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DIY Thought Leadership

Posted in Administrator, Blog, conference, Edcamp, EdChat, Education, EduCon, ISTE, Leadership, Literacy, Mentoring, PLN, Reform, Skills, Social Media, Teacher assessment, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Truth, Twitter, unconference, tagged Professional Development on January 30, 2011| 7 Comments »

Many folks are reflecting on their #EduCon experience of this past weekend. #EduCon is a unique education conference in that it has no vendor support or “How-To workshops”. It consists of intellectual conversations dealing with ideas and concerns of that which we call education or learning. It is limited to 300 participants drawing from some of the leading Thought Leaders in education from across the country. The idea of Thought Leader is in fact the focus of this post.

I never knew of the term Thought Leader as it applied to educators. I never heard it over a 34 year career as a secondary English teacher. I did not hear of it when I first entered the Higher Ed arena. I did hear of it as I entered the world of Social Media. I have come to believe that a Thought Leader is one who encourages, promotes, stimulates, or fosters thought in the area of Education. Other areas and industries have their own Thought Leaders.

What set me off on this reflection was a tweet by Ira Socol about EduCon having a hierarchy of attendees, an “A-List” as it were. I took that to mean a group of people who were above the average attendees, the Educator Elite who others look up to for direction. They would be the recognized Thought Leaders. In fact there was a number of attendees who travel the education circuit as Keynote Speakers and paid consultants. That however, does not diminish their expertise in the area of education. In fact they were not at EduCon as paid Keynotes or paid consultants. They were there as educators and education experts exchanging ideas with other educators. Since many of them have been on the education circuit for quite a while, they are familiar with each other and naturally gravitate together. What separates them from the label of elite is their approachability and openness to sharing. They are there as sources. I will not list names, because I know, I will undoubtedly, leave someone out, and feelings will be hurt. Let us acknowledge that these Thought Leaders were at EduCon to share and offer their expertise as much as any other attendee there. They paid the same fee we all did.

There is also a secondary level of this Hierarchy. These individuals might be thought of as the Nouveau riche amongst educators. They acquired their gravitas through social media. With a combination of education, learning, and experience, they have assembled a number of opinions on various subjects within education and have tweeted them out or blogged to a following. Their opinions have been weighed and measured and by all accounts they are recognized as sound. Others have Re-Tweeted their tweets or recommended their blogs to such an extent that global recognition has been acquired. These are the individuals who made up a bulk of the conversation moderators at EduCon. Again, they were very approachable with sharing and exchanging ideas the focus of their attendance at the conference.They are giving as much as they are taking. That is the theory of sharing.

Now to the point of this post, anyone has the ability to be a Thought Leader. I was taken aback at a comment by one of the attendees at EduCon who said that she would never tweet out a promotion of her Blog post. I immediately pictured an elementary student after being nominated for class president being told that she/he cannot vote for her/himself. If you do not believe you are the best person for the job, why run? If you do not believe your post has value and should be shared for comment and reflection, why write it? How can you test the value of your beliefs? The purpose of your post should be your belief in the value of your opinion. Comments will direct your reflection and possible change in thought. We are not politicians. Educators are expected to be flexible and change when needed.

With the help of Social Media I have been referred to as a Thought Leader. It is not a title I claimed, or gave to myself. It is a title that others have given me and it comes with responsibility. People begin to look to me for thought or even some leadership in thought. It is a title that can be claimed by anyone who comes to the social media table with knowledge, experience, flexibility and small amount of social media savvy along with a few contributions to add to the educational slow pot cooker.

To become a Do It Yourself Thought Leader:

Select your area of expertise.
Use twitter to Micro blog your ideas.
Respond to others on your topic.
Engage educators in discussions of your topic.
Write a blog on your Topic
Promote your posts on Twitter to drive traffic to your Blog
Submit proposals for presentations at Education conferences.

Social Media has offered educators another avenue to become a Thought Leader. It is not an easy road, but it is possible to step up and move forward. It is also a role that needs to be filled in a climate of change and reform. We need more educators to step up and offer guidance through the obstacles to change.

Please, help me Obi-Wan Kenobi, you’re my only hope!

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Tightrope Teaching

Posted in Administrator, Assessment, Blog, cooperating Teacher, Education, Leadership, Mentoring, PLN, Pre-Service teachers, Reform, Skills, Social Media, Student teaching, Teacher, Teacher assessment, Teched, Technology, Thought Provoking, Truth on January 24, 2011| 9 Comments »

As an adjunct professor at a local private college, I have the privilege each semester to teach one of several methods courses required for our secondary English education students. In addition, I supervise a group of student teachers in their assignments which requires me to observe each student in each of their teaching assignments, one a middle school and the other a High school placement. Within my methods course I engage my students in many of the educational topics relevant to educators today. I have them use Social Media to create Personal Learning Networks, and I require these future English teachers to blog and post comments on blogs of others. They do not take tests, but rather are assessed on lessons, projects and Unit plans that they are required to create and develop.

To many of the educators with whom I am in daily digital contact this probably sounds like it should be the way all methods courses should be taught. Anyone familiar with what I have written over the past year on this blog would know that I believe in integrating technology into education. That is an emphasis I use in my class. This too might be praised by the choir of tweeting educators with whom I have come to belong. With all of this support, one would think that I would be convinced and resolute in a mission to put my stamp of relevance on all of my students. Not so fast!

I have a very strong belief in teaching the right thing as I have come to understand it. I also have an obligation to prepare my students to be the best possible candidates for a teaching position. This is the tightrope part. My biggest dilemma is that I can prepare them with what they need, but I can’t hire them. I know that many of the methods I am using and teaching strategies that I promote, may not be the same as those ascribed to by their perspective employers. There are many times when I will give my opinion and tell my students that they may not want to mention that in a job interview.

The other force that pulls my students is that of experience. Most have experienced teachers who demand memorization followed by a test, followed by more memorization and another test. This was their elementary and secondary experience and for many it continues in some classes in their college experience. Professors tell them that there is no need for technology in education and Social Media is trouble to be avoided by educators. I find it difficult to tell them that this is completely wrong, although I believe it. The truth is that this is an attitude of many educators today. These are the very people who will be in a position to hire and work with my students.

It is one thing to know the right thing to do, but it is another to tell someone else that, what they are doing is wrong. How do we teach relevant methods for teaching without selling it as something that must be hidden until it can be determined where the administration or even future colleagues stand on such issues? Of course this is changing, but it has been changing for 30 years and we are still discussing it. I see the reluctance to change with every school that I enter to do observations. Yes, it is getting better, but if education was really moving forward, the word “reform” would only apply to politicians and business people and not the other way around.

I know that my experience in this is not unique. We need to teach our future teachers relevant methods, techniques and tools, but that is not the only path to reform. We need to continue to engage our colleagues, administrators and Leaders in accepting change. We should not have to qualify or make excuses for being relevant and using technology as a tool for learning. Social Media, like any tool, may be misused, but it has a greater potential to be used as a positive force for change. We need to promote reform within the system for it will be too slow in coming if we wait for the colleges. We need to be the change. I want my students to clearly understand the expectations, so they can focus on their goal. I want to come down from the tightrope.

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From One Blog To Another

Posted in Blog, Edcamp, EdChat, Education, ISTE, Leadership, Linkedin, Literacy, Ning, PLN, Pre-Service teachers, Reform, Skills, Social Media, Student teaching, Teacher, Thought Provoking, Truth, Twitter, unconference on January 18, 2011| 5 Comments »

Once again, I am finding it to my advantage to share my learning experiences on my Blog. I find this helpful because it can be interesting to the reader, but more importantly, it gives me something to write about. This is most helpful when one has a blog that requires occasional posts to keep the site running.

My wife met Larry Jacobs recently at an Education conference and introduced him to me in the belief that we each had something of value to offer the other. Larry is a Talk Radio Education Blogger, which seems to be a growing area in social media. Larry’s “thing” is doing educational interviews. What I like about Larry’s approach to this, is that he has figured out how to make some money at doing it. Doing what you love and getting paid for it is always the ultimate goal. I love what I do, but I depend on my pension to survive. But alas, if only I could charge for tweets? I guess however, charging for tweets would greatly reduce the number of people who now at least read what I put out.

Larry and I spoke a few times, and I was able to get him to revisit Twitter after his first foray and eventually dropping off this social media staple. This is a place that many Twitterers have visited in their Personal Learning Network development. After a little guidance and a few introduction tweets, Larry was able to go from 14 to 140 followers in a day. His site began getting more hits, and he began to see the benefits of Twitter and the advantages of a Personal Learning Network. He was then interested in talking about what it was that I did with Social Media in education and wanted to put it on the air.

I visited his site to listen to a number of his interviews. What I found helpful in deciding whether or not to do it was the ease in which Larry made his guests comfortable. He seemed at ease with the subject matter of each of his guests and kept the pace of the discussion flowing. This was done in great part because he actually listened to his guests’ answers. This is a skill not mastered by all interviewers. After I accepted Larry’s invitation, he forwarded a list of Tips to follow as well as a request for six questions to carry us on our journey through the interview.

I was quite calm as I awaited the day and the hour of the air time. About two hours before I was to go on however, I realized that I was on my own with this. In all of the interviews I have done in the past, I had Shelly Terrell, Steve Anderson, or Eric Sheninger at my side to step in to fill the gaps. The worst part is that my wife was away on a business trip leaving only my faithful King Charles spaniel, Louie to guide me through any technical glitches that I might encounter. He has always endured my screen-screaming bouts with my computer in the past. He offers more of a comforting twist of his head as opposed to great technical advice. Nevertheless, he was all I had.

I decided on a Hashtag, #twetr, as if I was going to be able to multi-task and follow a back channel stream of questions. For those who do not know, back channeling allows people on Twitter to comment and question during a presentation. It is actually affecting, in many ways, the way Educational Presentations are being delivered. Who was I kidding? I could talk the talk, but if I tried the walk, it would somewhat resemble Jackie Gleeson on roller skates during an episode of the Honeymooners, but much less graceful.

I had my laptop, my IPad, and two handsets for my phone, just in case the battery ran out on one. I was set to go with a page of notes and the set of questions that I forwarded Larry. I practiced the phone call at 9 AM to make sure all was good with a sound check. All that was left was to tweet out the time and place of the interview on Twitter. I did that several times to make sure someone would be in the audience. I had everything covered. I then made the final call, and I was connected to Larry live. I was in the Queue, and I coughed. That was my introduction.

The time arrived and the first question was asked. All I could think of was,” what makes up my Personal Learning Network?” Through my head ran Linkedin, Twitter, Ning, FaceBook, Skype, Blogs, RSS Reader, Tweet Deck, Flashboard, #EDCHAT, edcamps, and Teachmeets. It was all too much for a 43 minute Radio Interview. I had no back up and I could not in good conscience HANG UP, although the thought did cross my mind. Through his vast interviewing experience, Larry Jacobs guided me through. After all was said and done, it was a lightning fast 43 minutes. Larry and I left the audience wanting more and he asked me to come back. The next session however, will be more limited in scope to put a laser focus on the subject. One of the benefits of Radio Blogs is that they are archived. Now you can judge for yourself and consider all that preceded the interview. Here it is: http://www.blogtalkradio.com/edutalk/2011/01/18/educators-as-social-networkers

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Edu Conferences and the Twitter Effect

Posted in Administrator, Blog, conference, Edcamp, EdChat, Education, ISTE, Leadership, Linkedin, Ning, PLN, Reform, Skills, Social Media, Teacher, Teachmeet, Teched, Technology, Thought Provoking, Truth, Twitter, unconference on January 16, 2011| 10 Comments »

As a blogger for only a year now, I have tried not to revisit topics and be repetitive. There are some things however, that need to be revisited at certain times of the year. Just as: Thanksgiving brings on articles of thankfulness, Christmas brings on articles of Peace and Love, and New Years brings on articles of recent loss and future resolutions, this time of year brings on articles about Education Conferences. I guess that is because plans are being made to attend the largest conferences of the year. There does seem to be a change in the approach to connections, as well as anticipation and expectations of these conferences much of which may be attributed to Social Media.

As a classroom teacher I was very fortunate to serve for many years on the Board of Directors of NYSCATE, the Educational Technology group for New York educators. For the most part many Professional Education Organizations are run by administrators. I find nothing wrong with that, because running these organizations requires a certain skill set, as well as time commitment that fits the abilities of administrators better than those of classroom teachers. I understand that. I also understand that as much as any of these groups will deny it, there is a perspective or a focus of these conferences that leans more toward administrators than classroom teachers. That is fitting, since a majority of the attendees are administrators. With budgets as they are, it is reasonable that district should get more bang for their buck by sending their technology leaders as opposed to the technology users. This all makes sense in a world of top down management in education.

Of course these organizations will point out that a many of the workshops are done by classroom teachers, and that is true. The workshops and the Keynotes are all selected and approved by the organization leadership. This is not an attack on any organization. This seems to be how it has been done for years and that is the way it worked best. The need for me to explain all of this will enable me to point out the difference that Social Media is making in the process.

The development and broadening effects of Personal Learning Networks are giving educators facts and insights in education that were never before so readily available to them. Twitter, Twitter Chats, Nings, and Blogs are providing teachers with information in greater quantities and personally delivered to them. The direct contact and connections between educators is promoting more awareness, collaboration, and reflection on topics that concern them and their students directly. All of this prepares educators for dealing with conferences as they have not been able to do before.

Ironically, the social aspects of Social Media, in regard to teachers, are often overlooked. I know from experience that I have personal connections with many educators from around the world. When I think of what is meant by “colleagues”, I am no longer limited to the people I work with in a building. These global connections are real and in many instances, very strong connections. If I was traveling, I know I could call upon many of my PLN members for a place to stay if needed. I can’t say that about most people with whom I work.

If I attend a conference, I may very well have had personal contact with many of the attendees, as well as possibly the Keynote Speaker. This is an experience I have had on several occasions at conferences over the past year. At a recent conference, I entered an auditorium to listen to a Keynote speech a few minutes after it began. I entered the auditorium at the back and the seats were all filled to see a great presentation on Blogging as Educators. It was standing room only, and that is what I did at the back of the big room. It was after a minute or so, that the speaker saw me at the back, stopped the speech, and said hello to me. Lisa Nielsen, a great blogger, speaker and wonderful person has been connected with me for quite a while through our PLN’s. Her Blog is The Innovative Educator, http://theinnovativeeducator.blogspot.com/ . This never would have happened without the Social Media connection. This is an experience that, to some degree, is common to many Twitter-Using Educators as they attend conferences. This more solid the connection with educators, whose ideas we are familiar with, and whose lives have in some part been shared, make for a more meaningful conference experience.

A greater effect that Social Media is having on Professional Organization Conferences is the whole Edcamp movement. More and more Edcamps, or Teachmeets are cropping up all over the country, or more accurately the world. These conferences are free to participants. Teachers step up and volunteer to present a workshop or a discussion in a certain time slot. Any educator interested in attending all or any part of that workshop may do so. These are organized and publicized using Social Media. I call it a movement because of the number and frequency that I am observing as these pop up around the world. In addition, to Edcamps, we are seeing more and more Free Webinars for teachers being presented through Ning and Wiki sites.

All of this exchange of ideas and collaboration prepares educators to know what they need as individuals from these conferences. It also enables them to knowledgeably tweet out comments from workshops and Keynotes to the twitter stream engaging educators who are unable to personally attend. This ”Backchanneling” holds presenters accountable to be prepared and relevant. All of these factors are enabling Social Media to give a face lift to Professional Organization Conferences.

Finally, I love meeting my PLN members at conferences. I have a problem recognizing them in person and I realize that we all have that problem. I have created my Twitter name tag to address this issue. I used my Twitter Profile Pic, and @tomwhitby on a second name tag that I wear to all conferences. The Hawaiian Shirt may also help identify me.

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My PLN Blueprint in 5 parts

Posted in Administrator, Blog, EdChat, Education, Filtering, Leadership, Linkedin, Literacy, Ning, PLN, Pre-Service teachers, Reform, Skills, Social Media, Teacher, Teched, Technology, Thought Provoking on December 21, 2010| 15 Comments »

Shelly Terrell and Ken Royal are two friends who encouraged me to blog. Both are bloggers and saw something in me and my ability to communicate that I didn’t recognize. Through their encouragement, coaxing and hand holding, I did guest blogs for each of them. I was the Reluctant Blogger. This was one of my early posts explaining how I became involved in Social Media and the idea of a Personal Learning Network.It seems to be a topic that needs to be continually explained because of the growing number of educators who continue to enter the world of social media for educators.

Part 1

One of today’s educational buzzwords, or fad terms is the PLN. For my purposes it stands for Personal Learning Network. Others call it a Professional Learning Network or Community or even Environment. That would be PLN, PLN, PLC, or PLE. Many educators today are involved understanding and developing their own PLN’s. Everyone has one, and each is different and as unique as a fingerprint. Some employ technology, and others dwell in faculty rooms across the country and around the world.

The history of my PLN began back in the late 70’s. It was formed not through the technology of the computer, but rather about the technology of a 27 foot sailing vessel. It was merely a sailboat, but in my mind, being my first boat, it was truly a vessel.

I live on Long Island in New York. It is a place where boating thrives for about five to six months a year, beginning in June and ending in October. As I grew up, I always went on others’ boats, but never owned my own. Working in a school district of a community on the shore of an island, I found many of my faculty friends were avid boaters. More specifically they were sail boaters , or more accurately, sailors. It was at this time of my life that I made a big decision to become a boat owner. I purchased a brand new 27 foot O’Day sailboat. There was only one small drawback to this major purchase and commitment, I had no idea how to sail.

I took a Coast Guard Course and read a bunch of books. I ordered several catalogues and every sailing Magazine subscription I could get delivered. As my purchase was being readied for delivery, I determined that my preparation might be lacking. That is when I developed a plan out of desperation. This was to be my first organized development of a Personal Learning Network.

The plan was simple and bordered on genius. It was based on knowing that sailors are a breed of boaters who love to sail at every opportunity. I informed the Yacht dealer that I wanted to take delivery of my vessel in the water and ready to sail in April. This was unheard of, since boating season did not really get going until June. That, however, was the genius part. I had two months before all of the sailors that I knew would have their own boats in the water. I on the other hand had a spanking-new Sailing vessel at their “Beck and call”. They only needed to take the owner along for the sail. I had about ten experienced sailors teaching me all that they knew in my Personal Learning Network. I was golden.

I also recognized that I stumbled upon a real plan for personal learning. I did not want to make any other major purchases to test my assumptions, but I did pay close attention to what I had accomplished and how I did it. I took note of what I needed to know and how I gather those who knew it around me. With the advent of the Internet I have expanded my reach for those who know what I need to know. I have developed a PLN beyond the faculty room and to Educational experts literally around the world.

Part 2

My early entry into the digital Personal Learning Network world came through necessity and dumb luck. This may have started out as a whim, but now it takes up serious time during the day. It is a challenge. This is the history of the development for the first level of my PLN and it provides a depth in discussion and collaboration that is often needed to accomplish success.

I am a retired secondary English teacher. I started working as an Adjunct Education professor at St. Joseph’s College in New York. Going from secondary to higher education was a little intimidating and very different. After 34 years of teaching English, I thought I could walk on in and teach students everything they needed to be successful teachers. In fact I was the one who needed the education.

I have an MS in Educational Technology from 1991 and I did not know what I did not know. I was emailing and Googling and I had mastered PowerPoint. I was even able to get by in Blackboard, but beyond that, I had a million questions as to what to do and how to do it.

Faculty members are usually tech savvy, or tech shy. Since I was new to the staff, I was still learning names with little regard as to who knew what about technology. It was at that time that I was getting involved with Linkedin. Before I knew it, I had a number of Education Connections. Since these people were on a social network, they had at least a modicum of tech savvy, so I began asking questions of them. I had more questions than sources, so I determined that I needed more sources, but I had a limited network.

I thought that if I started a group of technology-using professors, I would have a virtual cornucopia of sources. Not only would I have my own posse, but, if I was selective, they would be really smart sources. My goal was to involve only Higher Ed professors at any level. After all, I was only a lowly adjunct and I did not want to create a group that would exclude me. I was only interested in the opinions of those who are really teaching people. Vendors and consultants serve a different audience, so I limited the membership to educators only. It was totally self-serving, my group, my rules.

The restrictions took up more time than I imagined. Profiles vary so much in job descriptions and institutions that it is sometimes hard to tell what someone does or for whom they work. Another consideration was that Email on Linkedin costs money, so I needed a cheaper way to contact people. Messages from member to member of groups are free. Learning that, I started joining groups. I recruited twenty-five members on my first sweep through the groups. At that time I only belonged to about five groups, so after soliciting membership from those groups twice, I needed to join more groups to hit other people. Any group where one could find professors was a group I targeted. It did not take long to belong to 30 groups.

As people joined I sent them a welcoming message. I had become a “group-joining expert” by this time and determined that most groups sent nothing. Others sent me a do’s and don’ts do list. I wanted to be more welcoming. After all, these people were to be my personal group of technology advisers, my Personal Learning Network. It was easy to develop personal relationships.

As a child, when I sent away for free stuff, I checked for the mailman every day until the stuff arrived. As an adult, I found myself checking my computer constantly for new arrivals to the group. The best part about my group was that the people involved are already intellectually curious and damned smart. Since they are educators, most have a sharing quality built into their personality It always helps to personally thank those members who continually add to thoughtful and provocative discussions.

Taking toll of my Linkedin connections or the Linkedin segment of my PLN I find that I have 230 direct connections. I founded seven groups and one subgroup. I have joined over 60 other groups and I have maintained membership in 46 of them. The Technology-Using Professors Group now numbers over 1,500 members. I have direct messaging capability to thousands of educators.

The discussion within the groups started to be sprinkled with funny looking links which lead to additional sources. My curiosity got the best of me and I began inquiring as to what these were and where they were coming from. TWITTER was the answer. That led me to a digital journey which took me to the second tier of my Personal Learning Network and the subject of my next post.

Part 3

Like many people my entry into Twitter was at the invitation of a friend. Like many people I was connected to a few folks who were recommended upon my registration. Like many people I tweeted out nonsense, got no response, and left the application not to return for several weeks. Unlike many People I returned determined to figure out what Twitter was. I knew from my Linkedin connections that folks were getting funny looking abbreviated links to very helpful blogs, posts, wikis, Videos, audio files, PowerPoint presentations, and websites. Twitter by appearances held a virtual Treasure Trove of educational information and I needed the map to get to it.

I used my Linkedin connections to find out who was Twitter connected. I quickly followed those who I knew and trusted as serious educators. After that source was exhausted the process became simple. I looked at who each of those folks were following and I ripped them off. I followed everyone who even looked like an educator. However, the call of celebrity was a little too much, as I began to follow Regis Philbin. I was sorely disappointed in Regis’s tweets. They were non-existent. Regis does not get computers. With this devastating discovery Regis taught me that someone who has nothing to offer in education was not part of the goal that I had in mind. I refocused on Educators. If there was nothing educational in someone’s Twitter bio I did not follow. Since I needed information provided to me I realized that, who I followed was more important than, who followed me. The people I followed were the information providers. It is not possible to even see what followers tweet. Thanks Reg.

With my focus clear following became second nature. Now I moved on to the next thing. What do I tweet? I learned very quickly that RT meant Retweet. This was a key discovery. All I needed to do was recognize a tweet with value to an educator and I could pass it along to others. This is the neat part. Not only does the original Tweeter get credit, but so did I. I couldn’t believe it. Other very smart people could make me look smart on twitter and I did not have to go back to school to accomplish this. I could be an expert on the backs of others. It was imperative to RT the right stuff if I was to pull this off. I started looking at every tweet with promise before I RTed it (that is Twitter talk). I built a whole reputation as a great educational tweeter based on other’s tweets. This was my kinda media.

Now came the challenge, what do I do if someone asks a question? This is considered an original tweet. As I looked at my followers list I discover that I had over 500 followers. I could not believe it. I put a few thoughts together and carefully worded them heeding the 140 character limit. It is very much like writing fortunes for cookies or facts for Snapple caps.

I sent out a few things about technology in education and much to my surprise, I received many tweets of agreement with my opinions. My educational philosophy was being taken seriously by other educators. After 34 years of teaching and saying this stuff, I now find people who agree. This was fun. What I came to realize over time was that I developed this PLN and many of its members are forward thinking educators who are all seeking the same sources that I am seeking. That fact makes them different from many educators in the system today. It is like preaching to the choir. That doesn’t mean that what I had to say was not accurate and noteworthy, but it is important to keep a perspective. The same arguments would be lost on educators who do not even understand the discussion.

Now I have all of this information flowing. I have educators listening to me and even hanging on my words. Questions are coming over the Twitter Timeline for me to answer every day. I have 1,500 followers. In addition I have my Linkedin connections discussing and collaborating. It is time to develop a plan to use and coordinate all that is the digital social network for my Personal Learning Network. The plan begins its formation in PLN Blueprint PT 3.

Part 4

One thing that I never considered in all of this was the personal relationships that are developed along the way. One very cool thing occurred as I attended an Educational Technology Conference, something I had done for so many years previous. This time, however, it was different. I was different. At the conclusion of a panel discussion containing some educational luminaries, I approached the stage and, as I mentioned my name to one member, my name and I were instantly recognized by other panel members. I was talking and joking with the President ofISTE on a first name basis. I felt great and, much to my surprise; the panelists felt great for meeting me. After being together virtually on the PLN, we were now all connected in the real world. One needs to experience this to understand it.

The personal connections come from all directions and take many forms: questions, answers, requests for advice, or requests for help. Collaboration starts with inquiries and progresses to full discussions using Linkedin, Skype, or a dozen other methods of connection. With each connection there is a new lesson learned. It is the need to collaborate and communicate that prompts the learning. I had no idea what most of this stuff was when I started out on this journey.

I am an educator and definitely not a Techie. My guiding question was where does this fit in the classroom? My dilemma was that I could no longer live with my definition of classroom. Most of my learning through this entire process was done when my school was on summer break. My classroom was the couch in the den. It was just me, my laptop, and my dog, who always wanted to play. He is not a techie either. If an old guy like me can get as much as I have gotten on my own, what could brighter, younger students with proper guidance accomplish?

The constraints of time and space that once defined our process were no longer relevant. In an ideal world, a classroom might one day become a place for guidance, reflection, and redirection from the teacher. Learning could be going on elsewhere at a more individualized rate and time-shifted for convenience. That is Flash Gordon stuff for some, Star Trek stuff for others, a real stretch of reality. It is technologically possible but the mindset for support is far from even being close. Many need to hold on to that sense of history for comfort. I digress and must refocus.

The Power of what I had created in my Personal Learning Network came upon me in the form of a tweet that I sent out. There had been a buzz on the timeline (twitter talk). Many people tweeting about the lack of educational technology support from administrators. Much of this was prompted and spurred on from discussions that I started. Feeling a responsibility for starting this little brush fire, I proposed a simple solution, a gift idea.

I knew how long it took to develop a working PLN. I also knew its value and its ability to support advancement of technology in education. I also have a firsthand knowledge of how many education administrators are so time-pressed with administrative duties that they could not have time to develop a proper PLN. My tweet was a gift idea for Administrators. Give an administrator a twitter account with an established PLN on it and show them how to use it. The value would be soon recognized by forward-thinking administrators.

The next day the internet was atwitter with RT’s and reactions. Everyone had something to say. It was mentioned in a dozen educational blogs. I was interviewed by a national magazine. I wrote guest Blogs. I arrived as a member of the group that is looked up to for educational reform. I was a player. I was silently laughing to myself as my family looked on and questioned why anyone would listen to me. I had the same concerns as my family. A retired teacher who is now an adjunct professor of Education being listened to by thousands of educators. How do I keep my feet on the ground with my head in the clouds? It was at this point that I was reminded of a cartoon of two dogs at a computer. The one dog at the keyboard turned to the other dog and said, “They don’t know you are a dog on the internet”.

This called for serious reflection. What the heck could I be saying that all these people find of value. I began to go over much of what I had tweeted. I looked over the blogs. I gathered as much of what I had put out as possible. I examined my digital footprint. I realized that my thoughts did have value. They did not come from any one thing that I had read. Much of what I talk about is using technology for learning. I also talk about sharing and collaboration in the form of a Personal Learning Network. On those topics I am an authority of sorts. I have been pitching the same arguments for Technology in education and also collegial collaboration since 1971. It is funny how the same discussions continue today. Reform is not that new a concept in the world of education.

With the advent of the internet and the melding with social media the PLN is powerful. People will connect and ideas will be exchanged. Learning will go beyond the limitations of a single teacher. Learning will be an ongoing collaboration. My thoughts on how to organize all of this in the next Part.

Part 5

My final reflection for the purpose of this series takes stock in what I have learned from the Personal Learning Network and what should I do with it as an educator. Through the use of social media and several internet tools, I was transformed from an educational technology advocate, to an educational technology power user. Educators who use their age as an excuse not to use technology should take note that my involvement at this level came four years after my retirement from a 34-year career. I am an old dog learning new tricks. That would be a very old dog and very new tricks.

I am not holding myself up as the model educator by which all should rule and guide their lives. Most of my former colleagues would have a great laugh if that were the case. I am, however an educator who sees the value of technology and has a vision for its use as an educational tool. This belief or a similar one should be something that all educators have.

The relevancy of all education lies in the education system’s ability to stay relevant. To exclude access to information in an educational environment goes a long way in insuring irrelevancy. Our efforts should be focusing on the proper way to access real information and passing it on to other learners. We need not fan the fires of fear with phrases like “safety from the internet” as an excuse for banning and filtering not only student learners, but also their adult educators. This is a practice that occurs in too many districts around the country. We cannot expect innovation to help our society dig its way out of economic disaster if we block our best hope for that innovation from that which has already been innovated. We cannot expect learning to grow with our youth if we practice blocking and filtering the best tool to promote that learning.

The power of the PLN needs to be supported by educators. If students were encouraged by educators to develop their own PLN’s many educators would have to do the same to keep up with the learning. This is a double-edged sword. It is a challenge to some and a threat to others. Those who would be threatened need to be gently brought into the fold. Students should not be bound by their teachers’ limitations.

I recognize a trait in my personality that forces me to immerse myself in projects that I am drawn to. I realize that everyone is not like this and that I cannot expect everyone to jump onboard my train. I do however have a belief that when people are presented with a strategy that will improve their ability to accomplish their goals, they will support it. Of course I also recognize that educators being who they are will find a need to pick apart and analyze every aspect of this simple proposal before anyone but me will support it. Is the Personal Learning Network using social media and other internet tools a worthwhile endeavor for educators. This is a discussion that educators need to have. Let the debate begin.

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To Be Better Teachers, We Need To Be Better Learners.

Posted in Administrator, Blog, conference, EdChat, Education, ISTE, Leadership, Literacy, Mentoring, Ning, PLN, Reform, Skills, Social Media, Teacher, Teched, Technology, Thought Provoking, Truth, Twitter, unconference on December 7, 2010| 22 Comments »

This past weekend I attended an unconference in New York City called EdcampNYC. For those unfamiliar with the term, an unconference is a very informal conference of volunteer speakers talking in small groups about areas in which that they may have some expertise. It enables the classroom teacher to be exposed to other educators who may be doing things differently or employing different tools to help kids learn. These unconferences are beginning to spring up all over the country. Participants in each group have the ability to leave any session at any time and join another. The speakers are volunteers and the conference is Free.

I attended this unconference to volunteer what I have learned about developing and maintaining a Personal Learning Network, a PLN. I was a bit hesitant at first thinking to myself that this is a subject which has been beaten to death on Twitter and in Blogs, so why would anyone have an interest. I have come to realize however, that it is my very involvement in Twitter, Linkedin, Delicious, Diigo, Ning, Skype, Webinars, and all of the other components of my PLN that set me apart from a majority of educators, who are not involved with learning through technology. My connection with like-minded educators has insulated me from the fact that most educators are not so involved. I think it is safe to say that when it comes to 21^st century skills, many educators don’t know what they don’t know. If technology skills for media literacy require more than just awareness, many of our educators would probably be considered illiterate.

Education, as an institution, seems, to me, to be quite conservative and not quickly accepting of change. The problem with that is that change today is profoundly affected by technology. Whereas, the institution of education limits change, technology turns it loose or even speeds it up exponentially. As a result, technology is creating tools for Information gathering, communication, collaboration, and creation at a much faster rate than the educators can absorb. The very skills educators strive to teach are not being utilized in ways that they were originally intended. Publishing is no longer a process of trying for acceptance from a publisher; it is instantaneous. Access to information is instantaneous and always at hand. Because of this fast paced media-frenzied society, we now have a greater need for reflection and critical thinking.

In this technologically based, information-driven society, how do educators keep pace with what they need to know? How do educators remain relevant? Do they even understand the need to do so? Is the professional development offered in schools meeting the need? Is it acceptable to teach using 19^th Century methods with 20^th Century tools to prepare kids for their 21^st Century even after we have gobbled up that Century’s first decade?

I earned a Master’s degree in Educational Technology back in the late 80’s. Back then, I was a state-of-the-art educator. I did not however, work in a state-of-the-art-School. I did not have access to state-of-the-art tools. I did not have state-of-the-art colleagues. I did however have a belief in the concept of teaching with technology, and I searched for ways to do it. Back then it was all a matter of money and training, both difficult to come by. Today WEB2.0 tools are readily available and most are free or inexpensive. Training now comes in the form of free tutorials, webinars, or conferences delivered to a computer in an environment of choice. Usually, I choose my Den.

In a society that now goes to the internet to search for products, restaurants, celebrity news, weather, news, companionship, or any of the other hundreds of things we use it for; why not use it for information about our profession? What is holding Educators back? It is not a generational thing. Many educators that I connect with every day are in their 60’s as am I. It is not an intellectual thing many people, as clueless as I, have learned from technology. It is not an access thing. Libraries offer tech access to anyone. It’s not a device thing. More and more smart phones, Ipods or Ipads are available each day. They are connected computers. As a matter of fact mobile devices are the primary source for accessing the internet, surpassing desktop computers.

Educators need to get over their fears and give up on this resistance to technology. We need to support more unconferences and the movement that drives them. We need to teach Educators how to know what they don’t know, and learn it. We need them to buy into the concepts and adapt to the tools, for the tools will continually change and develop. We need to connect teachers through their own Personal Learning Networks using social media for professional Development. Collaboration outside of our classrooms will take us beyond our personal limitations and allow us to learn continually and globally. As an added advantage, we will also be able to take our students with us.

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Who needs Relevance and Literacy?

Posted in Administrator, Blog, conference, EdChat, Education, ISTE, Literacy, Ning, PLN, Reform, Skills, Social Media, Teacher, Teched, Technology, Thought Provoking, Twitter on November 11, 2010| 8 Comments »

Relevance enables professionals to rise above mediocrity. When I go to a professional for advice or service I have certain expectations. If I go to a Doctor I expect that person would be up to date on the latest procedures in their specific area of medicine. If I go to a lawyer, I expect that person is up to date on all of the recent laws that will affect my issue. If I go to an architect, I expect that person is up to date on all of the building codes, new materials and latest methods of construction. If I go to an accountant I expect that person to be up to date on the latest tax implications that will affect my investments.

There are several ways that professionals can keep up with the details of their professions. They may read journals; they may attend workshops; they may network at conferences; they may join and network in professional groups; they may attend lectures; they may give lectures; they may write articles, and some may even choose to write blogs. All of these efforts are taken and are continued long after a degree is earned and a license is secured for that professional’s position. Any profession that relies on ever-changing information must keep up with those changes in order to be effective. I think of this as professional relevance. However, not all professionals employ these methods to maintain relevance. Some professionals see the degree and the license as the means to secure a position and that becomes the final goal. All of the learning and work involved by some professionals was for the sole purpose of attaining that position, and now, with that position secured, the learning and work can ease-up. Taking the easy and comfortable path of non-involvement leads to being mediocre and irrelevant in competitive professions. Of course this is a generality, and there are exceptions.

Literacy has come to mean more than just the ability to read and write. Living on an island I often go to the ocean for metaphors. Watching the ocean every day, one learns how to read it. In order to engage the ocean in some way, one needs to read the conditions to determine how to participate. Body surfing is always a first option, but beyond that choice, there is boogey boarding, skim boarding, surf-boarding, kayaking, or just swimming. Each choice requires different conditions and success depends on the ability to correctly interpret that information. I guess this might be considered ocean literacy. Information about ocean conditions changes on a minute-to-minute basis, so an ocean-literate person must assess and reassess the conditions continually in order to maximize the experience, as well as avoid dangers.

Since Gutenberg evolved information from the scrolls and manuscripts of the dark ages to the media of mass-produced, printed text, the introduction of the digital age has taken us further in information delivery. Accessing, analyzing, understanding, creating and communicating information using the tools of our digital age has become the 21^st century literacy. A major drawback to this new literacy is that the tools, or apps (applications) that deliver the information keep evolving, or changing altogether. This requires that in order to stay literate people need to stay relevant.

Now, you may ask, when is he going to mention teachers or education? That takes me to a tweet that I sent out this week. During a recent #Edchat discussion on Twitter, we discussed if class blogs, student blogs, or even teacher blogs have a place in our education system. For those of you who are unaware, #Edchat is a weekly discussion on Twitter which spotlights different topics concerning education, or educators. The discussion was quite informative as many offered their opinions based on personal experiences with blogging in education. I tweeted out something to the effect that it was unfortunate that we could not share this discussion with more educators. When I consider the thousands of educators that I am in direct contact with through social media, I understand that it is only a tiny fractional percentage of all of the educators in the world today. Why are not more educators involved?

I am not saying that all educators need to involve themselves with #Edchat. It is not for everyone, and as all social media tools, its time will pass as it is replaced by some other digital delivery system. That is the nature of using technology. The bigger picture however, is educators’ involvement with any social media as a means to be relevant using the tools of 21^st Century, literacy tools.

More important than teaching content is the task of using content to teach learning. The content of those scrolls and manuscripts may still be relevant today, but we do not get that content by unrolling the fragile scrolls and allowing students to approach one at a time to read them. For year’s we counted on the Gutenberg method, using printed text in textbooks. Today and tomorrow however, the new literacy will depend on additional tools. Tools of a digital world will be used more and more to deliver content. Take note of all of the businesses and media programming tagging their ads with Social media icons of Facebook, google and Twitter to contact for added information. Take note of all of the print media icons that have gone away, Newsweek, U.S. News and World Report. Blogs are replacing printed media.

As professional educators we do not heal illnesses, advise on the laws, provide blueprints, or arrange investments. We teach others how to learn the very skills needed to accomplish those things in their chosen professions. Professional educators model and teach lifelong learning. How do we as educators stay relevant and literate? Are we reading Blogs, engaging in collaboration with other educators through Social Media,and teaching with tools that our students will need to use in order to be relevant in their world? Or,are we as educators saying to Gutenberg, I like the feel and smell of scrolls and manuscripts, it gives me comfort, so I will stick with them.

This Link from the Educator’s PLN provides a Prezi presentation by Joshua Coupal connecting Bloom’s Taxonomy in Digital terms to combine Relevance and media Literacy in Education: http://edupln.com/video/blooms-digital-taxonomy-prezi

Your comments are welcome.

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Year-Round School

Posted in Administrator, Blog, Education, Leadership, Reform, Skills, Teacher, Thought Provoking on October 17, 2010| 5 Comments »

One suggestion for education reform has been to extend the school year. This sounds like a simple plan. If kids spend more time in school, they will receive more education. Well, I find myself somewhat in agreement with this idea, but there are a few considerations that might add a few layers of complication to this simple plan.

It has always been my belief that in the history of American public Education, our school calendar was adopted to accommodate the needs of farmers, so that they could have their children and children of others to work in fields right through harvest time. After the kids helped with the harvest, they could return to the rigors of the classroom. I was always appreciative of the sacrifice those farm kids made for me every summer. I was not a farmer’s kid, so I could hang out at the beach in the summer while they worked the fields an awaited the harvest.

The academic year that I am familiar with is one of four quarters, each being approximately ten weeks in length. That leaves about ten weeks of vacation, or farm work. This summertime has become a good, fun part of our culture. People plan family vacations around that time. Some kids use the time to earn money. The best festivals and fairs are planned in this time period. This is usually the time of year that families experiment with always popular family driving vacation. All of this would be sacrificed with a year round academic schedule.

The second drawback in extending the schedule would be in the area of monetary compensation. It is not reasonable to assume that we can increase anyone’s work schedule by twenty percent and not expect to increase their compensation. That does not only affect teachers and administrators, but also additional secretaries, aides, cafeteria folks, janitors, bus drivers, grounds people and various other support personnel.

To me however, there is a more obvious objection to extending the academic calendar by ten weeks. If we are being, at best, questionably successful with our students, how would spending more time of doing the same thing improve learning? That age-old question: Why would you expect different results if you continue to do the same thing over and over?

Even with all of these considerations, there are schools providing successful learning experiences over the summer weeks. For a few decades now my school district has had a summer program of enrichment for kids. It offered teachers the ability to develop courses to engage kids for learning and not grades. Innovation is promoted and supported for teachers and students. It focuses on the elementary level. Teachers develop the courses that they plan to teach. Students and their parents select courses based on interest. There are also courses of remediation, but that is not the focus. The schedule is based on three periods a day. This allows kids to explore more than one interest.

Compensation is less of an issue since it is a voluntary program with an agreed upon hourly rate for those who choose to join the program. Attendance is not mandatory, so kids can be removed for family vacations. Grades are removed to promote the learning in a stress-free environment. Teachers can innovate and teach to their strengths. Kids can be grouped according to interests with little regard to age grouping. At the halfway point in the program Parents are brought into the class to share in the projects.

If programs like this were enacted on a large-scale across our country, we would be able to engage kids year round and promote learning. It would also allow teachers to innovate with lessons that may be incorporated in their other academic endeavors. It allows kids to explore subjects in a way that the rigors of other academic programs do not allow. Promotion and support of more elementary programs like this might reduce the remediation classes required for the secondary level kids during the same time in the summer. The only issue left would be: How do we involve all of those kids in the fields?

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A Modest Blog Proposal

Posted in Administrator, Blog, conference, EdChat, Education, Leadership, Reform, Social Media, Teacher, Thought Provoking, Truth, Twitter, unconference on September 22, 2010| 53 Comments »

I have really grown tired of the teacher-bashing that is currently being carried out by politicians and media outlets. Teachers are not the cause for educational reform. They are however, the means we need to enact the reform. Teachers often offer positive education reform suggestions with less of an audience than popular media. Since education is their profession, one would think that these suggestions come from experience and training. Those are two elements that are often not evident in many of today’s Education Reform contributors.

I read great suggestions for reform from educational Bloggers on a daily basis. I would like to focus that voice. My suggestion is to have as many educational bloggers who wish to participate, do a Post for positive educational reform on one day. Individual contributions could be a single idea or a range of ideas in an overall plan. There are no limitations on the ideas.

My plan is to have all of these Blog posts come out on the same day. I would have the links to the Blog sites posted on a Wallwisher page with the Post title and the link. We could drive people to the Wallwisher site for a large group link recommendation, as well as the usual twitter link recommendations for individual links.

I have chosen Sunday October 17^th as the day for this effort. It is a Sunday, so the week should be filled with great suggestions being bounced around schools for the entire week. It will give us time to develop ideas and promote the Day. Any individual, who wants to participate, but doesn’t have a blog, may place their post on the Educator’s PLN Blog Page. We could call it Reforms from Educational Bloggers Links of Educational Suggestions, REBELS Day

That is my Plan and I have yet to etch it into the granite slab now on my desk. It would be a great time for your suggestions or refinements.

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PLN Envy!

Posted in Administrator, Blog, Education, Leadership, Ning, PLN, Pre-Service teachers, Reform, Social Media, Teacher, Teched, Technology, Thought Provoking, Twitter on August 9, 2010| 12 Comments »

There seems to be a whole crop of Building a PLN “how to’s” popping up all over. This will be another to add to the collection. Since I have developed my Personal Learning Network over years however, I hope to provide some insights that newbies or analyzers of PLN’s might not have a clue about.

Before tech was ever involved I developed a PLN based on face to face contact. This was limited to the people who I worked with within my school building or district. I was able to expand the contacts from my local network when I attended Education conferences locally, regionally or occasionally nationally. I was fortunate to get to go to certain Education conferences, an experience not always afforded classroom teachers. I would always share my findings with others when I returned from conferences. Since I saw tech in education as a way to move education along, I was thought of as a “tech guy”. I was not. I was a teacher using tech as a tool to teach. I learned what I needed to know to accomplish that. I was always an English teacher first. Keeping up with tech was easier back in the day. Stuff actually lasted more than a year. There was time to experience and adjust to a tech tool before the next tool came out. Every new tool had to be researched before being accepted after long periods of consideration. The internet did not change that process, but it did offer us a chance to explore other websites put up by teachers and vendors. It informed us of things available for a price.

With the advent of Social Media the development of The Personal Learning Network really started to change in the look and feel of professional development. Web 2.0 tools also enabled a more rapid development. The only educators who noticed however, were those involved with Social Media, and that was not a large percentage of educators. It is a challenge to get educators to use technology, now the challenge is not only to use it, but additionally, to convince them of an educational purpose for Social Media.

I used email and list-serves early on for connecting with educators or topics to help me learn as a teacher. My first foray into Social Media was joining Linkedin. I found many EDU groups, but after joining and engaging people in these groups, I found that they did not completely meet my needs. I created my own groups to do that. I formed Linkedin groups for educators only. I kept out vendors, consultants, and curiosity seekers. I defined the discussions to be academically oriented. It worked. I have five educational Groups on Linkedin. The largest is over 1,700 members.

Linkedin was the first component of my technology-assisted PLN. It was not fast enough for me. The discussions were in depth and very helpful, but they took weeks to develop. Linkedin members visit their accounts less frequently than other venues. It was through Linkedin that I discovered Twitter. At first, I did not get it. I was following ten people and they were not always on the twitter stream, and they were socializing and not putting out educational links. I used my Linkedin connections to gather educators who used Twitter and this increased my people to follow. I concentrated on recruiting educators who engaged on Linkedin. I began expanding from there, concentrating on following educators who offered information. This accounted for the second component of my growing PLN. My Twitter component proved to be the best and fastest methods of gathering and sharing information.Adding to my 400 Linkedin connections Twitter now has 6,000 people following me.

There was now a stream of information coming to me on a daily basis from Linkedin and Twitter. The need to store and categorize all of this for future reference was now the primary goal. Two applications were suggested by my PLN, Delicious and Diigo. They offered many of the same bells and whistles, but I caught a conference where they did a workshop on Delicious, so my choice was made. I began bookmarking every website, video, application, podcast, webinar and article that came my way. I also began a network of people on my Delicious site since it too is a SM application. I accumulated over 400 sites on my own. My big “get” however is that I connected with 91 other educators giving me access to their bookmarks as well. Since we are all educators considering and saving good educational material, I now have access to 121,000 educational sites. This is now another component of my PLN. A search of a topic on Google may offer 5,000 websites on a subject. The same search on Delicious may yield 5 sites vetted and used by teachers. Saving time and gaining proven sites are two reasons to do delicious over Google.

As an educational professor I was able to provide all of this information to my students for their future use as teachers. My problem was that they were not ready for all of this at once. I needed to create a place to hold this stuff until they were ready to accept it. Beyond my current class, I also wanted my future students, of classes yet to be, to be able to access the same information. I investigated the world of Ning. It was not a mystical Asian fantasy world, but a collaborative community. I could store all of my Links and invite all of my students to join me in one location. It was a private site where we could collaborate in real-time as well as time shift. All the information that I was able to store, could be shared. This became another component of my PLN.

It was soon apparent that I needed to also create a site for all of the followers that I accumulated on my Twitter account as well as the connections from my Linkedin Account. I had a very strong feeling about sharing with the people who share with me. The idea of a PLN is a collegial relationship. It also underscores the fact that a PLN is not a passive endeavor,but one that must be actively pursued and maintained. One must work it to get value from it. All of this led to the development of another Ning, The Educator’s PLN. http://edupln.ning.com/ “The Educator’s PLN” is a source site for educators to access many sources, as well as new people, for their PLN”s. It is loaded with links, tutorials and videos, groups and blog posts dealing with education. In addition to the members to follow there are lists of educators to follow on twitter. These lists are fairly new and with one click, one can follow hundreds of valuable user-educators. This saves months of time compared to the old method of one person to follow at a time.This Ning site now has 5,000 collaborating educator-members.

Since many of the links people put out involve Blog posts it is easy to understand how many useful posts are repeated if they are deemed valuable. Educational Bloggers are quickly singled out and considered valuable sources. To get access to these Bloggers directly, I subscribed to their blog posts with Google reader. It delivers the latest posts directly to me. Another component of my PLN. By the way feel free to add my Blog to your Google reader.

This was the story of the development of my Personal Learning Network. It works for me. I developed it with tools I discovered and was comfortable with. It was on an as needed basis. There is no one place to go for a PLN. There is no Twitter PLN. There is no Linkedin PLN. There is no Ning PLN. Your PLN is built and developed and improved with various tech tools to extend your reach beyond the walls of your building.It is not about who has the biggest PLN. It comes with a price. People need to give information in order to get information from others. One can “Lurk and Learn” on the PLN until a comfort level is attained. The learning however, is deeper and quicker when one engages others in sharing and collaborating.

On a PLN people are accepted for their ideas and not their titles. One will often be asked to give an opinion. There are pitfalls. Some believe that they must always offer opinions, even if they don’t know enough about the subject to responsibly offer an opinion. Sometimes the answer must be, “I don’t know”. The other pitfall is to speak in 140 characters all of the time. The 140 limit forces one to be concise and to the point. The dark side is that some people begin to sound like a cross between a fortune cookie and Forrest Gump’s Mama.

Develop your PLN at your pace with whatever Tech you are comfortable with. Start with a social media tool to acquire information. Add a tool to save the information. Balance your time. At first the tendency is to spend a great deal of time. That pays off getting people to see you and recognize you. After things begin to happen, you will adjust the time on your PLN as needed. It is your PLN and your rules. You may add or drop people as you go. Strive to maintain those who offer quality information. Discard those who detract or distract from your goal of sharing and collaborating.