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Archive for the ‘Teched’ Category

Ozpicture-640x400The worst advocates for educators using social media for do it yourself professional development are those educators who have been successful developing their own do it yourself professional development. This probably applies to other successful educator undertakings as well. Many of those educators who achieve success with innovative ideas tend to expound on the achievements and benefits of their strategy, method, or project, which tends to overwhelm those educators exposed to it for the first time. This alone, seems to scare off some educators to even being open to considering change.

I remember attending an education conference back in the early 90’s and seeing the most impressive presentation on education that I had ever seen before. It incorporated every bell and whistle that Apple hardware and presentation software had to offer. There was a standing ovation from the entire audience at the end. Of course during the question and answer period I had to ask: How long did this take to prepare this presentation? The answer made me feel stupid at my own lack of understanding for what I just witnessed. The answer was simple, 48 years. The presentation was based on this person’s life experience through the lens of an educator.

Too often we buy the sizzle, but miss the steak. We don’t pay enough attention to what it takes to get to that success that impresses us so much. A Personal Learning Network consisting of thousands of collegial sources did not develop in a few months. A successful project, using project based learning methodology, was not the result of mapping out a lesson plan the night before. A school does not go to 1:1 laptops by merely handing out the hardware on a special school tech day.

If any change is to successfully take place in any aspect of education, it will take an understanding of the foundation for that change. Preparing the educators who will implement and support that innovation is key in any plan for change. Providing collaborative time to support those educators is essential. Allowing time to deal with and correct failures in the development of that change cannot be overlooked.

Of course all of this is obvious and makes perfect sense as we read through this post, but I constantly meet with educators who have horror stories about the lack of support, training, collaboration, or even a basic understanding of the needs for educators in order to implement any innovation in their class, school, or district.

It is unrealistic to expect a wizard will come along and enable us to make all of the needed changes for education today and to be relevant, authentic, and meaningful to kids just by waving a wand and mumbling some cryptic words. We need to pull back that curtain behind the wizard and expose what hard work really needs to be done to achieve that needed change.

Educators are inclined to help and teach kids. Every educator must be more than a content expert. They need to be masters of pedagogy, methodology, and now technology as well. The ongoing problem is that all of these components of education are continually evolving as a result of a rapidly changing, technology-driven society. We need to keep our educators up to date with those changes taking place so rapidly. Change is never easy for anyone. Comfort zones are the biggest deterrents to change. The wave of a wand will always be preferred to the hard work required to change, but there are no magic wands. If we are to better educate our kids we need to first better educate their educators. Evolution in education does not only fall on teachers, it requires a large commitment from all constituents in an education community.

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snapshot-cameraIn a world where we emphasize branding systems, organizations and even people with all the positives, while downplaying all the negatives, it becomes very difficult to get an accurate picture of something so obscured with both what is real and what is hype. Nowhere is this more evident than at any public occasion where a school/district administrator describes his or her school’s/district’s success in being a model of 21st century learning. It is on such occasions that buzzwords and acronyms play such a significant role in confusing the picture of where we really are in education.

I am always wary of any administrator’s description of programs within their schools as if one successful program supported by a few progressive and passionate educators in a school is typical of all that is going on throughout the district. I am equally wary of teachers in public sessions presenting progressive lessons supported with technology and student voice as typical lessons employed by all of their fellow educators in their school or district. This is also a practice of our professional organizations in Education. They promote themselves as leading edge tech drivers for learning, while their sponsors, tech companies, drive most of that and not their members, educators.

We should all share with others great things that we are doing in education. These are the very things needed to inform and inspire others to step up as well. We should not however sell it as the norm for the school unless it is. More often than not however these are exceptional examples for a very good reason: others are not replicating them.

Of course the obvious question, to me at least, is: If this description of progressive, tech-supported, collaborative, student supported learning is so positively impactful in describing a school or district, why aren’t we pushing for it through our policies, professional development, and money? Why are these things still the exceptions to the rule in education? If the control and compliance strategy of the 20th century is not what is being touted as an exemplar for 21st Century learning presented to the public, why is it still so prevalent in the system? Why are we not reframing our definition of an administrator and teacher to be digitally literate? Why are we not giving voice to all constituents in a school community? Why are we not promoting a school culture that supports collaboration and technological competence for all life long learners that includes all administrators, teachers and students? Why are we not providing authentic, respectful, differentiated Professional Development to our educators?

We should have pride in our schools. We should share with people the wonderful things that are being accomplished. Teachers should share their most successful lessons with other educators. If however we take those snapshots of great things and convince or even imply to people that this is the way all learning is taking place for the sake of branding, it is a step too far.

There is a need to assess exactly what the skills are of our educators of varied ages who have come from various backgrounds and experiences in order to provide what each individual needs in PD. There is a need for every school to examine what their school culture is, in order to align it with what they want it to be. There is a need to define what a 21st Century educator is in order to move a majority of educators out of their 20th Century mindset.

When someone is painting a picture of his or her contribution to the learning of his or her students, it should be limited to that alone. Teachers and administrators should not imply and we should not assume that their snapshots of their classes or projects are the feature film of the entire school’s learning environment. Their accomplishments and those of their students however should be a model to get schools to evolve to a place and time where it is representative of the entire school’s learning environment.

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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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in-the-shadow-of-the-moon_625x352Ever since I attended FETC in Orlando this year, I have been haunted by a press conference I attended with one of the keynote speakers, the astronaut, Leland Melvin. It actually came at the end of the interview and it was more of a conversation with the man rather than a question and answer segment. We were talking about girls’ involvement in science when Mr. Melvin pointed out the phrase that drove  America and Russia for a decade, “The race to put the first man in space”. This was later replaced by, “The race to put the first man on the moon”. Looking back, that might have been the best way to disinvite half the country in participating in this nationwide endeavor. I have no doubt those words in that combination would not be accepted today, but that was a different time and a different culture. Nevertheless, it must have been a turn-off to many women and their involvement in science and math.

I often wonder why we have such a problem involving girls in more science and math classes. It is not my area of expertise, or even interest, but my youngest daughter is a Math major. Her classes are filled with males while the females in the class number in single digits. The scariest part of this is, that as enlightened as we like to think we are, we have been doing this for not only the last few decades, but also many centuries, and in some respects we are still continuing this today.

Now this is where I apply what I know with what I believe, so I am not saying that what I am about to theorize is a reality, but one possible explanation as to why something is happening. Let me be clear, there are many, many women who are successfully and prominently involved in science, math, and technology. The point is that as subjects Math, Science, and Technology are far less inviting to women than they are to men.

Now for the point I want to get to with all of this preparation. I am perplexed at the slow rate at which technology is taking to gain acceptance in being utilized as a tool for learning in our education system. The education profession itself is undergoing a change in the makeup of educators. Fewer men are entering the profession, which makes women the predominant gender in our education industry. As an aside, I wonder if the percentage of female administrators reflects the percentage of women in the education system, but that’s the stuff for another post.

My query: Could the slow rate of acceptance of technology in education in some way be linked to the hesitance on the part of many women to feel comfortable with technology? I am not attributing blame with this question, but I am trying to figure out how to apply a solution. I guess it still comes down to the obvious. If we are to change the system, we need first to change the culture. I guess if we worked as hard to put a woman on the moon as we did for a man, things might be different today.

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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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I have been very fortunate to travel both nationally and internationally to attend education conferences. A primary benefit of this is having great conversations with various types of educators. With so many of these conversations taking place on a regular basis, I find myself often depending on an opening question that resides on a short list of questions in my head. I have teacher questions, principal questions, and superintendent questions. Most of these questions are geared to being connected. Unfortunately, too often I need to first define what being connected means.

Since I have become so immersed in the concept of connectedness through social media, I too often forget that not every educator gets it yet. It has only taken me a decade to understand that. I have trouble understanding why so many educators are still clueless about the need for collaboration and its link to social media and technology? Of course, as a former teacher, I, rightly or wrongly, hold administrators to a higher standard, believing leaders should lead. My need to hold admins more accountable led me to ask (out of ignorance) in a recent Edchat, ” Why are there no standards for administrators?” Someone immediately provided: Accomplished Principal Standards from the National Board Certification for Educational Leaders First Edition National Board for Professional Teaching Standards 1525 Wilson Boulevard l Arlington, VA 22209 USA www.nbpts.org. I finally had an official document to tell me what is truly expected of school principals in order to be considered “Accomplished”. Of course that is not to say that all principals are accomplished, but it is at the very least a goal.

As I perused the extensive document, I came to the section IX. Reflection and Growth. It was an affirmation of my doubts about principals who are not connected being, or at the very least becoming increasingly irrelevant in the 21st Century model of education. Extending this out in my own head, if it applied to principals, it surely applied to superintendents as well. Here is the passage that most caught my attention:

Accomplished principals use technology as a powerful learning tool. They may participate in digital networks for communication among professional colleagues, use social networking tools for informal learning, or take part with professional colleagues in online learning communities. These principals use such learning opportunities to consistently reflect on ways to improve their practice of leadership.

 

This now provided a much better and focused set of questions that I could expect administrators to have an understanding.

Here is my new list of admin questions:

 

1 Do you consider yourself an accomplished administrator?

2 What digital networks do you use for your communication with professional colleagues?

3 What social networking tools do you employ for your informal learning?

4 In what ways are you using these connected opportunities to reflect and improve your practice?

5 How has technology impacted your learning?

 

Of course I am a retired teacher, author, and Blogger, so I can ask these questions with impunity. I risk nothing posing these questions to administrators. Working educators do not have that luxury. There could be grave consequences if they posed these same questions to their administrators. How do we hold administrators responsible for meeting standards posed by their own professional organizations to maintain what should be expected of any 21st Century administrator? Are these standards only for good public relations, or are they really what should be expected or better yet demanded of every administrator?

I have always said that to better educate our kids we need to first better educate their educators. I think I should also now say that, if we are to hold our teachers to higher standards as 21st Century educators, we need to first align their leaders to those same standards. Feel free to print this out and place it in an administrator’s mailbox if they are not an administrator who would view this online as “Accomplished Principals Standards” suggest.

 

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After being involved in social media for over a decade, I have made a few observations that might be helpful to folks who use social media, more specifically Twitter, to develop and maintain a Personal Learning Network. I started my Twitter account with a plan and focus to use it to develop collegial sources for my professional learning. That may be different from why most people sign up for Twitter, but that is an educator’s perspective that may not have been imagined by Twitter’s founders.

Using Twitter for professional learning requires a collaborative mindset. Being collaborative requires more than just consuming ideas from others. It requires sharing, commenting, reflecting and sharing again. This requires work. Twitter for professional learning is not a passive exercise. It does require time and effort. The rewards and benefits however, can more than outweigh the effort.

The key to having valuable and relevant information arriving on a Twitterstream is totally dependent on who is being followed. In order to get thoughtful and credible information tweeted to one’s timeline, thoughtful and credible educators need to be followed. Who one follows is the single most important factor in succeeding at professional learning when using Twitter. Maintaining and upgrading that follow list takes time and effort. Each of those follows is a person. People vary in their involvement in anything from time to time. They may lose interest, becoming inactive for a period of time, or maybe forever. One’s follow list needs to be constantly updated to accommodate those who drop off the stream.

Additionally, an educator’s interest may begin to branch out. In my time on social media the iPad, smartphones, 1:1 laptops, 1:1 chromebooks, Flipped classrooms, STEM, Rigor, and many other initiatives were introduced to education. With each of these introductions new educator experts emerged. All had to be added to my follow list if I was to maintain relevance. As initiatives develop in education new people most familiar with those initiatives need to be followed. Educators who are vocal and knowledgeable while involved in Twitter chats are another group from which I add follows. People who engage me in thoughtful education tweets are also most often followed. I usually look at a perspective follow’s profile to assure their educator credentials before I commit.

It is easy to get a follow list much larger than one can handily manage with all of these follow considerations. To simplify and organize tweets, chats, hashtags and groups of follows, I employ TweetDeck. Hootsuite is a similar tool. I am able to create dedicated columns that follow specific hashtags, groups, or individuals in addition to separating out my Twitterstream, Notifications and Direct Messages. Each of these designations gets an individual column.

Being a collaborative educator in the 21st Century requires that an educator be connected to other educators. With the tools of technology available today educators are only isolated by choice. Since most districts do not send a majority of educators to national, statewide, or even local education conferences, the virtual connection is the best alternative. Technology today enables that to happen. It is however incumbent on each educator to work to make those connections. It requires a collaborative mindset as well as a willingness to learn. It requires educators to be what they profess to their students, “You must be a Life Long Learner!”

The time investment to accomplish this can be as little as twenty minutes a day. The warning here however is that often times a learner may actually get caught up in the learning and spend more time than planned on a given topic. Social media opens educators to the pedagogy, and methodology of others. It offers transparency to policies. It questions the status Quo. It forces reflective thinking. It acts as a megaphone for new ideas. It gives educators a voice in the discussion of their own profession. None of this will happen however unless an educator comes to the table with a collaborative mindset and a willingness to spend time collaborating. Educators should never expect less from themselves than they expect of their students. A good teacher is also a good learner, and a good learner can always become a great teacher.

 

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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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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.

Chats

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

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.

Conclusion

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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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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