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Archive for the ‘Edcamp’ Category

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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From time to time I am asked to answer interview questions for some organization, or upcoming conference, so that the interview can be shared with other educators. Many educators are asked to provide these videos as a common practice. It is not as timely, or spontaneous as SKYPE or a Google Hangout, but it is portable and controllable, so that makes it preferable too many people. They can edit and tie it into others and then send it out to their audience, or present it in a gala presentation for all to see.

Unfortunately, not every video interview makes it to the final production for a myriad of reasons. Sometimes only a snippet of a larger version makes it into the final production. For those of us who figured out how to make a video, and took the time to do so, it is always a little disappointing not to make it in the final production. My best takeaway is that I figured out how to use iMovie on my own to put it all together. Of course I should point out that this is but another connected learning benefit.

The organizers of The BAMMY AWARDS recently asked me to do such an interview tape. It was to be a rough-cut video that they would edit to professional status. It would include a quick introduction of myself, followed by my answers to three questions.

1 How has being a Connected Educator helped you in dealing with all the demands of an educator today?

2 Can you give a specific example of how being a Connected Educator has changed your practice?

3 What would you say to a non-Connected Educator to convince him/her of the value in being connected?

I pondered the questions, considered the creativity, checked out the App, found a relaxed setting, gathered costumes, screwed up my courage, and took the plunge. After a few starts and stops, I began to get the hang of it, and I was off on yet another thing that I was doing for the first time as a result of connected learning, and the support and encouragement from my social media colleagues. I even opened a YouTube account to house my production upon its conclusion. My 6 minute and 13 second production was uploaded to a predetermined file-sharing app, so that it could be edited by the BAMMY Staff before the big event.

I attended the Washington D.C. event awaiting the unveiling of the Connected Educator Production before the hundreds of educators in the audience. After all it was a red carpet, black tie affair, so I began to feel as if it was my personal premiere. The video came up on the big screen with the images of education thought leaders giving their answers to the very same questions that I had deftly dealt with. Of course they had no costume changes. That a little something extra that would most likely assure me the creativity award, if anyone were to give one. About three-quarters through the production, I was still on the edge of my seat knowing my digitized face should pop up at any second with pearls of wisdom cascading from my lips to the throngs of applause from the gathered crowd of educators. Then it happened. I did appear on the big screen. My heart stopped for about 10 seconds. Not that my heart stopped working for 10 seconds, but that was how long my appearance was in that very professional, and very impressive production – 10 seconds. My creative informative sage wisdom of 6 minutes and 13 seconds was edited down to about 10 seconds. The worst of it was that no one even knew I had three costume changes.

Of course I asked what happened of the folks in charge, and they had reasonable explanations for the cuts that they made and the pieces that they included. I had no recourse, but to accept my fate and go unrecognized for my video creation. That is when I realized I am a Connected Educator. I do not need an organization, producer, or publisher to share my ideas, works and accomplishments with other educators. I can count on myself to do that. I could also get it to a much greater audience with the added power of my Personal Learning Network and Social Media.

Without further ado, I would like to share with you, the very rough-cut version of “My Connected Educator Interview”. Please feel free to pass it along to friends and colleagues connected, or not. Please take special care to note the costume changes.

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Social media has had an effect on almost every aspect of life in America. Like it or not, use it or not, agree with it or not, social media has changed the way we live our lives in America no matter what the generation is in which we reside. There are some aspects of our culture that are affected more. Certainly News, Entertainment, and Advertising are areas that all would agree have most dramatically been changed with the social media intrusion on our culture. The speed at which that change took place was accelerated by the quick adoption of strategies by those industries to harness the power of social media to advance their respective industries.

Now let us consider the education industry. There are still educators saying things like: We need to prepare our students for the 21st Century.” Students graduating for the last two years began their education IN THE 21ST CENTURY! The time for preparation has long past over a decade ago.

Social Media is a large part of the 21st Century, which is our present. Of course to understand and utilize social media to our advantage as educators, we need to call upon our knowledge of digital literacy. It is the very digital literacy that all educators will be held responsible to teach under the common core. Of course for educators to teach digital literacy and administrators to assess lessons on digital literacy, we must assume that our educators are digitally literate. The last thing we need to improve education would be illiterate educators.

What does it mean to be digitally literate? Trusting the ever-controversial Wikipedia, a product itself of social media, we have this: Digital literacy is the ability to effectively and critically navigate, evaluate and create information using a range of digital technologies. It requires one “to recognize and use that power, to manipulate and transform digital media, to distribute pervasively, and to easily adapt them to new forms”.

Understanding the use of technology and teaching it is one thing, using it to advance educators and education is a step further. The idea of connecting educators digitally for the purpose of curating and sharing information, collaborating with other educators, creating lessons and methods for teaching and learning, discussing and exploring mandates and political edicts in a transparent way are all strategies that engage technology in a meaningful way for education. The technology has made what was never before possible, a commonplace occurrence among connected educators.

What is resulting from all of this seems to be different types of educators. Those who are digitally literate and using that literacy to learn and share with other educators. These are the connected educators. Relevance is a primary concern. They don’t want to read about change, they want to lead it, or at least be involved with it. They write blogs and Tweet rather than email. Those educators, who are somewhat digitally literate, but choose to be strictly consumers of information through technology are semi-connected educators. They want to be relevant, but are content with reading about what is relevant. They may use that information in face-to-face discussions. They read blogs and they email. The unconnected educator is more in line with the 20th century model of teacher. Access to the Internet is limited for whatever reason. Relevance in the 21st century is not a concern. Whatever they need to know, someone will tell them. If they email anyone, they will follow it up with a phone call to make sure it was received.

These are the results of the effects of technology on educators that I have observed.

These are just my musings that you may agree with, or dismiss at will. I do however travel in big education circles, and I do engage, and observe educators regularly about education as a profession and as a passion. I think many of my observations are more accurate than not.

October is going to be Connected Educator Month, #CEM. This initiative is so important that it is sponsored and funded by the U.S. Department of Education. I would urge all educators to take advantage of the sources, which will be provided to connect. Being a connected educator does not happen in a day. It is a mindset. It becomes a great part of who you are as an educator. It enables you to hone in on your needs as a learner. I could not recommend anything else more strongly. If there is one thing that could best advance educators and education, it is teachers and administrators becoming connected educators.

 

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Over the years, as I have discussed collaboration in education with thousands of educators, there is one sentiment, or opinion of collaboration that has popped up among some of these educators that I just don’t get. Many of these educators have expressed to me the opinion that collaborative teachers who share personal sources such as lesson plans, personal websites, or even blog posts are not humble enough. They feel as if sharing on the Internet is like bragging about being better than other educators. They consider it to be gloating. Publicizing personal achievements to appear superior to other educators. That whole mindset seems counter to the idea of collaboration. It actually seems counter to a philosophy of teaching and learning. Maybe that’s why I don’t get it, especially coming from educators.

The whole idea behind being a connected educator is for educators to share sources that will benefit learners. It would be very limiting if the only sources educators shared were those developed by others, but at least they would appear to be humble. Would people really consider educators to be more humble, if they didn’t mention their own accomplishments? I often wonder why teachers are supposed to be humble anyway. What makes being humble so virtuous? Could this be one reason for the reluctance on the part of so many educators to connect and collaborate?

Arrogant, privileged, brazen braggart that I am, I would like to share a part of my accomplishments that I am quite proud of and that could benefit educators who take advantage of my sharing. The #Edchat Radio Show produced by the BAM Radio Network is a weekly show for educators. It is produced in the form of 10 to 12 minute podcasts, so that educators can play it on any device in a form and length that enables educators to take full advantage of time and place.

On a recent family road trip to college my daughter asked me to play an episode of the #Edchat Radio show so she could better understand what it is that I do these days. It was any easy request to fill. I had all of the shows on a podcast app on my phone. I connected the phone to the car radio and I became the voice on the radio for the road trip.

The purpose of the show is to share with the audience what transpired in that week’s #Edchat. The 7 PM chat is the one most often covered on the show, since it is the most popular and more heavily attended. However, when the noon chat produces an interesting and lively topic that is covered as well. Each show contains a guest. Sometimes the guest is just a chatter involved in that specific chat, or an author, or an education thought leader. The #Edchat moderator team guests as well: Steve Anderson, Shelly Terrell, Jerry Blumengarten, Kyle Pace, Jerry Swiatek, and Mary Beth Hertz. The constants on each show would be the hosts, myself, and Nancy Blair.

I love working with Nancy. She is an experienced educator, and now an education consultant with expertise in Professional Development. She is the detail person that I am not. She keeps us focused and on target. Nancy tends to smooth out my rough edges with a great depth of knowledge on any given topic.

I should make it clear that this entire project does not benefit us in any way other than a satisfaction that we are sharing the community’s ideas from each chat. There is no money to be had here. The idea has always been to share the #Edchat collaboration in as many ways as possible. We had the #Edchat live, and the #Edchat Archives, the #Edchat Facebook Page, and now we have the #Edchat Radio Show. The complete list of #Edchat Radio Show podcasts is available on iTunes. They are free and yours for the download.

As we drove the highways headed for college, I was listening to the shows with a fresh ear. It had been months since I listened to many of them and I was now listening as a consumer and not a producer. Each show was lively and very informative. What interested me most was how much each of the guests contributed. We had and hopefully will continue to have some of the most informed and collaborative educators who continually contribute the best portions of each of the radio show podcasts.

Of course the best outcome from this family adventure was that my daughter could understand what it is that I do in the world of connected educators. A vast majority of teachers that I taught with for years have no clue what that is. We need to share more of what we as educators do in any form that reaches an audience. If we need to do it humbly, that’s okay. If we can do it with confidence and pride, I think that may be better. I am proud of what I do and I love sharing it. But then again I am an arrogant, privileged, brazen braggart and proud of it.

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I think everyone has certain phrases, or catchwords that tend to set them off. Some of us, of the more passionate persuasion, have phrases that send us over the edge. I am not talking about the conference clichés like “that’s where the tire meets the road” or “Let’s not kick that can down the road” and the ever-popular “I wouldn’t give your troubles to a monkey on a rock’. I am talking about phrases that are couched in the comfort of country-speak to conceal the true intentions of what the phrase represents. I attended a wonderful Edcamp this week where I shared and learned a great deal, but I encountered the frequent use of two such expressions in more than a couple of sessions.

If you need an explanation of what an Edcamp is, I will make an assumption that you are not yet connected, or at best a newly connected educator. Edcamps started a few years back and have become a growing movement for educators to personalize their learning of their much-needed professional development. The existing models of PD provided by the education system over the last few centuries don’t seem to be providing the necessary elements for success for educators. A growing number of educators have designed a new form of PD called Edcamps. Edcamp sessions are discussions of what the participants find relevant. There is no pre-set schedule of approved sessions. People volunteer to lead discussions on topics chosen by the attendees. There are no vendor sessions. There are only educators. If a session is not meeting an attendees needs they are free to move on to another session.

These Edcamps are a direct result of connected educators efforts. They are organized, advertised, criticized and evangelized all through the means provided by social media as it is used and refined by educators to connect, communicate, collaborate, and create within their own profession. It enables individuals to adjust and refine their learning to meet their specific needs. Connections made at the Edcamps provide ongoing support and a perpetual flow of sources to arm educators with the means necessary for their own learning and that of their students.

Ironically, when this concept was presented to a group of administrators at an ISTE Conference a few years back, it was not warmly received as acceptable alternative to the existing outdated models. The seemingly preponderance of concern was the lack of CONTROL. Administrators had no control, over the learning either as a group or for individuals who have the ability to personalize their learning. It baffles me how we individualize our students’ learning with IEP’s, differentiation, and accommodations, but when it comes to educating educators we strive to control the learning, so the group gets its proper dose. It doesn’t matter that educators learn; it only matters that it can be demonstrated that it was taught and everyone was exposed to that teaching. It is but a check on an administrator’s list. How often do we talk about assessing PD? How often do we study the effect of educator learning on student learning in specific schools?  What support do schools supply to educators to share and collaborate what they do learn in the form of PD?

An amazingly large number of educators fully see the urgent need and agree that we need to drastically change the system. Get ready for me to go over the cliff at this point. Many say however “WE NEED TO TAKE BABY STEPS”. Why??? We are not babies. We are among the most educated group of people this country has to offer. We hold advanced degrees. We are proven thinkers and learners. Taking baby steps implies a lack of consideration, a lack of understanding, lack willingness, a lack of confidence, a lack of urgency, and most obvious to me is a lack in taking full responsibility for change. Taking baby steps to me means moving slowly enough to gauge the reactions of others. It goes to that “Teacher mentality” of “educators make no mistakes in public”. The fear of failure is often the thing that produces failure. It is a combination of all of this that has allowed the national discussion on education to be taken over by non-educators. The very baby steps educators are taking to move from a 19th century model of education to a model for educating kids for their future has made educators targets and not innovators. Educators are being held accountable only for the shortcomings and none of the successes. If our baby steps take us 100 years to move into the 21st century, we will need to start all over again in the 22nd.

“Comfort Level” is another over-the-edge term for me. It is the one phrase I find to be the biggest obstacle to reform. Learning is not always easy. It can be fun, and engaging, but for many it can be hard. Something that is hard to do is rarely comfortable. When I hear an educator say that there is something that is not in their comfort level, I think that they are saying “that is more than I am willing to learn because it’s hard for me”. That is not a comfort thing; that is a learning thing. We can’t have educators, the very people we need to learn and maintain relevance, not be willing to learn because they find it hard, and not comfortable.

Connected educators and Edcamps are bold steps, not baby steps. Being a connected educator is not always comfortable, because sometimes it’s hard. We need more bold steps to take us forward as uncomfortable as that may be. We need bold leaders to take us forward. We have no time for baby steps because we are not babies. We are thinking, learning, educated educators and sometimes that’s hard and uncomfortable. Uncomfortable however, should never be a roadblock. We need to take strides with confidence not baby steps.

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