Reposted from the Blog of Mark Barnes, Brilliant or Insane: Education and other intriguing topics.
Archive for the ‘Internet’ Category
Posted in #CEM, Administrator, conference, Connected Educator, Edcamp, Education, Internet, ISTE, Leadership, Literacy, online learning, PD, PLN, Pre-Service teachers, Professional development, Professionalism, Reform, Social Media, Teacher, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Truth, Twitter, unconference on August 5, 2014 | 18 Comments »
Being connected as an educator offers a unique perspective. It is almost as if there are two different world’s in education, and a connected educator must travel within both. Technology in our computer-driven society has enabled collaboration to occur at a level and pace never before available in the 19th and 20th century versions of education. For the modern educators who have embraced the idea of connectedness, the world of education looks very different from it has been in previous centuries.
Regardless of technology, many educators express a curiosity about what it would be like to talk to and engage people from history. How often have we heard the expression “ I wish I could pick his/her brain for ten minutes”? The whole idea would be to collaborate with individuals who in some way have made a mark on history or education. We could all benefit from discussing and reflecting on the successes and failures of valued individuals who have proven their worth in their profession. That is what is done everyday in the connected world of education. It does not involve picking the brains of historical people, but those of education practitioners.
It is social media in the 21st Century that has boosted collaboration to a scale never before experienced. It enables educators the ability to collaborate beyond their own borders and way beyond their local connections to a global reach. Such collaboration forces transparency. Pedagogy, methodology and policy are all topics of discussion amongst educators worldwide. Education is being analyzed and scrutinized under a huge magnifying glass with the results, blemishes and all, being shared globally.
The overall result is that educators are beginning to adopt that which shows promise in education and they are turning away from that which is not effective. The one sticking point however, to this entire picture of progressive education evolution, which I have just painted with words, is that not all educators are so connected.
I have had the good fortune to attend many education conferences worldwide. Some of the most sought-after speakers, keynoters, and authors at these conferences are connected educators. They are the thought leaders in education moving education from its past to its future.
The result of all of this is the separation of education into two different places, the world of connected educators, and the world of the disconnected. The best example of the difference would be in the group’s discussions. The discussions online with connected educators are very different in tone and content when compared to the discussions in most faculty rooms and department meetings. Ideas such as the flipped classroom or BYOD were discussions in the connected world long before the mainstream media began writing about them to alert the unconnected.
There is one irony of all of this two-worlds discussion that upsets me most. When I talk to many of the thought leaders in the connected world of education, who are still practicing educators, I ask a simple question. Are you recognized in your school or district for the value you bring to the connected community of educators? Most, if not all, tell me that their district has little or no idea of who they are or what they bring to the world of education. How is it possible that the value of these educators, and their contribution to education, are not recognized within their own unconnected education world?
It is that lack of appreciation or even a failure to validate an educator’s success that is costing us the brightest and best in education. We have long been losing our newest teachers at a rate of 50% in the first five years of service. Obvious fixes would include more support with effective mentorship programs, as well as a salary more in line with the requirements and demands of the job.
Now, because of the growing world of connected education, we are seeing educators at the top end being lured into the business side of education because they are being recognized as valuable assets to education. That recognition however is coming from private industry and not their own education leaders. The private sector is luring away many of the education thought leaders by doing in the connected world what the unconnected world fails to do, recognize, validate, and reward leadership and innovation. Complacency is not considered an asset in this new connected world of education.
In a world that is being driven by technology at an ever-increasing rate that has never before been experienced, educators cannot be standing still. If educators do stand still, they will rapidly fall behind and become irrelevant. It is not a question of being a good or bad educator at that point. One can have great skills, but without being relevant to the students, how is that educator to be effective? Gone are the days when all learning took place in the rows of the classroom. Self-directed learning is now a way of the world. Educators will be needed more than ever, but the 19th and 20th Century models of educators are not relevant in our latest century. There is a pressing need to get more educators to be connected, self-directed, reflective, inspired, and relevant. We also need administrators to include themselves in this shift. Administrators need to maintain relevance as well. The longer it takes for our two worlds of educators to merge into one, the longer it will take us to reform our own culture and the education system overall.
Posted in Accountability, Administrator, Connected Educator, EdChat, Education, Internet, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Skills, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on April 28, 2014 | 11 Comments »
Educators like all learners have a preferred way of learning. Some think of it as different “styles of learning”, but even that theory of “learning styles” has been questioned by some. In a profession, which resides in a world where content and information constantly change and evolve at a rapid rate of speed, educators need to maintain relevance in order to create an authentic and meaningful environment for their students to learn and create.
Educators have always needed to master the understanding of at least two fields of endeavor to be successful. First, they needed to master their content field. They are required to be experts of content. Second, they needed to master the field of education with a clear understanding of the latest and greatest methodology and pedagogy available. The 21st Century has now further complicated the teaching profession by requiring an additional third area of mastery, digital literacy. This is required to accomplish many of the necessary tasks in the space occupied by our nation in a computer-driven world. It is the mastery of this third element that educators struggle with today. It is this third element that also directly affecting the evolution of content and education.
The problems stemming from this are many. How do we stress the importance of digital literacy to a group of people, many of whom are digitally illiterate in the modern sense of the term? How do we get educators to remain relevant in their areas of expertise, if their access to content is limited to the methods and tools of the 20th Century? How do we get educators to participate in collaborative learning on a global basis, when they are comfortable with their day-to-day, face-to-face connections with only their building colleagues?
Being a “connected educator” requires collaborative learning as a key to expanding personal learning. It requires at the least, a basic understanding of digital literacy. It requires an understanding of the connected culture in order to reap the full benefits of collaboration. It requires an investment of time that will vary with each individual depending on their learning capacity. Being a Connected Educator is a mindset and not the result of a workshop or seminar for professional development. It is that leap of faith to adopt a mindset for connectedness that will prevent us from soon becoming a profession of connected educators. There will always be some that will keep their feet firmly planted in the 20th century, because, to their way of reasoning, it served them well then, so it should serve them well today. The two biggest obstacles to change require leaving behind control and comfort zones. This is not easily done.
I don’t even know if the answer to the problem could be solved by top down, or bottom up solutions. It will be more reliant on the culture of each school. To change any system, we must first change the culture. We no longer have a choice about using technology in education, since the education system is part of a society that depends on technology to communicate, collaborate, communicate, and create. The children that educators are preparing for life in that society deserve to receive the most relevant education based on up-to-date information, using the latest methodology, pedagogy, and tools for learning that are available. Little from the 20th century will serve them as well, as that which is in their own century.
We need to help our colleagues be less intimidated by all that is new. We should not put unrealistic time limits on their progress. It is a mindset, and we each will arrive there at our own speed. We must however strive together to get there. Not to attempt to do so is being remiss in our responsibility or our solemn obligation to create in our students the ability to be life long learners through our words and our own actions as life long learners ourselves.
Posted in Administrator, conference, Connected Educator, EdChat, Education, Internet, Leadership, Literacy, online learning, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on April 24, 2014 | 19 Comments »
I have been thinking lately about professional relationships and what role they play in how we learn as professionals, and as people. It would be difficult to learn much in total isolation. We are social beings, so exchanging ideas and opinions is a natural occurrence for us. I think we tend to seek out people with whom we can share things. We have personal relationships to share personal things, professional relationships to share professional things, and casual relationships to handle everything else. These relationships validate, negate, or modify our ideas. We learn from this.
Our culture’s support of these relationships may best be reflected in our support of the Restaurant and Bar industry. I guess these casual, and personal relationships are as much a part of that industry as food and booze. Places of business, and education are where professional relationships mostly reside. Although many faculty have been known to gather on a Friday afternoon at a watering hole outside the school district limits.
Many of these relationships are very fluid depending on our need to share and learn specific things at various times of our lives. People come and go in our lives continuously. Many of us have people that we refer to as our mentors. A mentor, I believe, is a person who heavily influenced us at specific times in our careers by exchanging, supporting, questioning, and validating our ideas about our profession. All of this is based on trust, which can only be established within a relationship.
Professional relationships prior to the 21st Century were, with the exception of the occasional pen pal, a face-to-face endeavor. As educators, professional relationships were most often within the school building in which an educator worked. Depending on the size and quality of the faculty, as well as the school’s culture, this was a hit or miss proposition for professional learning. If an educator was limited in professional relationships within the work environment, he, or she could attend classes in local colleges seeking out professional relationships with other teachers attempting the same collegial connections. As the rates for taking courses, continued to rise, higher Ed became a very costly drain on a teacher’s salary. Local, statewide, or national education conferences also provided exposure to more professional relationships, but many teachers were not privy to attending these conferences on a regular basis.
I was recently made aware of the principle of 10,000 hours. That is the theory that it takes 10,000 hours to completely master a complex skill. If there ever was a list of complex skills, teaching would be at the top. To make it even more complex it is also a moving target. Teaching today is constantly changing and evolving. In order to stay relevant and up to date, today’s educators need to be in touch with those changes. They need to embrace, experiment, and improve, or reject new pedagogy and methodology in education. They need to absorb and understand new and developing content that pops up every day. Education is not a static profession.
Educators, more than ever, need to be able to take a new idea and “run it up the flagpole”. The responses to that idea however need to come from people who have a clue. The relationships that educators count on need to be with people who are relevant and open to new ideas. This type of educator may not be found in large numbers in all schools across our country. Relationships with people who are rooted in the past will be of little help in a world driven by technology and a need for evolving an education system to meet the needs of kids who will not be living in the 20th century.
If technology is seen as the problem in driving the culture too fast for education to adjust and keep up, it may also be seen as a solution to that very same problem. If relationships are the stuff of better learning, then let technology provide better ways to relate. It is technology that can expand an educator’s relationships beyond the limits of a school, or district, or state, or even a country. Relationships with other educators, without the expense of taking costly courses are made possible. Contacts can be made with leading thought leaders, authors, and renowned experts in the field of education. Webinars are rapidly replacing the lecture halls. Through technology face-to-Face interactions are now possible with multiple people in multiple locations. The potential for meaningful relationships through technology are endless.
All of this is taking place today with connected educators worldwide. It only takes about twenty minutes a day, at any time of day, to maintain. That 10,000 hour goal will be whittled away after a while, but it would go more quickly with more time spent in these relationships which are both uplifting and thought-provoking. Those factors encourage more engagement with each visit to the connected community. Learning becomes self-directed, authentic, and, dare I say, fun.
The big picture of this can be overwhelming to a novice. It is a mindset change that requires understanding the culture of connectedness before a real immersion can take place. Educators need a basic knowledge of digital literacy to get started. This will quickly, and very painlessly grow with continued connectedness. There are several connected communities to help educators get started. The Educator’s PLN is a start. www.edupln.com.
Twitter is probably the best way to experience the need and benefit to connectedness in developing both professional and personal relationships with other educators. Remember that in a group of like-minded people, as smart as any individual is, the group is always smarter. Of course, if you are reading this online, you are probably already connected and all of this makes sense, since you have already drunk the Kool-aid. Please print it out and share with an unconnected colleague. To better educate our kids we need to better educate their educators.
I recently had a discussion with a friend John, who is a Superintendent in a rural school district. We were discussing his district specifically and what it was providing its students in the way of relevant programs of study. The conversation came around to a question often asked and an answer that is too familiar. I asked what the purpose of school was? As educators what is it that we want for our students at the end of the journey of K-12? Of course the answer was to get them to college or to get them to a good job.
My friend was consulting with a number of local companies to determine what they were looking for in employees. He was also consulting with area colleges to see what they expected to receive as college ready students. He was doing everything a responsible, caring superintendent could do in order to properly prepare his students for the stated goals of education, getting to college, or getting a job.
Thinking about the goals, as pragmatic as they are, I was really having trouble with the idea of what the goals were. We were considering limiting kids’ learning to the limited needs an industrial complex, or the present entry requirements of institutions that are slow to change in an ever-changing culture.
My other problem with these almost universal goals of American education is that for too many kids these goals are not an inspiration to learn. If college is truly a goal for education, why is it that only a third of Americans have completed four-year degrees? The first answer that comes to mind is that most were not able to handle the studies involved. A more likely answer however, is that a degree has become cost prohibitive. People can no longer afford to go to college without incurring massive debt. How can any kid embrace a goal of education knowing that it is financially unattainable, or that it will come at a cost of unending loan payments? This is not unlike promising every kid playing sports should have an expectation to play in any of the national, professional sports leagues. Few might, but most will not.
This goal of a college career is certainly less of an incentive when we consider schools in areas of poverty. Middle-income people may have some shot at college with the help of family, but that puts the student and the family into years of debt. What chance do poor kids have, especially in the current political climate of limiting any government funding for anyone? Nationally, student debt is rising at an astronomical rate because of the need to fulfill the goal of college and its promise of financial security upon completion. Poor kids are told that college will break the cycle of poverty. How is that an incentive for a kid who knows its likelihood will never happen? Education’s goal is not the kid’s goal. That is not a winning strategy.
Now for the second goal of education for those who we recognize as the non-college ready students. Our goal is to place them in the labor force. We ask business and industry what they require of their employees, and then we work that into our education system. We have then prepared our students for the workforce of today. The problem here is that they are not prepared for the workforce of tomorrow. That is more likely the place that they will live. We saw the result of this when the economy went bust. Many workers who found themselves again in the job market, were not prepared for the world of work today. We can’t program kids to fit into a workforce that may not support their skills after they graduate. Business, industry and our entire society are subject to rapid change driven by the evolution of technology. Think of how different the workforce will look from when a kid enters school until his or her graduation. In that time, that twelve-year span, how many businesses died, and how many started anew? Yet, we will have programmed our kids to be work ready for a workforce that may no longer need those skills. Think of how long a time it took moving typewriters out of education in a world of word processors.
If college readiness and work readiness are failing goals in education, what should the goal of education be? I don’t know. I think life readiness or learning readiness might be more fitting for our world today. Teaching kids how to learn and continue to do so outside of a classroom is the best way to prepare them for whatever path they choose. A goal of self-reliance might serve kids better in the future. To enable a kid to learn without a teacher is the best gift a teacher can give a student.
Change will be slow however, because all of our educators and all of our society have been programmed to believe that school is to prepare kids for college or work. We have come to believe that education is salvation, when in fact it is the learning that is important. Education is a certificate of learning that comes at great expense. It does have its place however, and we will always hold it in high regard. The fact is however that fewer people will be able to pay for that piece of paper, but the learning it represents may cost a great deal less, not in terms of effort or work, but in terms of dollars and cents. In the future it may not be the degree, but the learning that is important. Maybe we need to reassess our goals in education?
Posted in Accountability, Administrator, Blog, Connected Educator, Education, Internet, ISTE, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on March 24, 2014 | 21 Comments »
If there is one subject that most bloggers have written about, it is probably the act of blogging. I know for me, as well as many of my blogging friends, it is nothing like we imagined before we were immersed in the “blogosphere”. Bloggers start their blogs for many different and personal reasons. One step common to all however, is that it does take an act of courage to publish that first blog post.
When I first started, I thought that I would do apiece here and there for a little while, but that I would eventually run out of things to say. Three years later, after 237 posts, I am still waiting for that time to arrive. My areas of interest include education and social media. I guess as long as each of those areas continue to evolve, I will always have something to write about.
Another factor that affects what I blog is the continuing change in the audience. In order to access blog posts, a reader must be involved in some way with technology. That is a growing audience especially among educators. Most people use technology in everyday life, but more and more, educators are using technology for professional development in larger numbers. In order to access the most relevant information on the profession of education, educators are relying more on blog posts for relevancy. Many thought leaders and education authors are blogging their thoughts to share, test, and try out new ideas in education.
Twitter, which is considered to be micro-blogging, has lured many people to blogging. It limits the author to 140 characters, but it does however, enable one to blast out ideas for quick responses. Success on Twitter leaves some people with a need to do more. There are ideas that need to be placed in explanations longer than a string of 140 character tweets may allow. Many ideas are introduced and tersely discussed in tweets and chats on Twitter, but they demand more reflection and more explanation, which leads to blogging. The biggest effect of Twitter chats is often reflected in the blog posts following, and resulting from the chats.
Blogging changes the way many people think about new, and old ideas. The difference between writing a Blog post and writing a magazine or journal article is the immediate feedback in the form of comments or responses. Before a blogger puts words to the computer screen the audience and its reaction are a consideration. The blogger will strive for clarity in thought. The blogger will strive for clarity in the writing. The blogger will attempt to anticipate objections. The blogger will not rush the idea in print, but develop it, so that it evolves before the reader. It is less a reaction, and more of a transparent reflection of thought, benefitting the writer as much as the reader. This will begin to carry over into the way the writer approaches almost everything.
For a blogging educator, as a teacher, or administrator, student or even a parent, there becomes a transparency in their thinking and reflecting. Before technology enabled us, this process had never been available, or had so much access to an individual’s thought process been given. Before the technology, books and magazines enabled us to view it in only a few people who were privileged to media access. Today the computer is the publisher. Good or bad, anyone can publish at anytime.
The stunningly apparent, positive take-away from blogging is that it gives voice to the blogger. A thoughtful, reflective, considered post can be picked up by an audience and sent out to thousands, or millions of readers through technology.
Blog posts can also be used for propaganda, or mindless ranting. As educators we need to emphasize critical thinking in our classes for that very reason. We need to model for our students how to responsibly question. We need to teach them how to comment and respond to blog posts. If blog posts are part of our ever-evolving, technology-driven culture, we need to educate our children in their use.
As educators we must also be learners. We need to model learning for our students who need to understand the necessity to be a life long learner. Educators are also people who work with ideas and share. It takes courage to put one’s self on the line to be scrutinized by others. Teachers do it every day in schools. The most effective way to have one’s voice recognized in sharing ideas in order to consider, reflect, modify, and improve with the greatest audience possible is through blogging.
We need courageous administrators blogging to give transparency to their thoughts and leadership. We need educators to have the courage to experiment with blogging placing them squarely in the conversation of education from which they are too often blocked. Educators need to be models for their students. We need our students blogging to follow their teacher models. Blogging provides an audience for students’ work. It is an authentic audience and not an audience of one, as have been most of their previous writing experiences. It gives voice to their concerns, and it shows them direction for their personal learning. We need parents to blog to give voice to their concerns in directing the conversation for the needs of their children.
Since becoming a blogger, I view things differently. I question things more. I try to understand things well enough, so that I can explain them simply. Most importantly I have been recognized as a person to be taken seriously, because I have a voice. These are things I wish for everyone to experience. What good is education, if we do not have a voice to share what we have learned in order to benefit all?
Posted in Accountability, Administrator, Connected Educator, Education, Internet, Leadership, Literacy, PD, Professional development, Professionalism, Reform, Skills, Social Media, Technology, Thought leadership, Thought Provoking, Truth on February 26, 2014 | 16 Comments »
After five decades of being an educator, I am growing weary of the constant discussion over the divide between education and technology. When will we reach a point where we will discuss Education, teaching and learning without having to debate technology? The idea of learning hasn’t changed since the beginning of time. We learn to survive and improve. Much like breathing, it is what we do naturally. Unlike breathing, some learn better than others, but the concept is the same for everyone. It is the degree of learning that is the variable.
Education addresses learning and teaching for specific goals. Of course what those specific goals are, is a point of contention among many people, both educators and non-educators alike. I think we can agree that education teaches many skills, which people can use to exist, thrive, compete, and create in society. This should hold true for whatever skills are taught in whatever society they are taught in, be it primitive, or advanced. Obviously, the more complicated the society is, the more sophisticated the skills that must be taught.
If we analyze and list all the skills that we deem essential to teach, I think there would be a great deal of commonality without regard to any country. The languages may vary, but the skills would be the same. Discussions of education in these terms would sound similar no matter what country in which these discussions took place. For the sake of this discussion, we could break down all education to its basic elements of reading, writing, and speaking. I am sure that there are some educators who remember education being just as simple as that from back in their day. Actually, it wasn’t all that long ago.
What has changed in education since the late seventies is not the specific skills we teach, but how they will be used. Technology has crept into our society in both obvious, and subtle ways. It has changed the way many of us do things, but for our children it is the only way they can or ever knew how do things. We old folks grew up watching TV. It was part of our culture. Kids today do not view it the same way. We used to dress up as an occasion to travel on a plane. Today, never a second thought is given to jumping on a plane dressed in any manner to get anywhere. A second phone in a household was once a luxury, and today each member of a family carries their own phone. The world has changed and continues to do so at a frightening pace. It is not something we control. IT has become part of the infrastructure. It is as important as roads, rails, planes and power grids.
The very skills that we as educators are charged to teach our kids will be used in a technology-driven society. The skills remain the same, but their application has drastically changed over the last decades. We can discuss education as education without technology, but at some point we must address how kids will be using that which they have learned. If the application of their learned skills will be technology driven than the very tools they should be learning with should also be technology-driven.
The biggest problem with technology is the pace at which it evolves. It moves faster than folks can catch up to it. Because of that, it becomes a burden on educators to learn what they need to know in order to teach skills in an environment close to what kids will be expected to live in. Many educators are running as fast as they can to catch up, but too many others are reluctant.
Some believe that just teaching the skills is enough. They feel kids will adapt, after all they are digital natives. I don’t feel that way. I have come to see that kids are great at exploring the Internet, Google searching, downloading music and movies, and texting at lightening speed with two thumbs. Beyond that, kids need to be shown how the skills that they have learned fit into the world in which they will live. This requires using tech in education as a tool and not a skill. We need not teach tech, to use it. It should be a tool for curating data, collaborating, communicating, and creating. This requires an application of their learned skills to produce and create stuff in a format that society recognizes as relevant.
I think the point that I am painstakingly trying to make is that technology needs not to be in discussions of education, but rather in how will the education of any kid be applied in an ever-evolving, technology-driven world in which tour kids will be required to live. We need to recognize what it is we are educating kids for. Where will they apply their education? If it is a world void of technology, than technology is less important in education. If not, than we need to better prepare them for what they will need.
In order to accomplish that, we need to better prepare ourselves as educators to deal with that. Educators need to be digitally literate and that doesn’t happen on its own. It takes an effort. The excuse of “too much on the plate already” doesn’t hold up against the argument of professional responsibility. The argument of education for the sake of education and the hell with technology doesn’t hold up in light of the technological world in which these kids will live. Yes, we need to do more, and it isn’t always easy. If we are to better educate our children, we need to better educate our educators. It is not an easy job. Isn’t that what we tell people all the time?
Posted in Accountability, Administrator, Back channeling, conference, Connected Educator, Edcamp, EdChat, Education, EduCon, Internet, Leadership, Literacy, online learning, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Truth, Twitter, unconference on February 8, 2014 | 17 Comments »
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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