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When asked to define what Pornography in the public domain was, United States Supreme Court Justice Potter Stewart said: “I shall not today attempt further to define the kinds of material I understand to be embraced within that shorthand description [“hard-core pornography”], and perhaps I could never succeed in intelligibly doing so. But I know it when I see it, and the motion picture involved in this case is not that”.

The point was that the term was too subjective with too many variables to specifically define it, but its existence should be obvious to the average thinking person. Of course there will always be those whose views are more conservative or more liberal on any interpretation, but the general consensus usually prevails.

I have written as many authors and bloggers have about what is relevant in education, yet the term “relevance” is too subjective with too many variables to specifically define it, but its existence should be obvious to the average thinking person. Of course there will always be those whose views are more conservative or more liberal on any interpretation, but the general consensus usually prevails. I know it when I see it.

As things change the relevant person keeps up with that change as it affects the world in which we all live. At one time change was slow so relevance was easy. Slow change allowed slow acceptance. Change requires people to stop believing in what was a truth and accept something else in face of change. That is not easy, but given time, people eventually come around to accepting change and being relevant, at least until the next big change comes along. With each big change the process repeats. Relevance is not a passive exercise. It requires steps and commitments for it to happen.

The 19th Century in education was fairly consistent because change was slow in happening. Textbooks could be used for years with little change in content. Education controlled the information used to educate people, so everyone followed the system’s rules to gain access to an education. Relevance was not an issue since the system itself could determine what was relevant.

The 20th Century started the same way, but about halfway through it more advanced technologies began to affect the rate at which change happened. Relevance began to outpace the system. The space race blew up the pace of change. People needed to keep up with the changes in information and content in order to remain relevant. Education needed to make more and more adjustments to keep up with this rapid pace of change. Television, videotape, audio recording, offset printing all began to influence changes. Personal computers and the establishment of the Internet came in the latter half of the century spurring on faster-paced change that was to never slow down. The institutions of learning no longer controlled access to information, and that alone began to question the relevance of these institutions, as well as the teachers within the system.

After we survived Y2K information became more and more digital. Industries that could not maintain relevance disappeared. The world became digital with almost unlimited access to information and content. People no longer needed permission to publish content. Curation and creation of content is different from the 20th Century. Access to information, which is content, is the staple for learning and it can now be done without permission from learning institutions.

Educators need to realize that these changes have taken place in many cases in spite of them and their efforts. There will be no slowing down for people to catch up. In a world that is so affected by technological change educators need to be digitally literate in order to maintain relevance in this world. Flexibility and adaptability become important skills for the modern teacher. This is the world that kids are growing up in. Change is inevitable and the teacher is no longer the sole keeper of information. Kids can access information at any time and anywhere. Permission to do so is a personal password away. As educators, what and how we learned may not be what and how we should teach.

In order to maintain relevance, one needs to be aware of what is going on in the world around him or her. Collaboration with other educators can be a key component to succeeding at maintaining relevance. Joining collaborative education communities can inform and support any educator willing to share openly with others. These connected colleagues can lead and participate in education discussions that will never take place in staff rooms, or department or faculty meetings.

Pedagogy and methodology to meet 21st Century needs are regularly discussed. Ideas are proposed, discussed, vetted, modified and improved through many of these connections. Blog posts have all but replaced the journals and newsletters of the 20th Century. Teachers may personally and directly discuss, and collaborate with the thought leaders, authors and policy-makers in education to affect change.

We have come a long way from the 1800’s and looking back we can see the flaws in the teaching methodology of that time. We can also agree on how that would not be relevant for today’s learner. We would also agree that the same would hold true for the first have of the 20th Century. Where people start getting off the train is when we hit the latter half of the 20th Century. We are all products of that latter 20th Century mindset. If we are not careful, our students and we will be victims of that mindset, because it is no longer relevant for our learners. We need to make those uncomfortable steps forward, so we will not be left behind. In this fast-paced-rate-of-change era in which we live, even those who are just standing still are ultimately falling behind. An irrelevant educator may not be obvious to everyone, but he or she only needs to be obvious to his or her students to be ineffective. If we are to better educate our kids, we must first better educate their educators.

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I have always been a big picture kind of learner. If I had a picture of where I was supposed to go, I had a reason to learn the various parts I needed to know in order to get there. Once I got there, I would try to figure out if that was the place I wanted to be, or if I could make it a better place. Once I understood what I needed to do as an educator, I worked to put all of the components in place. When I finally got there, it was not all I believed that I was promised, so I worked to make it better.

My education career started in the early 70”s, so the sources I had to work with back then were limited. My collegial support group was about eleven other English teachers. Stretching my teaching experience was limited to what I was allowed to do within the building, in which I taught. I later found that those limitations varied from building to building depending on the leadership and culture of each school. My development as a teacher was limited to the small amount of professional development offered by the district, and whatever courses I could afford to pay for on my own. I discovered, totally by chance, the power of education conferences. My department was told to send one teacher to a statewide reading conference. No one wanted to go and I was the most junior teacher in the department. The choice was simple.

The conference was not unlike conferences today, minus the tech stuff. The overhead projector was the primary presentation tool. What grabbed me the most was the exchange of ideas among the participants, as the presenters led them through sessions. It was mostly “sit and get”, but there were spontaneous gatherings in hallways and dining tables. I was being exposed to ideas not discussed in our department meetings, because our department’s isolation from these ideas prevented us from their consideration. Of course the intent in sending me to the conference was to use me as an emissary to connect my colleagues to the ideas presented at the conference. Of course I was quite able to convey the words, but not the experience.

A key factor in changing what we do is the ability to reflect on what it is that we are doing. To improve that reflection, it is most helpful to know about alternate considerations. What are some choices? What perspective do others have on the same subject? What has worked and what has failed? Are there totally new ideas or methodologies that are being used in education that can replace the old ones? All of these questions come to mind if one has a mindset for continuously learning and improving within the profession. The 70’s were not kind to people of that mindset because the answers to too many of these questions were too hard to find. Collaboration was limited, difficult, time-consuming, and expensive.

Forty plus years later the world looks very different. Technology, which has always been a driving force in America, has advanced to a point where collaboration is easy, affordable, global, and almost ubiquitous in our culture. The very things that slowed change in the 70’s have been eliminated. Collaboration, always a great source of learning has moved up the ladder of learning to get beyond the limitations of just face-to-face experience.

In a recent Twitter exchange with two educators I greatly respect, Dean Shareski, @Shareski, and Bud Hunt, @Budtheteacher they expressed a concern that it would be better to teach students reflection than it would be to promote connectedness. I think when it comes to students I would agree. When it comes to adult learners however, I think that exposure to other ideas through collaboration stimulates reflection. I consider that a key element to this whole connected educator mindset we talk so much about.

After my own reflection on the subject, I see connectedness for educators as an accelerant for reflection. It promotes self-reflection, as well as reflection on education as a system for learning. It also stimulates reflection on the pedagogy and methodology within that education system. The whole idea of connectedness relies on the hope that educators are reflective. If they are not reflective, or lack the vision of the big picture of being connected, then we could have Connected Educator Month, every month for the next twenty years and never affect any change in the system.

Reflection is key to a collaborative mindset. The more we discuss this with our unconnected colleagues the faster we can connect more educators. If we reflected on our need for change and felt that change was not needed in what we do as educators, there would be no need to collaborate and we would continue with the status quo. Although there might be a few educators thinking along those lines, I believe most see a need for, at the very least, some change in what we do and how we do it. The more reflective we are about this, the more we will seek to expand that reflection with guidance, experience, support, validation, sources, and colleagues through the collaboration provided by our connectedness. I see them as separate entities that support each other. The more we collaborate, the more we reflect. The more we reflect, the more we need to collaborate. Being connected, for me, has expanded both my collaboration and my reflection. My goal is to get others to do that as well. Using technology to connect more educators with a reflective and collaborative mindset is the best hope for an education system in need of change.

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Being connected is not just limited to educators as a method of directing an educator’s professional development, but rather it is a shift in culture in the way all people may collaborate and learn. Educators have seized the initiative claiming it to provide collegial collaboration, transparency in schools, as well as its ability to personalize a path to professional development. However, it is a shift that is taking place globally, and the educators’ use is the tip of the iceberg. That is the glaring fact that underscores the need for all educators to be connected and digitally literate. It is not to keep up with colleagues, or achieve social media notoriety, but rather to keep up with the shift in the way all people will approach learning as the digital divide begins to close at an ever-increasing rate.

The only thing that surpasses technology’s ability to simplify our lives is technology’s ability to complicate our lives even more. If change in our world occurred as slowly as it did in previous centuries, it would take far less work to stay relevant. Our culture however has become technology-driven, which promotes change at a pace never before experienced in history. This is not a condition that will slow down. If anything, the evolution of technology will produce much more stuff at even faster rates of speed. That is the world that we are all moving to. That is the world that we are preparing our students to hopefully strive and thrive. As much as the use of technology for learning in a classroom is far less a choice for educators, a connected mindset for an educator or learner is even less a choice.

When it comes to education, the ways of past centuries in terms of methodology and pedagogy no longer serve our needs. We can all be nostalgic about the “good ole days” when content was king and the teacher was the unquestioned expert of all things. That may be a place that existed in the past, but it has no place in education today. The Internet contains more information than any educator could possibly know. With the rapid changes taking place everywhere in our society, we can no longer predict the specific needs for students to live in the world in which they will live. Many jobs today were not in existence when the people now doing them were in school. All of this leads us to realize that teaching kids what to learn is not as important as teaching kids how to learn and how to continue to do so. Life long learning is no longer a lofty sentiment, but a cultural necessity for surviving in an ever-changing world.

This connected mindset comes at a price for educators. It requires more time to collaborate with others. It requires a practice of reflection, which is often talked about, but less often practiced. It requires at a minimum a digital literacy to competently use technology where appropriate for teaching. It requires a change in the concept of a teacher from that of a content expert to that of a lead learner and mentor. Change is never easy or comfortable. It requires learning ways to do things differently. People do not usually volunteer to give up what they are comfortably doing in order to do something that requires more work, time, and other inconveniences. It is that fact that leads me to question how long this connected-community-of-educators idea will take to catch on. More importantly, when can we expect connectedness to be ubiquitous as a mindset for all educators, for that is where we truly must be?

This shift in education will take place. It is a question of how long will it take us to get there? As a conservative institution, education has often been behind the curve when it comes to change. That is one of the reasons a call for innovation has come so loudly from so many voices. We have a rare opportunity to get ahead of the curve, if we recognize collaboration and connectedness through technology not only as the needed change for educators, but an accepted form for learning for everyone. Digital literacy will become as important in this century as reading or writing were in the earlier centuries.

I am growing weary with the rate of time it is taking for this change to take place. I believe that we must be the patient in getting all educators on board, but we must keep moving toward that goal. Patience for the Unconnected was a post I wrote for last year’s Connected Educators Month. My position on connected education was much more tolerant in the first year of Connected Educator Month when I posted: The Connected Conundrum for Education.

What prompted me to revisit this again with a stronger belief for this needed change came from three connected colleagues. People whose opinions I hold in high esteem. Pernille Ripp @pernilleripp who wrote about the drawbacks to being connected in this post: The Downside to Being a Connected Educator. George Couros’s @gcouros comment in my last post also caused me to rethink a little: Whom do we need to educate? The post that had the greatest effect on me was from a prolific blogger and friend Mike Fisher @fisher1000 Connected Professional Development Is Now An Imperative 

If there is a better way to learn and teach than we are now employing than we need to support it. If the ways of the last two centuries were working well, we would not be having so many discussions of reform in education. The technology is not going away, so why shouldn’t we use it to our advantage? We need to hasten the change to better meet the needs of our kids, not just for their needs today, but what they will need in their future. To better educate or kids we must first better educate their educators. We can’t have the same conversations on connectedness every October without some expectation for change.

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At a recent Edcamp on Long Island we had a very interesting discussion. Sessions at Edcamps are discussions as opposed to actual power-point presentations. The question posed by someone in the session on relevance in education asked, why are so few Long Island educators connected? This set off a discussion leading to the point that the mindset of teachers successful in the present system, is a belief that they need not change because whatever it is that they are doing, seems to be getting the needed results. Therefore, the better the results for teachers based on students’ standardized test scores, the less teachers need to change their approach, methodology, or pedagogy. Of course that would mean that the most “successful teachers” would need to change the least at what they do, and how they do it.

Of course this is all based on the fact that the results that we are looking for in students, and results that “successful teachers” are obviously producing are actually results that are good. Will they benefit students in the life that they will be living in world in which they will live? Here is my question: should we be basing the results of a student’s lifelong endeavors in an education system by a score on standardized test? Is that test really measuring how much a student has learned for what will be required to thrive in the tech-driven world in which he/she will live?

Of course this applies to more teachers in America than just those living on Long Island. In this environment of test mania once any teacher is meeting the needs of students to succeed on a standardized test, what is his/her incentive to going beyond that shortsighted goal for education? If a teacher is unaware of the need for kids to be digitally literate in order to be prepared for the world in which those students will be forced to live, than how will that teacher meet the education needs of his/her students? If the 20th Century methodology is meeting the needs of the 20th century goals what need is there to even talk about 21st Century learning, or 21st Century skills?

There is a very convincing argument to maintain the status quo. It simply requires educator’s jobs be linked to maintaining that status quo by connecting it to student scores. There are less convincing arguments for innovation, or even to have educators strive for digital literacy. We can hardly point to professional development, as we have come to understand it, since it has obviously not worked well over the last century. Most successful digital literacy today is self-directed and on going, done by educators seeking it. Too many districts, for reasons of a lack of money and time to do so, are not supporting proper PD. If districts were required to offer properly supported PD, it would be one more mandate demanding compliance of districts to add to the growing pile of required unfunded mandates plaguing our education system. This reinforces the fact that the best PD must be self-directed, on going and relevant.

It would seem that if educators are to see a need for change from the status quo it will need to come from their connected colleagues. These are educators who are struggling forward to maintain relevance in this tech-driven culture to prepare kids with the skills to do the same. These educators recognize the need to understand collaboration, curation, communication, and creation with tools that have never been available before, and will soon be replaced by other tools with more complicated operations. Technology evolves through change. None of this will ever take hold if we depend on a status quo mindset of many of our educators. Educators, most who are products of 19th and 20th Century methodology and pedagogy that served them well in their time, are often satisfied with providing the same methodology and pedagogy for their students.

During the lifespan of our students we have seen technology take great strides. The mobile device that was a phone became the smart phone. It is a pocket computer with vast capabilities, and yes, it also enables sophisticated phone calls. We have been introduced to the iPad and Tablet. Computers now enable cars to park and make emergency stops without driver intervention. Social Media has exploded changing our views on many things within our culture. If all of this occurred within the lifetimes of our students before they have even completed their education, what lies ahead after they graduate will only be more technology moving at even a faster pace. This is a pattern we know from history. As educators, it is our moral obligation to prepare our students for the world in which they will live, and not the world that we grew up in. That is too comfortable and easy for us, but it will not help our students?

So, why are some educators stepping up and directing their learning to adjust to what kids will need to know moving forward, while many others are content with the status quo. I do not have clue other than maybe some of what I have mentioned here. Each educator will offer his/her own reasons. These are not bad teachers. A good teacher does not need technology to be good, but a good teacher using technology can be better. We need better educators not just good ones. Our comfort zones are not more important than our student’s futures. I always say, to better educate our kids, we need to first better educate their educators.

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Being connected as an educator offers a unique perspective. It is almost as if there are two different world’s in education, and a connected educator must travel within both. Technology in our computer-driven society has enabled collaboration to occur at a level and pace never before available in the 19th and 20th century versions of education. For the modern educators who have embraced the idea of connectedness, the world of education looks very different from it has been in previous centuries.

Regardless of technology, many educators express a curiosity about what it would be like to talk to and engage people from history. How often have we heard the expression “ I wish I could pick his/her brain for ten minutes”? The whole idea would be to collaborate with individuals who in some way have made a mark on history or education. We could all benefit from discussing and reflecting on the successes and failures of valued individuals who have proven their worth in their profession. That is what is done everyday in the connected world of education. It does not involve picking the brains of historical people, but those of education practitioners.

It is social media in the 21st Century that has boosted collaboration to a scale never before experienced. It enables educators the ability to collaborate beyond their own borders and way beyond their local connections to a global reach. Such collaboration forces transparency. Pedagogy, methodology and policy are all topics of discussion amongst educators worldwide. Education is being analyzed and scrutinized under a huge magnifying glass with the results, blemishes and all, being shared globally.

The overall result is that educators are beginning to adopt that which shows promise in education and they are turning away from that which is not effective. The one sticking point however, to this entire picture of progressive education evolution, which I have just painted with words, is that not all educators are so connected.

I have had the good fortune to attend many education conferences worldwide. Some of the most sought-after speakers, keynoters, and authors at these conferences are connected educators. They are the thought leaders in education moving education from its past to its future.

The result of all of this is the separation of education into two different places, the world of connected educators, and the world of the disconnected. The best example of the difference would be in the group’s discussions. The discussions online with connected educators are very different in tone and content when compared to the discussions in most faculty rooms and department meetings. Ideas such as the flipped classroom or BYOD were discussions in the connected world long before the mainstream media began writing about them to alert the unconnected.

There is one irony of all of this two-worlds discussion that upsets me most. When I talk to many of the thought leaders in the connected world of education, who are still practicing educators, I ask a simple question. Are you recognized in your school or district for the value you bring to the connected community of educators? Most, if not all, tell me that their district has little or no idea of who they are or what they bring to the world of education. How is it possible that the value of these educators, and their contribution to education, are not recognized within their own unconnected education world?

It is that lack of appreciation or even a failure to validate an educator’s success that is costing us the brightest and best in education. We have long been losing our newest teachers at a rate of 50% in the first five years of service. Obvious fixes would include more support with effective mentorship programs, as well as a salary more in line with the requirements and demands of the job.

Now, because of the growing world of connected education, we are seeing educators at the top end being lured into the business side of education because they are being recognized as valuable assets to education. That recognition however is coming from private industry and not their own education leaders. The private sector is luring away many of the education thought leaders by doing in the connected world what the unconnected world fails to do, recognize, validate, and reward leadership and innovation. Complacency is not considered an asset in this new connected world of education.

In a world that is being driven by technology at an ever-increasing rate that has never before been experienced, educators cannot be standing still. If educators do stand still, they will rapidly fall behind and become irrelevant. It is not a question of being a good or bad educator at that point. One can have great skills, but without being relevant to the students, how is that educator to be effective? Gone are the days when all learning took place in the rows of the classroom. Self-directed learning is now a way of the world. Educators will be needed more than ever, but the 19th and 20th Century models of educators are not relevant in our latest century. There is a pressing need to get more educators to be connected, self-directed, reflective, inspired, and relevant. We also need administrators to include themselves in this shift. Administrators need to maintain relevance as well. The longer it takes for our two worlds of educators to merge into one, the longer it will take us to reform our own culture and the education system overall.

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If there is one thing that could be said of what I do professionally it might be that I do get around to many education conferences. This past month I attended two International conferences ISTE14, BLC14 and one Indiana regional conference, the Greater Clark County Schools Conference in Indiana. All of these conferences were outstanding in their offerings to educators. I usually comment on the structure and quality of the conferences, but today I think I need to address the educators who attend these conferences based on some recent observations. What set me to thinking about this post were two separate comments from very different educators.

A short time after attending ISTE14, I flew to Boston for Alan Novmber’s BLC14 conference. It was there that I saw a keynote by Michael Fullan, a Canadian education researcher and former Dean of the Ontario Institute for Studies in Education. From that speech my main take-away was that in education today Pedagogy is the foundation and technology is the accelerator. For me that was a statement that was clear, concise, and right on the money.

After a one-day layover at my home, I was off to the GCCC14. It was the 2nd annual conference created and directed by Brett Clark of the Greater Clark County Schools. I landed in Louisville Kentucky, which is just over the river from my Indiana destination. A GCC educator, JT who was transporting me to my hotel, picked me up. I met JT when he performed the same task last year. He is quite an affable fellow and easy to talk with. On our ride we talked about this year’s conference compared to the last. JT shared a conversation he had with a colleague about the conference. His friend asked if JT was going to be at the “day-long computer training”. Obviously, some Indiana educators did not view the Michael Fullan keynote on livestream. Unfortunately, it is an attitude or a mindset that is shared by more educators than just those in Indiana. Many conferences are viewed as computer training and not education methodology or pedagogy.

It is the way of learning that should be the focus of education conferences and the goal for the attendees. The technology should always be secondary. We should first explore the place collaboration has in learning before we talk about the tools we need to collaborate. We should explore the need and benefits of communication and understand where and how it benefits students in their everyday lives before we explore the modern tools that enable and enhance communication. We need to understand the differences and the effects between lecture, direct instruction and authentic learning before commit to developing a year’s curriculum. Understanding the need for formative assessment is essential to determining what tools we will use to assess formatively, as well as what adjustments we need to make when we get that information. Let us get a full understanding of summative assessment to determine whether to use tools for testing, or tools for digital portfolio assessments.
Conferences should be more about the learning first and then balanced out with the tools to make it all happen efficiently and effectively. These conferences are not about computer training, but about learning and education.

As Chris Lehmann said at the GCCC14 conference, we don’t teach math, English, or social studies, we teach kids. Conferences should not be viewed as computer training, but rather teacher training. They teach teachers the ways of education and all of the necessary, modern tools to enhance authentic learning to attain the teachers’ intended goals. Connecting with the educators from each conference is an additional way of continuing the education discussion beyond the conference. It helps create collegial sources to be called upon at anytime for clarification, validation, new ideas, sources, or just to say hello. It makes no sense whatsoever to meet great people with great ideas at a conference and never to connect with them again.

Educators should come to conferences eager to learn about their evolving profession. It is not a stagnant profession. There are constant changes and developments that happen at a pace never before experienced in education. We need these conferences to offer a balance of pedagogy, methodology and tools for educators to learn, understand, develop, and evolve. We also need educators to connect in order to live the change and not just experience it at an annual conference. If we are to better educate our kids, we need to better educate their educators.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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As long as I have been involved with education there has been a discussion of whether or not technology is making a difference in learning, and whether or not we should use it in schools. This discussion takes place on a teacher-to-teacher level, as well as an administrative level. It occurs on primary, secondary and higher education levels. It may be time to shift the discussions to what we need our kids to learn and how they will implement that learning in our culture, and continue to learn, as the life long learners, which we, as educators, supposedly strive to make them to be.

The more we learn about learning, the further we seem to be getting away from the primary teaching lessons of the past. Lectures, although necessary, are no longer the focus of teaching methodology. Today’s methods seem to be relying on more collaborative and authentic learning. Actually doing and making, as opposed to having descriptions and theories delivered by lectures, is a shift, which is taking place in education today. Critical thinking, always addressed to some extent in learning, is now becoming more prominent in education.

The skills that educators are emphasizing more and more are skills of: curating information, analyzing information, understanding information, communicating information in various forms, collaborating on information both locally and globally, ultimately, creating information for the purpose of publishing and sharing. These are the goals of 21st Century educators. These are also the today’s needs of industry, business, and banking. Many of these skills are also needs of artists, writers, and musicians. Even politicians could use these skills, which are apparently lacking in a majority of our current leaders.

Now that we have seen how the needs of society have structured the needs of skills for students, and now that we have seen how the needs of education have structured the changes in methodology to address those skills, we now need to consider the best way to deliver access to information for curation, analysis, understanding, communicating and creating. For that direction let us consider what tools are used by Industry, Business, Banking, and the Arts. If the answer is TECHNOLOGY, why is there any debate about why, and how much technology should play a role in education? Yes, good teachers can teach without technology, but to what end, if the student will need to master technology to compete, or even exist in a technology-driven environment?
It is time that this debate ends. There are no choices for educators to make here. If we are educating our children to live and thrive in their world, we cannot limit them to what we were limited to in our world. As things change and evolve, so must education. As educators we have a professional obligation to change as well. We must retain a sense of relevance and that requires effort. Relevance does not come to us as we sleep in the night. Educators need to employ the very skills they are passing along to their students. They need to: curate, collaborate, communicate, critically think, and create. All of this is best accomplished through the use of tools of technology. An education without technology does not prepare our students with the skills that their world will require. Technology should be ubiquitous in education.

 

 

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Of course the end of this year is about to slam us in the face with the fact that all of those well-intended resolutions, both personal and professional, for 2013 will no longer have the time to be fulfilled. Undoubtedly, we will feel really bad about it this year, because they were all great resolutions. As far as the professional resolutions go, many of the ideas may have come from connected colleagues and blogs, so they were very relevant as well, and specifically designed for 2013. Maybe there is a possibility that we can repackage a few for 2014.

Having an intention to do something is different from accomplishing that as a goal. Resolutions only require the intention to do it. If we want to increase the odds for success, we need to keep the resolution simple and limited. I am a big believer in the KISS method, (Keep It Simple Stupid). The intention of creating and implementing several new great ideas in the coming year may be more than most of us can handle. I would suggest that we resolve to design and implement ONE new thing in our world of influence. To accomplish more than that would be a bonus, but not necessary to complete our resolution list.

There are so many ideas that are flying around the connected educator hangouts, that selecting but one to act on should be a simple task. A difficult task to arrange would be to have everyone in the world jump as high as they could at the exact same time to see what effect gravity would produce as a result. That is a real challenge.

To ask every educator to select one new idea and implement it in the coming year pales in comparison to the mass jump. The total effect of such a singular accomplishment could take education closer to where it should be in addressing the real needs of students. The other consideration is that other educators often adopt successful, new ideas. The snowball-rolling-down-the-hill effect could result in that unattainable “Paradigm Shift” that we have heard so much about over the years.

In order for this to work, we need to make a selection for the right idea. That may require that we connect with other both connected and unconnected educators to find what new ideas have worked for them.

We can collaborate with other educators for specifics. We may need to connect our unconnected colleagues for help. We may want to keep up with Education Blogs for relevant posts because they are often the result of our thought leaders in education. We must be sure to connect our unconnected colleagues with those blogs as well. We can also access webinars that are becoming so prevalent on the Internet and share them as well. We can seek out education chats for relevant ideas for change.We can even take along an unconnected friend to a chat. Education communities on Ning sites are another great way to gain access to these new ideas. There may be a need to share those sites with the unconnected. If we are lucky enough to attend an education conference, we could access new ideas face-to-face with other educators. The digital Face-to-Face method would involve Skype, or Google hangouts. Both are easily shared with unconnected colleagues.

Once we determine the best new idea that we can embrace, understand, and implement, we need to put our energy into it. We need to commit. If it doesn’t work the first time through, we need to assess why, and make adjustments, and repeat as necessary. Once we have fulfilled our New Year’s resolution, we need to examine the process that got us there. If it worked successfully once, chances are it will work again. The best part is whom else we involved and benefitted in the process, even beyond our students. Happy New Year!

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