so although I would not take them, that gives me no license to publicly criticize the list, or individuals on it.

Another criticism that I have become most sensitive to recently is faulting an educator for “not even being a teacher”. Not every educator is a classroom teacher. That does not mean they aren’t educators. That doesn’t mean they can’t offer valid information, or considered opinions. (I do draw the line at non-educators making education policy. That is another discussion for another bottle of wine.) Administrators technically are not classroom teachers.

Quite honestly, many classroom teachers have little time to spend on social media when compared to those who educate educators as a vocation. Many consultants, bloggers, vendors, and retired educators spend greater amounts of time sharing information. We need to remind ourselves that sharing in social media allows us to judge the worth of the idea rather than who proposed it. I have become somewhat of a social media professional educator, hence my sensitivity to the criticism. That position however, is based on a 40-year classroom career (for the haters).

The main benefit of any lists recommending people to follow is that there are lists of people to follow. Social media, although no longer in its infancy, is still new to many educators. New educators are joining the community daily. All of us can take recommendations of people to follow. Lists offer a starting point for some, and additional value to established Personal Learning Networks for others. We must however, determine on our own, if any person warrants a continued “follow”, or a quick, unheralded “unfollow”. We design our own learning. We have a say, a voice in who we choose to learn from. Lists are introductions to people we might not yet have been exposed to.

I would hope that lists could be viewed with more tolerance, if not appreciation. Remember that the people on the lists did not choose to be there. Their appearance on the list came from another. They do not deserve to be publicly criticized for that. They are not to be targeted because someone else doesn’t get it. Respect is key to social media succeeding as a vehicle for our learning.

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Collaborative learning has always been with us. Educators have for ages shared ideas and methods with other educators that they came in contact with on a face-to-face basis. Most educators insist that face to face connections are their best connections. Unfortunately, for some educators, it is their only form of professional collaboration. Technology, however, has been a game changer in the area of collaboration. It has enabled at least hundreds of thousands, if not a million educators to connect in various ways to share and collaborate professionally, learning and growing in the process. This has become a growing movement recognized as connected educators. The U.S Department of Education has recognized and supported the movement for the last two years with Connected Educator Month. Although many are connected, a majority has yet to reap the benefits.

What has bothered me for several years now has been the lack of support by the State and National Education organizations for the connected educator. The conferences of these organizations do have some sessions on Personal Learning Networks and how to connect educators, but the need for more information on those topics always seems to exceed the supply of sessions at these conferences.

Two State conferences of ISTE affiliates that I am familiar with have gone out of their way for connected educator education. Both NYSCATE of New York, and ICE of Illinois have created booths and lounges to educate and connect educators on the advantages of being connected educators. NYSCATE even gave out mugs to those who connected to other educators on site.

The irony of this dilemma comes in the fact that all of the Education organizations are now very quick to develop hashtags for their conferences, in order to create a buzz, and branding for both the conference, and the organization among connected educators. They fail however, to support that connectedness at the conference itself.

Few programs offer Twitter handles of educators and speakers in their programs. Nametags do not contain contact info for connecting.

Friday night I put out a tweet that we should start a movement petitioning all education organizations to at least support connected education by including Twitter handles on Nametags at conferences. Educators are connected in many ways using a cadre of applications to do so. Twitter in my estimation has been in place the longest supporting and promoting connected educators in developing collaborative personal Learning Networks.

Three people who I respect and admire from my own PLN immediately jumped on the tweet pointing out that an endorsement of one application over all of the others might be unfair. I was surprised that anyone was even on Twitter late on a Friday night so close to the holidays. As educators I guess we strive to be fair to everyone even if that one is an application. Both Pintrest and FaceBook were mentioned as additional ways to connect, and we should not favor one over the other. I would add that LinkedIn and Plurk are also in the mix. There are any number of Social Media applications that afford educators the ability to connect.

I chose Twitter because it was the one application that has been used specifically for professional collaboration over the longest period of time, by the greatest number of professionals. I wanted organizations to be able, in a simple way, to support and promote connectedness with educators. My connected colleagues however do have a valid point. Maybe a better method would be to allow conference participants to place on their nametags their preferred method of connecting with the name of their choice. Educators should not have to ink in their own information. It needs to be recognized by organizations as a legitimate for of professionalism for educators. The unconnected educators need to be educated and convinced of the legitimacy of connectedness.

The larger picture here is to get these Education Organizations to support connected educators and not just use them. PLN’s will never take the place of conferences, just as computers will never take the place of educators. Our world is changing and to stay relevant we need to change as well. In the garden of ideas we must weed out the bad and fertilize the good, but we can never ignore the ideas that are popping up at a rate never before imagined. Collaborative, connected educators are making a difference and creating transparency in a system that before operated behind closed classroom doors. Sharing the good and shining a light on the bad benefits all educators and in turn all students. That deserves to be supported and promoted by our own professional organizations.

 

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There have been a great many comments and posts recently on both the successes and shortcomings of the BAMMY AWARDS. I was recognized at the ceremony as a Co-Founder of #Edchat and an innovator in education. There were some blatantly obvious mistakes made at that ceremony, but it should also be recognized that the entire event was set up to recognize and celebrate educators. I do not want to enter the fray on this, but I do need to take issue with one criticism that I have seen in a few posts that I think is off the mark.

If there is one subject I have consistently written about for years, it is the idea of what a modern connected educator is. If there is one thing we should strive for as connected educators, it is collaboration. It shares, questions, refines and improves ideas. Collectively, we are smarter than we are individually. Collaboration makes education more transparent. It enables educators to examine, and explore what is relevant in their profession. It highlights the best and exposes the worst in education. Connected educators are educators who engage in this collaboration with the tools of technology to efficiently maximize their collaboration in ways that were never before possible.

The Bammy Awards were set up to recognize and celebrate that very aspect of education, the successful collaboration of educators. Why then are educators criticizing the Bammys for recognizing connected educators?

Some blog posts were critical that this was a popularity contest with the most popular connected educators. If an educator is a successful collaborator in social media, he, or she will attract a following. That following however is based on the ideas that the educator shares, and not on who likes them personally. There are many educators who have social media accounts, but that does not make them connected educators. I have a list of over 200 superintendents on Twitter. Most have barely tweeted 100 times, and I suspect they were more for PR than for collaboration. They have followings as well, but that is not necessarily based on their collaboration and most are not substantial.

Many of the connected educators at the BAMMY AWARDS, which was probably less than 50 or 60, are educators who do more than just tweet for collaboration. Most of them Blog, some of them have written books, many have done webinars, speak at conferences, and conduct sessions at Edcamps. All of these actions are forms of collaboration, and the result will be a following of educators, who recognize and appreciate the value of each of the contributions of each of these individuals. These connected educators are going beyond what we have now come to expect from educators, doing exactly what we need them to do to improve our profession through collaboration. Why would anyone then question or criticize them for being too popular. Why would anyone want to discount the validation of these educators? The number of followers is the very measure that validates their efforts.

If we did not want educators to be recognized for their ideas and have people publicly stand behind them, we should not put any names on any work. If the rule is to be that we need to collaborate, but not be recognized for that collaboration, then we should all write and collaborate anonymously.  No names on books, posts, speeches or any work that is public collaboration.

Connected educators cannot control their “popularity”. This following or “Popularity” is a consequence of how their ideas are vetted and approved by other educators and in so doing, their names are recognized. This to me is a good thing. I can name the best people who can model what it is to be a connected educator based not just as my opinion, but one born out by other educators as well. It makes no sense to me to say that we need to recognize collaboration in education and then condemn connected educators for being successful for doing it. It is a fact in collaboration in social media that one measure of successful collaboration will be the “popularity”, or following of the collaborator.

We are each entitled to our own opinions on how we measure and value things. I am becoming more and more aware however, that the forms of measurement that we use for things may need to be adjusted, or even scraped, as we change the way we do things. I would offer that advice to both the organizers of the BAMMY AWARDS as well as their critics.

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At a recent education award ceremony, a prominent education leader being recognized began the acceptance speech by saying “I am not a techie”. At first I was a little upset, because these awards were for educators, and not technology educators. I had to catch myself and hold back my criticism, because I often use that same phrase with educators, but for a different reason. It is actually a symptom of a decades old and continuing discussion in education.

We are now living in a world that is technology-driven, requiring a minimum amount of digital literacy from anyone who hopes to function, if not thrive, in that world. Many educators do not feel that they are sufficiently versed in technology to adequately prepare their students for the world in which the students will live. Much of this is a result of the way technology has evolved in education. Technology was not integrated as a tool for learning from the start, but rather it was almost a mystical, or a magical thing that had its own department and staff, as well as specially trained teachers to work with it. In the beginning it was an add-on. It also started in the wealthier schools. Colleges were not adequately preparing pre-service teachers in the use or integration of tech. Some colleges struggle with the very same issues today. Technology and education were like trains on two spate lines of track.

Some tech blended in immediately with little resistance. When the first electronic four-function pocket calculators came out in the seventies, teachers could not buy them fast enough at a time when report card grades were due. The cost back then was about $100. The other quickly accepted tech was the word processor. This was probably because it closely resembled an accepted form of tech, the typewriter. The methodology in using a word processor is very different from a typewriter. I am willing to bet however, that there are still teachers requiring kids to do a rough draft, final draft, on paper in pen, and then to type that into the word processor.

Being an educator today requires that we be digitally literate. Beyond that we also need to have a basic understanding of these technology tools for learning. The ultimate plan for education is to have kids learn to intelligently communicate, critically think, collaborate and create in their world. The very tools that they will use today to do all of this are technological. The tools that they will use in their future will be even more advanced technology. Educators have a responsibility to deliver a relevant education to their students. That requires digital literacy.

I often had to debate some of my higher ed colleagues as I incorporated more and more technology into my education courses. Colleagues telling me that I was not teaching a technology course, but rather an education course often challenged me. I would insist that I was teaching an education course, and using technology tools for learning that the future educators in my class need to understand. However, in the minds of my colleagues technology and education were two separate entities.

If we are to accomplish the goal of educating our educators about digital literacy, we need to stop apologizing out of embarrassment for shortcomings. For an educator to say, “I am not a techie” and consider that ample reason not to use digital devices, or not to permit Internet access in a 21st Century classroom is depriving students of skills and sources that they will need for better understanding and a better ability to compete in their world.

That Award winning educator found herself in an auditorium of connected educators and made claim to not being a techie. She wrongly assumed that connected educators in that room were all techies. In fact although some were techies and some were geeks, most were just digitally literate educators; a goal that should be held by every educator who wants to be relevant and effective.

When I tell people I am not a techie, it is not because I fail to use technology as a tool. It is because at my age I learn about whatever it is that I need to know to stay relevant. I emphasize that digital literacy is not a generational thing; it is a learning thing. I am a life long learner and that requires digital literacy to maintain. Technology and education have merged in many ways. We cannot separate them out any longer. Educators should not need a degree in education and then another in Educational Technology in order to be a digitally literate educator.

Beyond the mindset we need to change the approach to professional development. We do not need to be teaching the bells and whistles of a technology application. We need to ask teachers what they are doing first, and then see if the introduction of an application will benefit that goal. Chances are good that it will. We need the Technology staff to understand pedagogy and methodology in order to incorporate technology into education more seamlessly.

We will not be effective as a profession of techies and teachers. We will succeed if we are all digitally literate educators. An illiterate educator is an ineffective educator. To better educate our children we need to better educate their educators.

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