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Archive for the ‘conference’ Category

profesionnaldevelopment2-785x428Recently, as I was tweeting about the need for teachers to be more aware of what was going on within their profession an unexpected tweet response came from a connected educator who I greatly respect and hold in high regard. He tweeted that he was tired of the teacher bashing. I was upset for that was the furthest thing from my mind as I tweeted my opinions out.

I have always supported teachers and have a record of doing so during my very public run in social media for the last decade. It is my belief that those who would limit or even dissolve public education for the sake of advancing a for-profit alternative have scapegoated teachers in recent times.

There are few things wrong with the education system that can’t be improved by properly educating and supporting teachers who are already working in the system. The exception to this of course is the problems specifically related to schools in areas of poverty, both urban and rural. These schools have problems that will require more solutions than supported professional development can provide. The problems: personal, political and cultural of these schools may be helped by supported PD, but the foundational issues need more political solutions.

Probably the biggest problem teachers have is the rapid rate of change that occurs in our computer-driven culture. Things change so fast, that we are now faced with “data obsolescence”. That which we believe to be true today, may not be true, or might be replaced by another fact or improvement in the upcoming year. Unless the very system that educates our population keeps up with these changes in a timely fashion it will itself in time become irrelevant.

The model of professional development that the system relies on most heavily is the same system that has been in place for at least century. Educators can get PD from in-house programs by consultants or peers, college courses, and conferences. Some schools have prescribed topics for PD others allow a more personal selection for educators. Most of these courses rely heavily on pedagogy to deliver the content. The problem that I see with this model is in two parts.

Using pedagogy to teach seems the right way for educators to teach because they have all been educated on what it is, and how to use it for teaching. It makes sense educators are masters of pedagogy, the method of teaching children. Therein lies the rub. Professional Development is the teaching of adults, not children. Andragogy is required for teaching adults who have different goals, needs and motivations from children.

Adults learn best through collaboration (I believe most kids do as well.). The best tool for collaboration is discussion. Adults come to the table with life experience. Many educators getting PD may be more experienced than the person providing the PD. Adults need to be respected as adults and not children. Adults are goal oriented. They know much of what it is they need, or at least seek, to know, and they want to learn it today in order to use it tomorrow. Adults are relevancy oriented; if it doesn’t fit their needs they will be less interested in learning about it.

All of this suggests to me that a Power Point presentation delivered by someone who may be lacking knowledge of effective Power Point delivery fails to meet the needs of adult learners. Here is a quick video taken at a public school’s system-wide professional development session. This came at a cost of hundreds of thousands of dollars. Is this the way we should teach adults, or anyone for that matter? https://youtu.be/eAy3vJn4pbs

 

The second area of professional development that concerns me is the relevance of what educators learn. We know change now comes faster than we have ever experienced in history before and, if technology has its way, that rate of change will always increase in speed. In order to keep up with change in education someone needs to be involved with it, where it is happening, or at least connected with those who are. Most educators lack the time or the inclination to do so. Most efforts to get a majority of educators connected and collaborating have failed to capture the intellectual drive of a majority of educators. There are districts however, that have placed amongst their faculty teacher coaches who support the learning teachers need with support time and direction.

After a decade of trying to get all educators connected and collaborating, I have come to recognize this probably will not happen. However, if we can’t get the entire faculty of a district connected to the thought leaders in education, than why not connect them with colleagues who are connected educators? These coaches may provide relevance, collaboration and support that are not evident in conventional PD delivered by most schools. It gives educators time to get comfortable with connecting with others. Even if adults know what it is they want to learn as a goal, too often they don’t know what it is that they don’t know. They have not been connected to the very people driving the latest thinking in education. The ideas that are being discussed in the connected community of educators are not yet being discussed in faculty rooms of the unconnected. Teacher coaches are connected and they can provide relevant new ideas to the less connected majority.

To many, the idea of teacher coaches is still an experiment. These coaches are often regular teachers with a penchant for technology and a collaborative mindset. They are often on split schedules as a part-time teacher and a part-time coach. We need to establish these coaches as a firm position in schools. They need to be trained in both technology and adult learning. Their class load will consist of adults and their schedules must be flexible in order to teach, collaborate, and nurture their students. This will prioritize relevant professional development incorporating it into the job description of educators. It will be part of every educator’s workweek.

Many of the problems in education can be eliminated or at the very least improved by properly providing, supporting, and maintaining respectful, relevant and collaborative professional development. If we are to better educate our kids, we must first better educate their educators.

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Steamboat-WillieLike many people my first foray into the virtual world of connectedness was through Facebook. I connected with family and friends. This led me to consider making some professional connections out of necessity. I began my connected collaboration as an educator over a decade ago. I realized as an adult learner that I learned best through collaboration and that collaboration could only take place if I was in some way connected with other educators. I feel that I had grown to a point where my teaching colleagues, whom I had face-to-face contact with, seemed to somehow no longer have answers to my questions. It was apparent to me that their own profession was getting away from many of them. They depended too heavily on what was taught about education years ago rather than what was currently being taught. They had no connection to the latest and greatest in education. Their knowledge and experience was losing relevance. My building connections no longer served me well enough to meet my needs. I needed to expand my collegial base to more educators who were more in tune with education demands of the 21st Century. My building limited me.

I began connecting with educators virtually on LinkedIn. It was considered a social media application for professionals. I found that I could create groups of educators that had interests in education similar to mine. Educators would come to these groups to discuss topics that we were all interested in, but were not being discussed in faculty rooms or faculty meetings or not even in the provided Professional Development sessions. My frustration with this however was the time involved waiting for people to get back to me. Discussions were not in real-time. Questions were answered when participants returned to the discussion. Through LinkedIn I discovered Twitter.

Twitter was more in real-time. I followed educators wherever I could find them. I used Twitter only for educators. The interactions took place in real-time, so there was instant gratification. I began to identify which educators had expertise in specific areas. My problem was getting together with the right people who were interested in what I was interested all at one time. That is why #Edchat was started. I could come up with a Topic of interest for discussion that was not being discussed in schools, but had great impact on educators. The topics were well received because they began to be referenced in Education Blog Posts. The Twitter Chat model flourished creating hundreds of education chats here and around the world.

My big takeaway from Twitter was that people were accepted for their ideas and not their titles. Teachers, administrators, authors, politicians, and thought leaders are equals on Twitter.

Through Twitter I was exposed to many relevant Blog Posts. I was amazed that educators were sharing great ideas on blog posts it opened an entire community of education thought leaders to me. I followed many of them on Twitter for further one-to-one interactions. I discovered that Blogs were interactive. I could engage bloggers not only to agree, or disagree, but also to expand their ideas. These discussions of great ideas ran through a number of connected venues, Twitter, LinkedIn, and Blog Posts. These connected discussions proceeded any discussions of similar ideas taking place in school buildings. Edcamps, One-to-One initiatives, Flipped Class, BYOD and connected collaboration were all topics discussed and vetted long before they were even recognized in the brick and mortar world of education.

It was through these discussions and interactions that led me to a path to begin my own Blog. That was a scary step that in hindsight helped me grow more as a professional than any other individual step I have taken. It has forced me to question more, investigate deeper, reflect more thoughtfully, and share more openly. The Blog was well-received and brought requests from many educators for connected face-to-face connected collaboration. This led me to both SKYPE and Google Hangout. This was a further expansion of my connected network of educators, but the ability to see the person I was connecting with was the new dynamic.

One element of my real world connectedness that I was privileged to have, was my attendance at local, state, and National conferences. Most teachers in our education system do not attend conferences because most school budgets do not make allowances for teachers to attend them. I presented and held office in organizations in order to meet that goal to attend as many conferences as I could. A great benefit of conferencing is the networking done to make real connections. Each year educators can meet other educators for professional exchanges and if they are fortunate enough to go a second year, they can renew those connections as long as their connections were fortunate enough to attend the second year as well. Connected educators have no such constraints. They are connecting and exchanging with conference participants before, during, and after the conference takes place. They are also sharing the conference content through their connectedness with educators who could not attend the conference. Virtual relationships are made face-to face as conference participants actually meet up with their connected colleagues. Social media for professional relationships has added a whole new level to any antiquated model of educational conferencing.

Now, here is why I refer to this connected journey model, which I have openly shared, as “whistling in the wind”. This is what is referred to as a PLN, a Professional Learning Network. I have modeled here how professional connectedness can benefit any educator, yet a majority of educators fail to take advantage of what is being offered. Is it because they did not get this information in their teacher preparation program in college? Is it because they have no time to spend beyond their workday to make professional advances? Is it because they lack a digital literacy to do the basics of social media interaction? Is it because they are not what they profess that they want their students to be, Life Long Learners? Is it because they feel that their college preparation was enough to carry them through a forty-year career without needing to learn, change, and adapt to a quick-paced, ever-changing, digital world?

I do not expect anyone to accomplish what I have done in my journey to connectedness. I have been doing it for over a decade. I do expect however or at the very least hope that, as professionals, which we claim to be, educators begin their first steps to connecting and proceed at a pace slightly out of their comfort level. Comfort levels are the greatest obstacles to change.

The world we first learned in is not the world that we teach in and it is sure as hell not the world our students will occupy to thrive and compete. If our comfort zones take precedence over our students getting a relevant education, we are failing as professional educators. The fact remains however that it is a great struggle to get educators to connect and grow. Most educators will not see this blog post, let alone interact with it to defend their on of non-connection. Those of us who are connected may need to do a better job of modeling, and speaking to the benefits of connectedness for the sake of our colleagues and our profession. As I have always said, “If we are to better educate our kids, we need to first better educate their educators.”

 

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I was afforded a great opportunity yesterday. After a large local education conference, I attended a get together of a number of people who had gone through or are presently participating in the same masters program for educational technology that I had completed in 1991 from Long Island University. It was a social gathering but the topic of every conversation was of course education.

The group was made up of men and women all working as educators, but very knowledgeable of the effect of technology on student learning. They were all at least familiar with the latest technologies, if not proficient in their use. What seems to have been a thread throughout many of their discussions was the struggle or at the very least the frustration that they had with convincing colleagues of the value of tech in the process of learning. This was especially true of the decision makers in their buildings or districts.

I do not question any educator’s goal to offer the best opportunities for their students to learn. Where we differ is what those opportunities should look like. While some may be conservative in their methodology, I favor working with the tools students will be required to use in the world they will live in. I will not teach kids to be ready for the world I once lived in. It seems counter-productive.

Relevance is very important in this discussion. Change takes place so fast today that educators who are standing still with their learning about their own profession are actually falling behind, widening the gap with their more connected colleagues. Technology is continually evolving and we will never keep up with all of its changes, but we need to at the very least be aware of enough information to make considered decisions on the direction and use of technology in learning. Sometimes technology will not be the answer.

The goal should always be about the learning, but technology confuses the issue. Technology is costly, and it requires training both the teacher and the student. It also evolves, changes, or disappears altogether. Replacement or updating is never-ending. This is not a model that the education system was built on. Back in the day when one bought a textbook it remained unchanged for decades and everyone could read, so there was little training required. A percentage of wear and use took its toll, so there was some replacement needed. This is not true of tech with maybe the exception of the overhead projector. That is 80-year-old technology that has changed very little and requires little or no training as long as someone knows how to change the bulb.

Transparency in education has become both a blessing and a curse in education. Learning was once delivered in silos that were based on control and compliance of students and teachers alike. Technology again has dramatically changed that dynamic in education. Collaboration, both local and global, has torn down those silos for educators who have embraced it

There are still graduate and undergraduate teaching programs that are rolling out educators without even an adequate appreciation of technology in education let alone a mastery of it. School districts make major purchases of technology, but cut out the professional development needed to use that technology as a cost-saving initiative. All of this adds to the gap between educators who are successful in teaching with tech and those who hang on to methodologies and pedagogies of the past out of necessity, because it is all that they know. Administrators are not immune from this learning gap. Their deficiencies however have a more profound effect because of the education decisions affected by their lack of tech knowledge. Digital literacy is a necessary element of the teaching profession, but you don’t reach a point of being digitally literate and then stop. It requires continual learning because it is continually evolving. Of course placing decision-making power in the hands of those who are digitally literate may compensate for this. The question then becomes: ” Is their digital literacy relevant?” An educator who can do a PowerPoint presentation may be digitally literate in terms of PowerPoint, but what about iPad, chrome books, Google Docs, social media, and several other applications or technologies influencing learning today. Relevance counts!

If we are not going to adequately teach all educators what they should know of technology, then, as a fallback position, we should at least support and listen to those educators who do know of its benefits and drawbacks in making education decisions. Of course the best road to take is one that leads us to continual, authentic, relevant, and respectful professional development.

If we then evaluate the effect of technology on learning we might get a more accurate picture of successes and failures. The educators using it would be more informed and better prepared making educators more supportive of tech overall. Here is a similar post on this subject: Why Do We Separate the Teacher From the Tech? If we are to better educate our kids, we must first better educate their educators.

 

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Poster Fac Mtg

 
Over the many years that #Edchat has been engaging educators, one topic that always generates a huge amount of interest, based on comments, is the faculty meeting. Teachers are required to attend the faculty meetings that administrators are required to hold and very few are happy with the results. The only upside is that with each meeting a check may be placed in the box for attending.

Technology may be a way to update the tired model of the faculty meeting. Email for the faculty may be a great way to distribute the mundane stuff that takes up so much time at these meetings. Of course a really progressive administrator might have a weekly Blog that could address a great many topics that bog down the faculty meetings. Once the day-to-day school housekeeping topics are removed from the meeting there will be more time for more substantive topics that affect learning in education. Using a Google Document to circulate amongst the faculty for suggested topics of discussion for the upcoming meetings might be a great direction in order to address real faculty needs and concerns.

Once topics are decided upon a flipped meeting should serve the faculty well. Material like blog posts or videos could be assembled and distributed using tools for collaboration prior to the meeting. This will prepare the faculty for what will happen rather than dropping it on them in the meeting. Assessment tools could be used for formative assessment during the meeting to gauge understanding of the topic by the faculty. Any teams or committees formed from this meeting can be connected through collaborative tools and shared documents to create a professional Learning community. Administrators in those groups will immediately be aware of any problems that might arise as the groups strive to complete their goals. There will be no need to wait for another faculty meeting to get results

Technology offers many tools to change the face of the faculty meeting. It can make it a means of change for the school culture. It can permit and support teachers with bold and innovative ideas to lead their colleagues into change, or just expand and improve what change is already occurring.

Time in education is a precious commodity to teachers. To waste a monthly get-together of the entire staff is an outrage when there are so many real needs that should be addressed or things to learn. Just because we have always run faculty meetings a certain way, that is not a justification for continuing what is so obviously a bad, or at least an unproductive practice. Administrators need to stop observing and commenting on how technology is being used by others in their school and begin employing it themselves to improve their schools. In so doing they would be modeling for all the thoughtful, meaningful, and responsible way to use technology in education without fear.

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I posed an #Edchat Topic recently based on a number of studies I have been reading about that are claiming millions of dollars are being spent, or wasted, on professional development, while very few teachers are benefitting from it. Again the age-old story of doing things the same old way but expecting different results defeats us as a profession. The method of doing professional development for educators has largely not changed over the decades. It may be time to re-examine a few things.

 

Pedagogy vs. Andragogy

I have addressed this in several earlier posts, but it needs to be re-stated until people finally begin to understand that there are differences in how adults effectively learn, andragogy, compared to the motivations in learning by children, which is pedagogy. Pedagogy is what most educators are familiar with because it was taught to them to enable them to teach kids. It is how kids learn best. The natural thing for an educator to do when he or she is teaching a professional development course however is to go with what he or she knows. The result is that professional development is taught to adults as if they were children learners. How effective is that result going to be?

 

Collaboration vs. Lecture

Key factors in adult learning, or the intrinsic motivations for adults to learn are ownership of the learning to meet personal needs and being able to use tomorrow what’s learned today. As a whole adults are better with collaborative learning since it gives them control to direct the learning to what they need to know. It also exposes them to things they may not be aware of through the experiences of others. Conversation is often the best way for them to learn. As an adult, think about your own experiences with how you have most recently learned things successfully. Do not use your childhood experiences of learning.

 

Conferences vs. Unconferences

Most professional development today is often based on Power Point Presentations. These are nothing more than elaborate lectures. It is a lecture enhanced with visual aids, bells and whistles. If done properly, and not a victim of a death by power point delivery (having every word on every slide read to the audience by the presenter) these presentations are sometimes interesting. The question is, how much was retained by the audience? How many will take action on that lecture the next day in class with their students?

These presentation sessions are the mainstay of most education conferences that are counted on for professional development in the United States. All of these sessions are scheduled in elaborate form so that this menu of sessions can be presented to the attendees in a printed form. The only choice for events are those on the menu which for the most part were arranged through RFP’s almost a year prior to the conference. This holds true in local, state, regional and national conferences of most education organizations.

The Unconference or the Edcamp Model is completely different. It does not rely on Power Point Presentation sessions. It relies on conversational, collaborative sessions led by those who are either familiar with a topic, or by those who are interested in learning about the topic. The attendees decide upon the entire Edcamp schedule of sessions on the morning of the conference. It is designed to meet the needs of their interests. They have control of their own learning, which is a key factor of andragogy.

 

One way for everyone vs. Individualized instruction

 Gathering up all of the staff and forcing them all into sessions in order to check off a box stating that PD was delivered is no way to professionally develop a staff with knowledge, tools, or a mindset that is relevant to their needs. We need to take some time to determine a few things. What it is that the school must provide to reach its goal? What it is that the teachers and administrators have that will help get to that goal? What is the gap that each teacher or administrator must fill between what they know and practice and what they need to achieve the school’s goals? It will obviously be a range of things that will need to be individualized. There may be some common threads that may be presented to groups with similar needs, but a baseline for every individual needs to be established. Technology is often the area of most needed concern. It is the area that continually evolves and requires frequent visitations in order for users in this case teachers to maintain their relevance. Assessments are not done once and finished. They need to be done periodically to accommodate the changes that occur.

Here is a needs assessment form that was used in some North Carolina schools as an example:

School Technology Needs Assessment

Conclusion

 Professional Development over the last decades has not worked in education. If it were working we would not be spending all of the time and money on trying to reform the system. As a profession we deal in information and content. We are both consumers and creators. We also impart those methods of consuming and creating to kids. Everything that we rely on to consume and create however is changing at a rate never before experienced. This is all a result of living in a technology-driven society.Technology will continue to evolve and change and this will be a constant. Educators will need to be, to use a tech term, upgraded from time to time. Our problem right now is that we have not yet done it properly, so teachers and administrators are all over the map with experience. We need to account for where each is and get each to where they should be and update accordingly from there.

It is a waste and morally irresponsible to throw money at professional development without considering how it should be done. If it is not working and we know that from our assessment, then we need to change what we are doing. We are educators and we should know how to do this. One poor teacher makes all teachers look bad. Many poor teachers make things far worse. Perhaps the reality is that we have fewer poor teachers, but a number who simply need upgrading. To better educate our kids, we first need to better educate their educators.

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What is it about a mandated, contractually obligated, professional development conference that inspires some teachers and completely turns off many others? Why do some teachers glow with excitement at conferences and many others complain as they go through the motions? Is it the conference itself, or the attitude of the educators attending, or a combination of both?

When it comes to professional development for educators, conferences are believed to offer a great deal of choice with usually a seemingly wide array of sessions and workshops for educators to choose from to fill their blank schedules for a full day of learning. That is at least what is in the minds of the conference planners as they spend a huge amount of time planning these events. They seem to concentrate on the how and what of education, but fall short of the why.

The why refers to why we do things in the first place? Without at least discussions on that subject of why we should, or should not do certain things in order to examine their relevance, we might find we are doing things just because that’s the way they have always been done. To simplify an example: that is why we teach keyboarding and not typing. There are no longer any typewriters, but keyboards abound. Of course all of that goes out the window with mobile devices where thumbs and pointer fingers rule the keys. The point is that we examined why we were teaching typing, and found that we needed to teach something else to stay relevant, keyboarding.

We need more sessions in conferences that use panels to examine why we do the things that we do and engage educators in that discussion. We need more individuals leading discussions to explore and to challenge various things that we do in education. These panels and discussions should be sprinkled through conferences and repeated at least once, so that schedule conflicts will be less conflicted.

CHOICE in professional development is one of the biggest deterrents to learning. Yes, I said it. I know we are adults, and we are capable of making choices and we will all fight to the death to maintain that right of choice, but in most cases it doesn’t work. People do not know what they do not know; yet they will still make choices without sufficient information to do so. Why would an Administrator choose to attend a session on Blogging when he/she has no interest? That Admin might get a better understanding of why he/she should be blogging, as well as the need for their staff and students to blog, if they attended such a session. Again, this will be a selection that will probably not be made, because that admin did not have enough information to make an informed choice. The same applies to teachers choosing not to attend certain sessions based, not on their knowledge of a subject, but rather their lack of knowledge. I know we can’t know everything, but we need to recognize and admit to that. Maybe we are not capable of free choice 100% of the time in professional development.

Another question is how many people will choose to attend a session that takes them out of their comfort zone? Admittedly, some do make that hard choice, but the majority of folks in attendance will not make that uncomfortable choice unless they are attending the conference with a friend who drags them into such a session. These conferences need to find a way to allow for some choice while limiting it in other ways. Maybe a “Chinese menu style” conference with two choices from Column A and three from Column B for every attendee might be a solution. Column A would be pedagogy, methodology, and education philosophy sessions with panels and discussions, and Column B would be the how to sessions.

My final critique on these conferences is one I have made in the past. Most of the sessions in these conferences are conducted by teachers who are presenting to attendees on how they teach in class with specific tools. This is usually an explanation with a PowerPoint presentation. It is a reasonable assumption that they run these sessions based on their experience as a teacher teaching children. Their methodology becomes flawed because adults do not benefit from pedagogy. Adults learn differently. Andragogy is adult learning. Conversation and collaboration work best for adults, not sit and get while sitting in rows. This is why the sessions that usually get the highest ratings from participants are the sessions that addressed the participants as adults to meet their needs.

None of this is new. I have addressed these issues many times since I began as an education blogger. I think the term “yelling into the wind’ comes to mind whenever I cover this topic. If we prioritize professional development as a continuing need in education, eventually someone might listen to these suggestions. When that happens in whatever decade it does, please remember you heard it here first.

I must add to this that the people who plan these conferences are hard-working, dedicated individuals who do their best to provide the conferences with which they have been entrusted with the best presentations available. They do the best they can based on what they have experienced from other conferences.

Maybe we need apply that “why” question here. Why are we doing this conference? If it is to get educators to learn more about their profession and teach more efficiently and effectively with purpose and understanding, then maybe we need to change things up. Let’s teach teachers in ways that they learn best. If we are still teaching for the typewriter in this age of computers, we have it all wrong. We need to re-examine, re-evaluate, and re-vamp what we do with education conferences and professional development. To better educate our kids, we need to first better educate their educators.

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Two of the most common excuses for not doing something new in education are time and money. They are probably the same excuses for not making change in any profession. People seem to understand and accept these excuses because they themselves use them whenever needed. These excuses are used so often for so many things, that they have come to mean, “I really don’t care to change the status quo, and it is too much trouble for me to do so”.

Many educators through the centuries have observed and commented that the teaching profession is an isolated profession. Many educators, then and now, feel alone in their efforts to educate kids. They often reflect on their efforts, accomplishments, and failures, without the ability to share with a variety of others within their circles in order to improve. Educators were limited to their buildings for collaboration, which occasionally might widen out to include other educators in their district, but that was often less likely to occur. Of course collaboration on a greater scale would take both time and money, and that has rarely been a priority in most schools.

Collaborative learning has always been with us from the beginning of learning, however, it required that the learners occupied the same space at the same time. In a modern world, where people tend to spread out and separate, the boundaries of collaboration, time and space, began to impede professional collaborative learning for educators. It required effort, time and money to get people together for substantive collaboration. Professional organizations stepped up to fill the collaborative void with annual conferences, but these conferences cost money and took away precious time to attend. Budgets were created to support administrators’ attendance, but teachers were more problematic becoming less of a priority to attend. Conferences, dependent on vendor support, soon recognized the benefit of administrator attendance, since administrators were the movers and shakers of the purse strings of schools. The result of all this supported a proportionally greater number of administrators over teachers’ attendance at collaborative conferences. The collaboration among teachers was limited.

It has often been said that if you fill a room with very smart people, the smartest mind is the room itself. We all benefit through collaboration. We each help define, refine, challenge, and support ideas collectively until we settle on a final idea. We all contribute to that process to some degree.

Collaboration is also a preferred method of learning for adults. We are studying adult learning more and finding a difference between adult learning, Andragogy, and child learning, Pedagogy. Since educators are child experts, many wrongly assume that all individuals learn according to pedagogy. Adults however are motivated differently with different needs. Collaboration and problem solving suit adult learning best. This misconception forcing pedagogy on adult learning has had a profound effect on how we handle PD as discussed in a previous post, The Importance of Andragogy in Education. I found one of the best explanations of adult learning in this article: “Adult Learning Theory and Principles” from The Clinical Educator’s Resource Kit. 

The real game-changer for collaborative learning is technology. With the introduction of social media applications, we have the ability to connect with anyone at anytime. The cost is minimal and the time is adjustable. Time and money excuses no longer serve the status quo when it comes to collaboration. What that means in terms of education is that educators are only isolated by choice. As I have said in the past, any educator has the right to choose to live in a cave, but they don’t have the right to drag students in there with them.

Connecting for collegial sourcing is becoming a standard for educators. Educators in greater numbers are connecting to build Personal Learning Networks through technology. What was once a method of the tech-savvy educators is now becoming a staple of the profession. Of course when the objections of resistance are answered, objectors will come up with new objections to stave off their involvement. Many teachers now say, I am doing well enough with my kids, I don’t need to make connections.” Those teachers will need to live with that decision, for they may never get beyond “well enough” with their students. Imagine telling parents that you will teach their kids well enough?

Of course we know the biggest obstacle to change is leaving that place we all love to reside in, the “comfort zone”. Educators do not have that as an option as professionals. As professionals, we deal in content and fact. Technology is changing both at a rate never before experienced. If we do not keep up with these changes we become irrelevant. What can an irrelevant educator accomplish? Most importantly, an educator’s comfort zone must never take precedence over a student’s education.

The latest and greatest excuse is that face-to-face connections are the best. Connecting down the hallway is better than connecting around the world. I do not entirely disagree with that. If the connection with a person down the hall works then use it. My question is why would anyone interested in learning limit his or her collaboration to only his or her own building? As good as any building’s staff may be, why would one not want to expand collaboration and share with the world. Remember that collaboration works two ways. It is not always what you can get. It is also about what you can give. I believe as educators we all have a moral imperative to share.
Technology provides the means to collaborate on a scale never before available. It requires some effort on the part of educators to happen. It requires a mindset that our 20th Century education has never prepared us for. Connectedness becomes a way of life for an educator, but this does not happen overnight. We need to take it one step at a time, as we need it. We can now take control of our own learning. None of this will happen however, unless that first step is taken. If you don’t know or can’t decide on a first step, talk it over with someone. It’s collaborative learning. By choosing not to engage in order to be connected, educators today make a conscious choice to be isolated. Yes, Isolation is a choice. It is not the choice of a Life Long Learner. If we are to better educate our kids, we need to first better educate their educators.

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