Archive for the ‘EdChat’ Category


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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Recently, I have read a number of posts and tweets about how people are unfollowing their accumulated “follows” on Twitter in large numbers. I guess at least some of this action was generated by a proclaimed “national unfollow day” that was made up and broadcast out by someone with a little media influence. Of course we should not tell folks how to use Twitter, since it is a matter of personal preference as to how each user uses it and what each gets from it, so the best we can do is model what we see as successes in our own personal use. It is also important to note that many educators use Twitter as part of their Personal Learning Network to personalize their learning. That should require an initial screening or vetting of those to be followed. An educator’s Twitter account is not typical of those who use Twitter for general social media interaction.

These unfollow posts had me look at my personal Twitter numbers. I have been on Twitter for many years and now follow 3,766 tweeters, mostly educators. No, I do not read each and every tweet streaming into my timeline. After seeing these postings, I wondered whether I should be unfollowing large numbers from my own account. Before I was to take any action however, I needed to figure out why I followed these folks in the first place. What was my personal follow policy?

Twitter is based on People being connected to other people. If one is connected to a specific group of people with a specific interest, the tweets will be mostly geared to that interest. If educators follow educators, the abundance of subject matter coming across through tweets will be education based. When I consider whether or not to follow someone, not being an educator or education affiliated is a major factor.

Another factor is that by following someone it encourages him or her to follow you back. Having more educators follow you back increases your reach and that increases your influence, as long as you are also thoughtful and rational in your ideas. All of this in turn develops and increases the number of followers that you acquire over time. Yes, it is a numbers thing. However, even considering the arguments for follows that I have put forward here, always remember the most important thing is whom you follow and not who follows you. Using Twitter professionally as part of a Personal Learning Network is most successful if it uses the right numbers, educator specific numbers. The greater number of great educators you follow will increase the odds for best results in gaining valuable education sources.

My follow numbers have been built up over the years with education bloggers and authors who clearly offer education ideas. I also add people who intelligently participate in education Twitter chats. I follow many educators that I meet and have contact with at local, state, national, and global education conferences.

Of course the primary method I use in gathering people I follow is by following those who engage me in conversation on Twitter. I consider it an acknowledgement of respect for another educator who has put him or herself out there to engage and hopefully collaborate on subjects dealing with education. That is how I have built up my Follow list. The method for reducing that list with “unfollows” is to unfollow negative influences. I unfollow those who are in my estimation mindless naysayers, disrespectful of others, or social media bullies. Hence, my Follow list has grown to an almost unmanageable number.

Manageable is very important when it comes to Twitter. The simplicity of Twitter when dealing with large numbers can be overwhelming complex. There are apps for that!

Out of necessity I use an application other than Twitter to organize and manage the Tweets that do stream to my account. I use a free application called TweetDeck to organize my account. Hootsuite is another app that does similar things. Both allow me to create specific lists of Tweeters and follow them in their own column. Even though I maintain my main timeline that streams all of the Tweets from those who I follow. I have other columns that I follow more closely. I follow a column just dedicated to the #Edchat Hashtag as one example. Additionally, I have a list of about 140 people who I have most closely associated with over my years on Twitter. I call this “My Twitter Stalwart List”. Accessing anyone’s Twitter profile gives access to his or her public lists. Anyone can follow the people on those lists with a simple click. Here is my list that you can follow: https://twitter.com/tomwhitby/lists/my-twitter-stalwarts/members

It is also important to note that in order to receive Direct Messages from people they must be following each other. The person needs to be following you, as you need to be following back in order for the DM to happen.

I know of several prominent education thought leaders who limit their follows to less than 100. I don’t get it because I use Twitter differently than they do. That is the point. People use Twitter in the ways they need to use it. However, the more people understand how Twitter works and what the possibilities are, the better choices they can make in personalizing their own learning.

If we are to better educate our kids, we need first to better educate their educators.


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The title of this post immediately kills any chance of a large-numbered readership when it posts on ASCDEdge. For some reason any post with Twitter in the title does not do well with a general population of educators. Social media as a source of professional development has yet to catch on in large numbers among educators. There is however a growing number of educators using Twitter who look for strategies to better serve them in social media for collaborative learning. Whom should I follow on Twitter and how do I find them are key questions that need to be addressed.

First, we must understand that the worst advocates for collaborating with Twitter are more often educators who are collaborating through Twitter. They tend to overwhelm the non-users or new users with elaborate stories of the astonishing wonders of Twitter, as well as all of their astounding Twitter connections. They create an image in a newcomer’s mind that intimidates and scares them from engaging. Additionally, advocates often use jargon and acronyms of experienced Twitter users that do not communicate well with the novice while further mystifying the process. I will attempt to keep it simple.

The Follow Concept

To understand how Twitter works one needs to understand that the only information one gets is from the people who one follows. That is why when we first signed up on Twitter, there were no tweets in our timeline. We were not yet following anyone. The first reaction of an educator is to ask where are all these sources people are talking about?

Of course the first thing a newbie starts to do is follow the famous people, mostly entertainers and athletes. The timeline then begins to show their Tweets, mostly Public Relations, or fan related tweets. But where are the education Tweets that will get me collaborating, you might now ask. They don’t exist if you are not following educators, even more precisely, if you are not following the right educators. Following ten actors, ten singers, two politicians, and the art teacher down the hall will not generate many education sources, unless the Art teacher down the hall is also an adjunct education professor.

The Timeline

The key to getting many helpful education tweets containing sources that a teacher may use in the classroom is to follow many, many classroom teachers. Of course to pinpoint your specific education interests you will need to pinpoint those whom you follow as well. A third grade teacher may want to follow many other third grade teachers. A math teacher would concentrate on following other math teachers. As you build your Personal Learning Network (PLN) of collegial sources, you will find people outside your specific realm of interest that will also add value to your learning. As all of these “follows” Tweet their information out, your timeline begins to be populated with tweets giving education information and sources. Of course if you are also following your fantasy football team, you will have a great many football tweets as well. You may want to consider creating a separate account for your athletic gaming interests.

The Profile

All Twitter accounts have profiles. You should fill yours out so that people know you are an educator, as well as specifics that are unique to you in education. This is how many people judge whether or not to follow you, basing that decision on your profile. You may do the same thing. Go to a person’s profile to make sure they are an educator that would add value to your PLN. Of course you may unfollow anyone at anytime if they do not prove to be of value to you personally. They are not notified that you unfollowed them.

I often follow educators who engage me on Twitter but that is not a rule; it’s a personal choice. There are well-known Tweeting educators who follow less than 20 people. I follow over 3,000. NO, I do not read every tweet. It is a personal choice for my Personal Learning Network. You decide what you need.


There are hundreds of education chats taking place every day on Twitter. It is very easy to access and participate in these chats. It is a great place to identify educators that will enhance you PLN. Educators involved in these chats engage in education discussions that often expose their individual education philosophy and education experience. Follow those people from the chat that you believe may offer you value to your network.


Blogs are a great place to find people to follow. The blogger lays it all out for everyone to see. You can quickly identify where any blogger stands on education. Most bloggers make it easy for you to follow on their site. Look for a “Follow Me” icon and click on it. Many bloggers are authors as well and they often attract other authors who guest post. Authors post their Twitter handle in their bios for people to follow.

Follow Lists

If you access a person’s profile, you can go down a little further and access their ‘Lists”. Many Tweeters create lists that they develop for groups of educators. They will use these lists to follow group members on a separate column on TweetDeck or Hootsuite. You may follow these educators as well by clicking the follow button next to each person on that list. It is not stealing. Additionally, you can follow anyone that person is following as well just by accessing his or her follow list.

A great way I have found is to start a newcomer out with a list of over a hundred educators to follow. These are people who I have followed for years. The timeline of that newcomer now immediately fills up with information and education sources. The entire collaborative element rapidly becomes crystal clear. This is my list: https://twitter.com/tomwhitby/lists/my-twitter-stalwarts/members

#Follow Friday or #FF

Friday for educators is known as Follow Friday. If no one explains what it is to you, you may go months seeing the #FF hashtag and never understanding what it represents. I didn’t get it for months. Friday is the day that Tweeters make recommendations of great people to follow. A tweet will go out with a twitter handle and why you should follow this person and then at the end the #FF hashtag. A shortcut method, less personal or informative would be to list a number of Twitter handles and the #FF hashtag. I personally like to give reasons to follow folks.


There it is, a strategy for following all laid out in simple terms. A big problem with collaborative learning through social media however is that it is not a passive activity. There is no way of getting around the work one needs to do in order to get positive results. Having a plan or a strategy does make things easier. Focusing on following educators, who themselves are focused, makes for best results. Don’t just follow those whom you agree with, but follow those who challenge you as well. The most important thing to remember in Twitter: Big numbers of followers may impress some people, but whom you follow is far more important than who follows you.

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One Education Twitter chat that precedes all others is #Edchat. It was founded July 30, 2009 and has run continuously ever since. For those who are not Twitter chat savvy, a Twitter chat originally was a discussion that uses a specific hashtag to conduct a real-time chat on a specific subject. Of course education chats are education-specific. Typically, they run about an hour in length and are running on set periodic schedules.

Here is a site that updates chat schedules:


My original intent in creating #Edchat was to involve people in an in-depth, organic conversation on a single given topic. It was not easy to run and it might have been even more difficult to participate. We had never done a chat before. It is my opinion that participation requires involvement and not just observation. Those involved in the chat are creators, while those just lurking and observing are merely consumers.

Participation in a chat is not always easy. It requires an understanding of the chat in order to affect a working strategy to participate. It is fairly impossible to follow and interact with every participant. My strategy is to engage a small group of participants by tweeting my own opinions and questions on the prevailing topic. People who respond are drawn into my circle of influence. On other occasions I work off of questions and opinions of others to invite myself into their circles.

I have been asked on several occasions to guest host a chat. I am usually invited to chat about collaborative learning, or connected PD. On more than one occasion the owners of the chats presented me with a number of questions they wanted to post over the course of the chat. They wanted them numbered: Q-1, Q-2, and Q-3 etc.… They wanted the participants to answer the numbered questions with numbered answers: A-1, A-2, A-3 etc.… I would not participate in those chats. I understand that it made things easier for some but that was painting by the numbers as far as I was concerned. What was the participants’ investment in that type of chat? They needed only to follow the numbered Q’s and answer with numbered A’s. Where was the thought? Where was the pushback? Where was the following of a progression of thought? Most importantly where was the learning? These chats had evolved into following a recipe. Q-1, A-1 move on to Q-2 and repeat.

Chats are difficult for a reason. People do not know what they will face as they enter the chat beyond the Topic. The discussion is determined by the participants. Where the chat goes should be totally directed by where the participants want to take it. Moderators are there to help and participate, but they should be taking their direction from the chat, not trying to direct it with pre-determined questions. This makes it more difficult to run, but it emphasizes a trust in the audience/participants to come through with concerns, solutions, or other more in-depth questions. We are adults and deserve the respect from chat owners to conduct ourselves as learners eager to find answers to questions within specified topics that we need to know. We need organic discussions and not scripted ones.

I understand why some chats have gone to the multiple question format, answering up to 10 questions during a 1-hour chat, but we have to ask what is being sacrificed in the name of simplicity? We have educators supporting rigor in education while they are trying to simplify their own learning. Although my personal preference is for the unscripted chat, there is no right way or wrong way of doing this. For some the only way they might be involved in any chat might be through the scripted chat. For many others the organic conversation that springs from the unscripted chat is the way they learn best. We are fortunate that any chats are now available to us as connected educators using social media for continuing professional development. Chats give transparency to education. We talk about our individual experiences on topics common to all. Chats are also a sounding board. Even more, they are a treasure trove for collegial sources, people who can help each other professionally. Participate in chats for all these reasons and to maintain relevance in a rapidly changing world.

#Edchat takes place every Tuesday at Noon and 7 PM Eastern Time zone. There are different Topics for each chat. Archives are found at http://edchat.pbworks.com/w/page/219908/FrontPage.

#Edchat Radio Show on The BAM Radio Network is a weekly analysis of the week’s chat with myself and Nancy Blair hosting with a different guest each week http://www.bamradionetwork.com/edchat-radio/.

#Edchat Moderators include: @tomwhitby, @blairteach, @ShiftParadigm, @wmchamberlain, @lookforsun, @web20classroom and archivist, @jswiatek

If we are to better educate our kids, we need to first better educate their educators.

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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


 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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If educators can count on one sure-fired outcome of the largest national education conference in America, it is the information feeding frenzy that accompanies it. Each year that ISTE holds its Annual Conference with 20+ thousand attendees social media lights up all over the world with exchanges of information between educators emanating from whatever city ISTE is in that year. This year it is Philadelphia. I think there might be more social media interaction with east coast events because of the time zones. The east coast is favored by a longer period of time to get to people while they are awake, active and reactive. The #ISTE15 hashtag will probably trend on Twitter several times during the ISTE conference.

There is a reason why Tweets on Twitter are dominated by education topics. It is not that a majority of Twitter users are educators, but rather those educators who are Twitter users are very collaborative and prolific in their use of Twitter. They use Twitter for exchanging and expanding ideas. They are very active in hundreds of education Twitter Chats. I am sure that Twitter’s founders did, not foresee the educators’ use of Twitter as a form of professional development.

The use of social media by educators underscores the glaring need for a better system of professional development for educators. While there are some districts that make PD part of their culture, most districts allow it to continue as it always has: haphazardly, at the whim of administrators, often ill-conceived and too often with minimal impact on student learning. Trends often dominate the choices. A demonstration of some newly acquired App may count for PD for the entire year.

The adoption of social media to deliver “Do It Yourself PD” is an indication for the need, as well as recognition that educators are hungry for direction.

Only a small percentage of educators will ever get to attend an education conference like ISTE. Districts do not budget for teachers to attend. Conferences are not cheap. Often Admins and Tech Directors will attend such events year after year. Those educators who do attend education conferences however use social media to share out what their experiences are like with those folks not able to attend.

Over the next few weeks the #ISTE15 hashtag will begin to appear more frequently building to a crescendo during the conference and continuing a short time after the conference concludes. These “sharings”, whether on Twitter or any other form of social media, are an effort on the part of educators to involve other educators in a collaboration of learning in their own profession. Educators more than anyone see the need for effective PD and are trying to provide what the system is failing to do. Even when the education system wanted to implement something as big as common core, all of its focus, support, and money went to everything but professional development for those who were to be key in its implementation. That was left to individual districts to do and most had no clue what that meant. As a result we have to ask if educators were properly prepared to implement the common core?

Educators as evidenced through their collaborative efforts recognize the need for PD. The evolving collaborative communities are filling the void left by the system to keep educators relevant in a rapidly changing, computer-driven society. The real key to better educating our kids is, and always has been, to better educate their educators. The #ISTE15 hashtag frenzy that we will experience in the next few weeks is a best-case scenario of dealing with a poorly supported system of professional development. It is yet another symptom of a system in need of change in order to be relevant.

If you attend ISTE15, send out those tweets. If you can’t attend ISTE15 read those tweets. Everyone should Retweet #ISTE15 tweets. Sharing is Caring!


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The basic principle of Twitter is that if you follow ten people on Twitter, you will only see the tweets of those ten people. Additionally, the only people who will see your tweets will be those ten people. Of course with the advent of the hashtag that has changed. If you add a Hashtag, #Edchat for example, the range of your tweet is extended beyond your ten followers to thousands of educators who follow that specific #Edchat hashtag on a search column. People can now follow specific hashtags that are filtered from the stream.

After all is said and done, in regard to building a Personal Learning Network, who one follows is much more important than who follows back. Most tweeters have their own criteria for following people back. I generally follow people who I engage with in some substantive way. The number of people I follow is almost 3,500. NO, I do not read every tweet, but I am exposed to all of them.

The ideal way to follow someone back is to first examine his or her Twitter Profile, which has public access. There is important information beyond the person’s name and location. Information on not only the number of people they follow, but specifically who they are. Additionally, the number of people who follow them back, as well as who those people are, will be listed. A very important number on that profile is how many tweets the person has tweeted while on Twitter. It speaks to their Twitter interaction. I too often find administrators who claim to be connected on Twitter, but have profiles showing about 100-200 tweets as their lifetime total. Of course that is not limited to administrators, but that is one of my personal hot buttons.

Checking the profile is simply verifying a source. Each selection of a person to be connected to for a Personal Learning Network is actually a collegial source. It stands to reason that his or her credibility should be checked. It is our due diligence as critical thinkers to check this out when possible. I always go back to that old adage: Tell me about a person’s friends and I will tell you about that person.

One of the most important elements of the Twitter Profile is that it shows a history of the last tweets the person has posted. That is probably the best indicator of how each person engages Twitter. The profile allows you to go back in their Twitter timeline.

I enjoy examining profiles of the high-profile “Education Reformers” to see whom they interact with. I wonder if any of their perspective is influenced by their Twitter connections. I have found that many follow organizations, politicians, celebrities, and not regular educators. This is something you can try as well and draw your own conclusions.

I think that there are two very important takeaways from all of this. First, have a clear, concise profile describing who you are as an educator. This way people can quickly identify you as a serious educator to follow. Second, use the profiles of others to determine if they meet the standards that you have set for your own Personalized Learning Network. Do you want that person as a collegial source?

Although I have a huge number of folks I follow, I use TweetDeck to organize that number. I have created lists of folks that can be filtered to specific columns in TweetDeck in order to see those tweets in isolation. I do the same for specific hashtags. These lists that I have created are also available on my profile since I leave them as public.

A great way to expand your own PLN is to find great people whom you already trust and examine their profiles to see the people that they follow, the lists that they keep and follow the very same people. You can unfollow anyone at anytime without him or her being notified.

The more time we spend finding the right people to follow will go a long way in getting to good stuff in less time. Each of us has individual interests, concerns, and needs, so we all need different collegial sources to get to where we eventually want to be. With a little forethought and investigation that destination can be just a little closer before moving on to the next. Use the Twitter Profile to your own best advantage. Check it out: @tomwhitby

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