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Archive for the ‘Truth’ 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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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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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?

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I was very fortunate to recently to meet Richard Peritz at FETC. Richard is a television producer for the EduTech Foundation. Rather than write about my interview conducted by Dr. Cindy Burfield. Much of the interview refers to transferring from 20th century learning to the 21st. It will be like going from Reading, Riting, and Rithmatic to Communicating, Collaborating, and Creation. Here is the interview.

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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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I just finished an #Edchat that I left me with a feeling of not being able to add any authority to the discussion. For those unfamiliar, #Edchat is a weekly Twitter discussion on Education topics. This week’s discussion was based on this statement: There is a strong belief among some educators that poverty is the biggest factor in a failing education system.

It is difficult to have any discussion on this topic without people, including me, entering it with all of the biases built on myths and facts over the years. It is a mixture of biases not just of poverty, but race as well. It is not a comfortable place to be, since we are very aware of how incendiary these discussions can get with just a few poorly chosen words by well-intentioned people not thinking things through.

I am an average white guy who grew up on Long Island, New York in the 50’s in an all-white community that was designed to be just that, segregated. My college experience offered opposition to the Viet Nam War, and supported the Equal Rights Amendment in demonstrations that are now a part of history, and can now be only experienced through video clips on YouTube, or TV newscasts. I was a socially aware, late 60’s college student.

Nevertheless, I entered this Edchat discussion hoping to shed what little light I had on the subject of the huge effect that poverty has on today’s Education. To add to my total lack of credentials, I have never taught in a school that was considered to be in an impoverished community. In all honesty, when I devised this topic for the Edchat discussion, it was my hope that educators from poverty areas would join in to offer a credible voice on the subject.

It has been my experience that poverty comes in two large varieties, urban and suburban and they have both similarities and differences. Each community however, seems to have its own culture. How, and where education fits into that culture varies with every community. All are hindered by poverty and language barriers further hinder some. In a nation populated by immigrants, we are a host to many languages. If educators coming from English-speaking cultures to communities of non-English speaking students, that is a problem for education.

Many impoverished communities must deal with higher crime rates, as well as violence that are expressed with open gunfire. Communities are finding themselves under siege in many instances. How can Kids concerned about getting to school safely, making it through the school day there, and returning home safely, ever concentrate on learning?

The idea that the parents of poor students are sitting home all day without jobs is another myth. That prevents us from addressing poverty as a problem for education, and not as a bad result of some liberal social welfare programs. I was stunned to hear that the average age of fast food workers is 34 years of age. That tells me that people are trying to carry their families with jobs that are minimum wage dependent. How can anyone adequately support a family that way? It is however, the bulk of jobs that are available. Retail jobs, and service positions are also high on the occupation list for the poor. If most poor people are working, but not earning a living wage, that is another problem for education.

The very goal of what most educators strive for is that college education as the pot at the end of the rainbow. Educators see it as a way out for their students and can’t see why the kids drop out. If kids from poor families can hardly support the financial needs of a public school education, why would the goal of an over-priced college education be an incentive to graduate? The financial needs of the family often dictate the direction of the student’s need for education. That is another problem for education.

Research has shown us that nutrition and proper sleep are two components of a child’s home life that will determine his or her success in school. For a number of reasons, tied directly to poverty, this is rarely the case for students in poverty. This is yet another problem for education.

I have always supported the whole child approach to education expressed by ASCD:

Whole Child Tenets

Each student enters school healthy and learns about and practices a healthy lifestyle.

 

Each student learns in an environment that is physically and emotionally safe for students and adults.

 

Each student is actively engaged in learning and is connected to the school and broader community.

 

Each student has access to personalized learning and is supported by qualified, caring adults.

 

Each student is challenged academically and prepared for success in college or further study and for employment and participation in a global environment.

 

All of these are necessary for a student to succeed in school. The first three of the five are a struggle for students in impoverished schools. That is a problem for education.

I do not disagree with the belief that the most important element in a student’s education is the teacher. The teacher however is not the only factor in a student’s education. There is no level playing field here. That is a problem for education.

Educators adhere to Bloom’s Taxonomy of Learning Domains, but before schools in poverty can even get there, Maslow’s Hierarchy of needs is a more-needed consideration. This is a problem for education.

I am the last person who should be talking about poverty, but I do feel confident in talking about education. As an educator it is obvious to me that unless we deal directly with the issue of poverty, we will never address the issue of education in any way to improve it. I have heard it said that if we factor out the schools in poverty, the U.S. education system is very good. A blind eye never works in the real world. If we don’t deal with the real issue we will continue with the real problems. This is the biggest problem faced by education. Nobody is pulling themselves up by their bootstraps in this world of poverty. That is a ridiculous expectation!

 

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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 am planning on attending an Edcamp for leadership next week, which has caused me to reflect upon my administrator/teacher experiences of the past. There was once a time in education, not too long ago, that all discussions about education were led and controlled by those who led and controlled the very schools in which education took place. Building, or district administrators could pretty much control the flow of education information based on their personal education philosophies, as well as their exposure to the latest education ideas and methodology available to them. What was relevant and what was status quo? What was progressive education philosophy, and what was fad or trend? We counted on administrators to lead the way in informing us. That was in fact part of why they were hired and held their positions, to direct the educators below them. That was all part of the system.

This would work very well, as long as the administrator stayed informed, relevant, and was opened to sharing with a faculty open to that direction. This of course was the shiny side of the coin. The other side offered an irrelevant administrator steeped in the past centuries of education and leading the faculty to make no waves in an atmosphere of status quo.

In my career I served under both types of administrators. I thrived under the relevant and struggled with the supporters of status quo. One constant in education however, is that the career lifespan of most administrators is usually short. They move on in order to move up, so waiting them out became the desired answer for the bad, and the dreaded end for the good.

The problem for educators was in not knowing what was good and what was bad. Getting to the outside world of education conferences and collaboration did not come easily to teachers. It was expensive and periodic. Teachers were needed in the classroom, which limited their conference availability. This strengthened the teacher reliance on administrator leadership. There was very little transparency as we have come to know and appreciate it today.

Social Media today has changed this dynamic. An idea in education may come from any educator, regardless of title. Ideas are considered on their own merit and not just by who put the idea forward. Of course it does help if thought leaders support an idea. The point is that the thought leaders are teachers as well as administrators, and authors. It is the open collaboration, and transparency of ideas that test their viability. Teachers and administrators can openly question and discuss things on a scale never before afforded to us. We are not limited to the successes and failures of our own buildings, but we can sample responses and results on a national or even global scale.

This places greater pressure on the leadership in education to maintain relevance if they are to lead educators who now have the ability at anytime to call on experts and question authority. Administrators need to better reflect on ideas and involve a more informed faculty in decision-making. They should also keep in mind that the same collaboration of education ideas works equally well in publicly sharing accomplishments and failures. We all need to strive to be better in order to create and maintain positive digital personas based on our accomplishments and positive interactions with other educators. Our world has become much more transparent and in many ways much more democratic. We need more educators exercising their participation in this process.

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I am participating in the national plan to promote Connected Educators’ Month (CEM) for this year. I was very honored to even be asked to participate on this committee, because I am committed to collaborative learning for all educators. I believe that social media and technology afford our profession the best opportunity to date in order to connect educators for collaboration and exchanging ideas to develop and maintain relevance as professional educators. Technology offers our best tools to enable, promote, and practice life long learning, the very thing that educators hold up as the “Holy Grail” for their students. As I have pointed out in many posts, Life Long Learning should also be the personal goal of all educators, and ideally everyone else in our country as well, even if that reality may be unrealistic.

The leaders of this planning committee have their hands full, trying to orchestrate an effective plan with input coming from more than 30 individuals. Each of the committee members has his, or her own vision of what Connected Educators’ Month should look like. Each of the members has strong opinions, each has a strong personality, and each is a leader in his or her area of expertise. Trying to include everyone’s position in one plan will be a herculean task, but it is certainly doable through collaboration.

My position on the committee is simple. I want to connect the unconnected educator. There are far more unconnected than connected educators. We as a profession are not taking advantage of our best opportunity to date to collaborate and advance our education system for the benefit of our kids and our country. We are not participating in great enough numbers to discuss, collaborate and improve our system. Educators have left themselves out of that discussion allowing the void to be filled by business people and shortsighted politicians.

My fear is that we will place an emphasis on adding content for connected educators and miss out on actually connecting educators. It is my belief that by connecting more educators, we will be adding content by the added participation of more collaborating educators. Adding content for those already connected has a limited impact on the unconnected educators. Using social media to advertise connecting more educators does not target the unconnected. They are not on social media to be affected by the advertisement.

If we are to connect more educators, we need to ask those connected to do more. We need them to model their connections. We need them not only to share their sources with the unconnected, but also to cite how Twitter, Facebook, LinkedIn, or a particular Ning site provided the source. We need administrators to recognize, establish and support the positive effects of connected collaboration. Our professional organizations can give up a few iPad sessions to make room for connected educator sessions. Any conference requiring nametags can certainly have a field for the educator’s Twitter name. Twitter names should also appear on any printed media where educator contact information appears. We need to prioritize the need and the ability for educators to connect. The path to collaboration and connected educators needs to be made easier and seemingly natural. We need to go where the unconnected educators can be found and that is not on connected venues. If we believe in collaboration of connected education for life long learning than we need to promote connections for our educators, who in turn will educate and hopefully connect our students.

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I attended a wonderful conference this week in the Greater Clark County School District in Indiana, which is just on the other side of the Ohio River from Louisville Kentucky. They have committed to a huge undertaking of providing a Chromebook to every teacher and every student. Needless to say, many of these teachers came to this conference with Chromebooks in hand to get whatever they could before school begins for them in a few short weeks.

In addition to me, Shelly Terrell, @ShellTerrell; Kyle Pace, @Kylepace; Nick Provenzano, @TheNerdyTeacher; and Tim Gwynn, @Tgwynn were all invited as guest speakers. The entire conference was conceived and executed by Brett Clark, @Mr_Brett_Clark and his staff.

This was the first time I attended a conference where the goal was to equip and train an entire staff with technology tools for learning. I know I have read about it, tweeted about it, and have even written about it, but I have never seen it happen for real until this conference. It was a great opportunity to examine the responses of the teachers in both their excitement and their fears concerning this systemic change in their district, as well as each teacher’s personal career.

As to be expected there were different reactions from the staff depending on their familiarity and comfort level with technology. Some teachers were eager to go, others not so much. I was told that a number of teachers had yet to even remove their Chromebook from the box that it came in, and they obviously were not in attendance at the conference. That does not make them bad teachers. It does however point to a greater problem where an education system has failed to prepare, and maintain its educators in terms of relevant methods and tools for learning in a technology driven culture.

Most of our educators are experts in education, as well as content, and as such, many have been conditioned through school and culture to believe that the teacher cannot make mistakes in front of students. That mindset strikes fear in the heart of every teacher who believes kids are digital natives and know more about technology than any adult, especially if they will be required to use technology to teach. The convergence of these two myths is the biggest obstacle to integration of technology in education. Many teachers are further discomforted in their belief that they must know everything about the technology and all its applications before they consider taking it into their classroom. In reality, that will NEVER happen with the frequency of change in technology and all applications.

Another very big consideration when we talk about integrating technology into education is the change in the learning dynamic for teachers, as well as students. It requires a commitment to life long learning which goes beyond just the words. It also requires a commitment to personalized education, which, if not enabled by technology, its ability and impact are certainly enhanced by it.

Technology drives change. Change requires that we are flexible, and adapt as we go, which promotes more change. This will continue whether or not some individuals participate in that change or not. Individuals who do not adapt and change should never be our educators. The constant in education should be the learning and not the status quo. If society is moving to change at a rapid pace, then we need to develop in our children the skills and abilities to change as well, and that requires the same abilities in the educators who are charged with teaching our children.

Before we can get educators to accept technology as a tool for learning, we may need to change the culture of education. We need to address the fears of the educators that restrict their abilities to teach with relevance. In assessing the effects of technology we need to first assess if it is being used properly. Equipping an entire district with Chromebooks, or Ipads does not insure proper use. Training, support, collaboration, and encouragement will take a district beyond the limits of just purchasing and handing out the tools. It does not bode well for technology to assess its impact on learning if it is not being properly used with students.

I commend Dr. Andrew Melin, @amelin_gcs, Superintendent of The Greater Clark County Schools, and my friend Brett Clark for embracing the learning tools of our century in order to prepare their students for their century yet to come. They are both bold and courageous in this effort, which requires great resolve. I would encourage them to remember that we can better educate our students if we better educate their educators. We should never hold up our past as our children’s model for their future.

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