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Archive for the ‘Thought Provoking’ Category

Path to Thought Leadership Today

Posted in Administrator, conference, Connected Educator, Education, Internet, ISTE, Leadership, Linkedin, Literacy, online learning, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Twitter on November 14, 2013| 4 Comments »

A question that I often get from educators is: How do I get to do what you do? Always intrigued by that question, I continually have to consider what it is that I do, that would appeal to anyone other than me? In reflection, I love what I do in this second career that I stumbled into about five years ago. I get to tweet, chat, blog, broadcast, podcast, interview, comment, write, speak, consult, and travel around the world. I guess I could be considered a professional social media educator. Of course it is not something I could devote enough time to, if I was not retired from teaching after 40 years in the classroom. I find myself on, or near a computer all day, every day. I know of several dozen educators actively involved in doing many of the same things. Most of these educators started as early adopters of social media when it began to gain momentum in our society.

What were the conditions in education that empowered certain educators with the ability to influence, to some degree, the profession of education? Who is responsible for recognizing and validating certain individuals as education thought leaders? What changed in education that diverted us from the usual more traditional spheres of influence in education to a social media-driven influence?

Traditionally, education authors had influenced education with published works. These experts, many from Higher Education, would write books and Journal articles that affected the profession. Recognition came through published works from highly credentialed educators. These are the same experts who would also speak at education conferences. Recognition was also given to educators who successfully presented at the National Education Conferences. For decades these were the influencers of change in education.

As Education became more political the influencers changed. Politicians, and business people began to enter the discussions in education. Big companies making big profits in education began gain more influence in the discussion. Before long the educators’ voice in education was barely a whisper. Discussions resulted in mandates and laws, which was the culmination of influence of many non-educators with little transparency in the system that produced these directives.

With the rise of social media, educators began their own discussions online. The education community started to grow on LinkeIn, Facebook, and Twitter. The educator discussion began as a collaborative sharing of ideas for teaching. Soon educators began to compare notes on pedagogy, methodology, policies and mandates. Questions about inconsistencies and flaws began to be explored. The discussions were interactive, and reflective. It was educators questioning educators about education without influences of re-election, tax implications, profit margins, or public opinion.

Collaboration revealed ideas that were practice to some but innovation to others. Social media is global and that influenced ideas as well. Ideas from other cultures entered the conversations. The community soon noticed those educators, who embraced the ideas, and exposed the hypocrisies, and inconsistencies. Recognition came to those who were consistent with good and original ideas.

Those same educators who tweeted their thoughts needed to expand their ideas and moved onto blogs. Some still felt limited and found a need to author books. The pathway to thought leadership had become more democratized. People were recognized for their ideas rather than their titles. Educators had access to other educators for vetting ideas. Access through collaboration using technology as a tool to make collaboration an anytime, anywhere endeavor was a game-changing advancement.

Potentially, any educator today, who has the ability to collaborate with other educators, can share their way to thought leadership. It takes: a collaborative mindset, a love of learning, ability to creatively think, ability to effectively write, ability to comfortably speak, and a driving desire to affect change in education. These are the skills of the several dozen people that I know who have become thought leaders in education through social media engagement.

Collaboration has long been a factor in the education profession. It is through technology that this element, this form of learning, has been turbo-boosted to become a driving force in learning. It empowers people to gain control over what it is they need, or want to learn. It also enables that person to intelligently and responsibly shares their learning with others in order to fill a void created by the isolationism of education in the past. It was that isolationism that made educators vulnerable to influences of outside forces that may not have had education improvement as their main goal. That is the stuff that makes a good education thought leader. It is within the reach of most educators to get to that position, and the profession, as well as the system, will benefit with every attempt by educators to do so.

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20th vs. 21st Century Teaching

Posted in Administrator, Assessment, Connected Educator, Curriculum, EdChat, Education, Leadership, Literacy, Observation, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teacher assessment, Teched, Technology, Thought leadership, Thought Provoking, Twitter on November 8, 2013| 28 Comments »

This week’s #Edchat was about teacher-centric learning vs. student-centric learning. It is a topic that often gets teachers actively involved in discussion. The reason why so many teachers are so passionate about this subject is unclear, but if Twitter chats and tweets are any indication, it is obvious that many of our connected educators strongly favor student–centric learning. Many view it as 20th century education vs. 21^st century. In fact we have been having the “sage on the stage” vs. “ guide on the side” argument for quite a few decades.

Direct Instruction and Lecture are methods of education that have dominated our lessons in education for centuries. They are probably the lessons that most Americans imagine when they are asked to think of what a typical lesson in school should look like. It is the way that most content experts often deliver content to their students. Lecturing is the mainstay of college courses. The majority of the work in this model falls on the teacher to take in and understand the content and deliver it in digestible chunks to the students. This is then noted and memorized by the students for a later summative assessment. That would be the model applied from: chapter to chapter, unit to unit, subject to subject, and textbook to textbook. Both teachers and students were programmed into this model for the most part. Does any of this sound familiar?

The last few decades however have had teachers experimenting with other ways to deliver content. I remember the first time I used simulations in an integrated social studies and English project in the late eighties. It seems a little lame by today’s standards, but we were pushing the envelope back then. The classroom was noisy, the kids were all over the room, the furniture was used as anything but furniture, but we were all engaged in learning. It was active learning and not passive listening.

Moving ahead to the 21^st Century we see the use of Project-Based learning, Problem-based learning, and now the Maker movement. None of this is really new, but many educators in larger numbers are newly employing it. We are seeing in more and more literature that lecture and direct instruction may not be as effective as these other forms of learning.

Collaborative learning, which has always been with us, has been turbo-boosted by technology. It once required face-to-face environment to even be considered. It was always effective, but the requirements of time and space limited its use in the classroom, and made it almost impossible outside the education setting. Technology changed all of that. Collaboration now has no boundaries of time and space. Collaborative learning can take place anytime and anywhere. Connections are both local and global. This has become the heart of connected education, and collaborative learning on a global sc

Direct Instruction and Lecture are elements of education that will always be with us. They should not however be the focus of education. Technology now provides the means for student-centric lessons. We need to educate our educators in the benefits and implementation. We also need to get our students familiar with having a voice in personalizing their learning. We cannot hold them responsible for learning, if we don’t teach them the skills of learning. This student-centric learning strongly supports lifelong learning. It creates independent learners and thinkers. It is a learning-by-doing philosophy.

The deterrents to this oncoming wave in education are few, but they are daunting. Observations by administrators are used to assess a teacher’s performance. The easiest observations to do are teacher-centric lessons. Otherwise, in a student-centric lesson, an administrator would have to observe student learning as opposed to teacher delivery of content. Although not impossible, it is a more difficult way to do things. Nevertheless, there are forms of observations that accommodate student-centric lessons. We need to prepare administrators with those tools. More importantly we need to get them as supporters of a method of teaching and learning that has not been the mainstay of education. This is a difficult task in an institution as conservative as Education.

Technology is a driving force for much of the student-centric learning. We need our educators to be at the very least literate in this relatively new digital literacy. It is not a generational thing that people over 30 cannot ever understand. It is a learning thing that teachers can be taught through collaboration, support, and prioritizing ongoing teacher learning for professional development.

The idea that content is king may just be a passing phase in education. Content should be the tool that we use to teach kids the skills of learning. What we learn should take a back seat to how we learn. Once we know how to learn, the content will come to us, as we need it. We need to prepare this generation not only to learn, but also to think critically as well. Learning and thinking are a far cry from listening, memorizing and regurgitating facts.

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WISE Summit and My Takeaway

Posted in Administrator, Blog, conference, Connected Educator, Curriculum, Education, EduCon, Internet, ISTE, Leadership, online learning, PD, Professional development, Professionalism, Reform, Social Media, Teacher, Thought leadership, Thought Provoking on November 2, 2013| 4 Comments »

For those who may be unaware, The WISE Summit is an education conference held each year in Doha, Qatar. The Qatar Foundation, which supports innovation in education around the world, sponsors it. It was my good fortune to be invited to attend last year along with my good friend and colleague Steven Anderson. The invitation to attend the WISE Summit comes with travel and accommodations paid for by the conference. This enables attendees to be truly representative of a huge number of countries worldwide. I was quite fortunate to be invited back a second year and lead a discussion in a common ground session.

One thing that sets the WISE Summit apart from all other education conferences we have become most familiar with is that the WISE Foundation is able to act on their good intentions. When they find educators who are passionately pursuing innovative educational endeavors, The WISE Foundation shares not only the idea with their summit attendees, but they deliver those very innovative, passionate educators to personally tell their stories to the WISE Conference. This in person delivery more than anything else best shares that passion and innovation in hopes that it becomes infectious. This conference sets itself above all others in that it fully support its intentions with actions, and of course this does not come cheaply.

The result of the huge investment in this education, and innovation connection is that the very necessary ideas for change in education can be discussed and shared at levels that potentially can make a difference on a worldwide level. Some of the most influential, Non-Government Organizations, responsible for educating millions around the world have personal access to these exceptional individuals and their ideas. The best part of this from my personal perspective is that, as an educator, and a blogger, I have the very same access to those folks. I find their ability to share their stories based on their ideas and experiences is not just inspirational, but also empowering.

There are so many people with whom I connected at this conference that I could write about, but a single post could not begin to scrape the surface of connections. Almost every business card handed to me at the conference brings to mind something about the individual represented. Of course it helps that I made notes right on the card after receiving it. It was my personal method of keeping up with so much information.

Of all of the connections and friendships that I made in Doha, Qatar, there are two individuals who are probably best described as unlikely standouts among educators. At a truly international conference I tend to bond more quickly with American educators. I find myself naturally attracted to and comfortable with people who seem familiar when I am in unfamiliar surroundings. To my advantage however this was my second year attending the WISE Summit, so a great deal of venturing beyond my comfort level took place. The two people I first came in contact with upon my arrival probably had the most profound effect on me for the conference. One was an African-American man from South Los Angeles, California, and the other was a white man from the South Bronx, New York. The three of us met for the first time in Doha. It was their first trip to Qatar and they were both wondering what it was that got them the invitation. I knew why they were invited within minutes of each of them telling me their story. Both men had a mission in life and each was passionate about it. Both were about helping people and each was laser focused on that goal. Both encountered great obstacles set up by culture and politics and each had battled and won great victories. One was steeped in hyperactivity and had a hard time sitting in a chair. The other was mellow and very laid back. I was comfortable with both guys and we got along fine. They are people I will keep in touch with and follow, as they continue to do wonderful things for their communities and that alone will drag or push many of us along with them.

I could not do justice to their stories in attempting to describe them to you in this post. I could not begin to even attempt to describe the passion and enthusiasm of these men for what it is they each do. It is ironic that each was brought around the world to meet for the first time when one considers what each of them did to get there. To best serve you as a reader, I can connect you with their video, so that you can see to some measure that which I saw in full measure. Even that should be enough to recognize these men as extraordinary educators and people we need to hold in high esteem with our support.

These are the Ted Talk videos of my new friends, Ron Finley, and Steve Ritz. I would expect you to view them, and hopefully, pass this along to other educators as well.

Simply click on each title to view the video.

Ron Finley: A guerilla gardener in South Central LA

Stephen Ritz: A teacher growing green in the South Bronx

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PD Roadblocks: Control, Compliance, and Permission.

Posted in #CEM, Accountability, Administrator, conference, Connected Educator, Curriculum, Education, Leadership, Literacy, Observation, PD, PLN, Pre-Service teachers, Professional development, Professionalism, Reform, Skills, Social Media, Teacher, Teacher assessment, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, unconference on October 20, 2013| 12 Comments »

When I think of Professional Development for teachers in the traditional sense, I am more and more convinced that being connected as an educator is more effective in accomplishing the goal of professionally developing. The biggest roadblock to teachers connecting may very well be the way teachers have been programmed throughout their entire education and career.

Any course, or workshop that a teacher has ever wanted to take for academics, or for professional development was either controlled, or in some way approved by someone in authority. Some districts put this on the responsibility list of an Assistant Superintendent, or that of a Personnel Director. The determining factor for acceptance of any teacher’s PD would be: does the course, or workshop comply with the specific subject that the teacher teaches? Some districts require that teachers stipulate how the specifics of the course will impact the subject that he or she teaches. Once the course is completed, usually some proof of seat time in the form of a certificate must be provided before permission for acceptance can be granted.

This traditional method of Professional Development has gone on in this fashion, or something close to it for decades. The question is: Does it work? Of course nothing works 100 percent of the time. I would venture to say however, that if we base our answer on an observation of the dissatisfaction with our education system, and the grass-roots movement of tens of thousands of educators in search of something more in the way of PD, our current method may be failing us miserably, or at the very best, falling a bit short of the mark. Either way, PD in its current form is not making the grade.

Someone other than the learner directs the learning in this model, because it was designed around control, compliance, and permission. It would be a big plus if the needs of the learner aligned with the needs of the director, and I imagine that sometimes it does. However, that would probably be more coincidental than a planned outcome. The methodology of a majority of this PD is pretty much “sit and get” or direct instruction. Of course some teachers of the PD might use other methodology, but “sit and get” is pretty much the staple of most PD.

With the era of the Internet, came the idea of very easy-to-do self-exploration of topics. Educators could look stuff up on their own from home, or school. The idea of self-directing leaning suddenly became much easier, and I might add, a whole lot cheaper. The problem for districts however was that there was no way to control it, or to regulate it, or even give, or withhold permission to do it.

The entire self-directed learning thing was further complicated with the advent of Social Media. SM was at first thought to be the bane of all educators. As soon as educators stopped yelling at kids who used it, and tried it for themselves, things changed. Educators began connecting with other self-directed learning educators, and shared what they had learned. The learning has become more collaborative and through observation, and reflection, and based on the interactions of other educators, it has become more popular and more clearly defined.

There are two factors that seem to be holding many educators from this self-directed collaboration. First, it requires a minimal amount of digital literacy in order to connect and explore, and collaborate. This seems to be lacking for many educators, as well as a resistance to learn the literacy. Ironically, educators are supposed to include digital literacy in their curriculum for their students to be better prepared.

Second, educators have been programmed to the model of Control, Compliance, and Permission for Professional Development. That is also the accepted model still employed by most districts, and a huge roadblock. As tough as it is for educators to buck the system, it seems worse for administrators. They too have been programmed, but additionally, they are in the position that has the Control, that demands the Compliance, and that grants the Permission. To give that up by some who are in a position of power is a much more difficult leap of faith. Maybe administrators need to be reprogrammed as lead learners rather than just administrators. It becomes an obligation to continually learn. If they become self-directed learners collaborating with other educators globally, what effect would that have on their leadership capabilities?

In regard to professional Development maybe it would prove more effective to have teachers demonstrate the effects of their learning, instead of a certificate for proof of seat time. That would become the portfolio of a teacher’s learning placing more emphasis on the brain and less on the ass.

The term “connected educator” may be a term that scares people. This was mentioned at a recent education conference. If that is the case, why not use the term “collaborative learner”. Learning through collaboration has been done from the beginning of education. The tools to do it however have dramatically changed and improved, enabling collaboration to take place anytime, anywhere, and with any number of people. It is done transparently, recorded, and archived. Never before in history has collaboration occurred this way. As educators, we would be more than foolish to ignore this potential. As learners we would also be remiss to ignore the personal opportunity to expand and advance.

As educators we recognize the importance of reflection and critical thinking. We need to employ those skills to examine where we are, and what we are doing with the things that we rely on as educators. We need our professional development to be useful and relevant in order to ensure that we, as educators, remain useful and relevant. We can’t have a relevant system of education without relevant, literate educators.

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Connected Dialogue F2F

Posted in #CEM, Accountability, Child Predator, Connected Educator, Education, Leadership, PD, PLN, Pre-Service teachers, Professional development, Professionalism, Reform, Social Media, Teched, Technology, Thought leadership, Thought Provoking on October 17, 2013| 2 Comments »

Yesterday, as a speaker and panelist at various education related conferences, I had a wonderful experience. I was asked to participate on a panel at a gathering of education technology industry leaders. The group was assembled by The Software and Information Industry Association, SIIA. It took place in the plush setting of a prestigious law firm office in the heart of New York City. The Panel discussion was to address connected educators and the effect on education. The other panelists included my friend and connected colleague, Lisa Nielsen, @innovativeEdu and Andrew Gardner, @Agardnahh, whom I met for the first time.

The setting was incredible. It was on the 9^th floor of a building that we needed to sign into. The receiving area had food and drinks set up with couches and tables set up to comfortably gather the group as it assembled and pinned on their nametags. The room quickly filled with clusters of conversations positioned about.

Lisa and I went off to check out the room where we were to conduct the “roundtable discussion”. We wanted to get comfortable with the setting before we had to begin. Again, it was a large, elegant room with leather top tables and microphones for the panel at the front of the room. There were very comfortable chairs for the audience arranged in ROWS. It was the idea of rows that got to me immediately. This was not a roundtable discussion setting. It was a historic classroom setting with the teacher at the front and students in rows. It screamed we are the experts and you are the students. For me this was not going to work.

As the 20 to 30 participants entered the room I made an announcement that we would be re-arranging the seats so they would be in a circle for the presentation. The immediate reaction was confusion. The host of the event, I believe he was a partner of the law firm, said quietly to me, “We have never done this before.” I knew then that I was going to be thought of as an out of the box thinker, or an idiot by the end of this session. Actually, it is a teaching method we teach student teachers. Consider the goal, and the setting you need to accomplish it. If it requires rearranging the room, do it.

Once the audience realized that there was no escape from rash decision of the mustachioed, short guy standing in the front of the room (an obvious position of power), they helped form the circle of very expensive chairs. I was committed at this point, so I had to make it work, but I was confident that it would. I was fortunate that the other panelists were aware of the benefits of the new configuration, and they supported the decision. In retrospect I might have been a bit arrogant, but in this instance it worked to my benefit.

The discussion started with quick introductions from Lisa Schmucki, the moderator, followed by a general question about what is a connected educator, and what is connected learning. We, as panelists, carried the opening of the discussion, but soon that shifted as the audience members, who were not separated in rows, but connected in a circle that positioned each listener to face each speaker, committed to the discussion. Success was almost assured as long as the panel, now part of the circle, kept the conversation going with facts and opinions from an educator’s point of view. This was in fact connected learning face to face. Titles were dropped and ideas were considered on their own merit. The panelists, lawyers and business people all became equal participants in the discussion.

The goal of this roundtable was to explore what business people could do to get involved with connected educators. The big idea was to listen to what educators had to say. Pitching products to connected educators will not work. A big take away was that these industry people had access to researchers and experts not available to teachers. They could provide free webinars with these experts to address and inform on issues as professionals and not salespeople selling products.

I can’t help to think that, if we as educators had these types of discussions earlier, maybe the discussion on education would not have been hijacked by business people, politicians, and profiteers. Instead of experts in the front of the room telling us what needs to be done, we could develop solutions through dialogue with the people really involved. The idea that well-intentioned endeavors, like Education Nation could continue with such little, or contrived participation from educators to balance the discussion could gain popular attention is more than upsetting.

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Blogs and Connected Educators

Posted in #CEM, Administrator, Blog, Connected Educator, Education, Internet, Leadership, online learning, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher, Teched, Technology, Thought leadership, Thought Provoking, Twitter on October 16, 2013| 20 Comments »

A Weblog, or a Blog, as it has become to be known, is a form of writing that entered the scene with the advent of the Internet and personal publishing. It could be described as a digital magazine feature article or a digital news article depending on the content. What makes it unique however is that it is personally published without needing permission from anyone except the author. The author becomes the publisher and determines what will be posted, which is the digital term for being published. The authors of blogs are Bloggers.

Now that we have established what a blog is, what does any of this have to do with Connected Educators? Blogs are having a profound effect on Journalism most specifically, and other industries in general. Blogs are becoming more than just a tool for information. By being able to comment in real-time about a post, the readers become part of the narrative. They give voice to support, objection, clarification, expansion, and validation in their comments. They help to immediately define, shape, and explain topics through their comments. None of this was ever possible in the print media, with the exception maybe of “Letters To The Editor”. It is that ability and power, which the blogger gives to the audience that connects them.

Thought leaders can express their ideas for immediate feedback, so that they may reflect and adjust. Readers may respond, reflect and often add a blog post of their own. The give and take; reflect and respond; adjust and refine abilities of the audience and Blogger are all part of a collaborative learning experience. Collaboration is the key to connectedness for educators especially.

Where do Bloggers come from? At first many education Bloggers came from the ranks of authors and speakers from education. They were comfortable with public exposure and writing, as well as technology, so it was an easier transition. Later, more and more educators began to get comfortable with the idea of blogging as a result of their commenting on blogs, as well as public discussion groups on the Internet. The fact that they were able to write their thoughts in a public venue and have them validated by other professional educators turned out to be a great incentive to go further. This only strengthened the voice of education Bloggers with the experience of practicing professionals.

As the community of education Bloggers grew, so did the audience. Many Administrators, who were leery of public exposure, began to step up and blog. Parents in need of a clearer understanding of the system began to blog. Finally, students themselves, the very focus for which education exists began to join in with their voice. A big contributing factor was the growing use of Twitter as a social Media tool. It is micro-blogging, blogging in small bursts. As people tweeted more and more, gaining a following, they found a desire to say more than 140 characters could express. Blogging applications like WordPress, and Blogger simplified the process of establishing a Blog site. A comfort with writing for an audience, and an ease with technology led to more educators climbing onto the train of connectedness and collaboration.

The result of all of this Blog evolution and proliferation has had a great effect on Education. It has made public the good, the bad, and the ugly of education. It has created that transparency that so many people have talked about. It is openly discussing what needs to be talked about by practicing educators and thought leaders. Blogs are connecting educators with thought leaders and administrative leaders in a way that could never before be accomplished. Education theorists can open their ideas to practitioners for analysis and critique. Practitioners can share their victories and conquests, and hopefully their failures as well. It is through the analysis and reflection of all of this that we can improve to move forward.

To be part of the change, educators need to be part of the process. They need to connect, comment and contribute wherever possible in our connected community of educators. That is where our voice as educators is the strongest. Connectedness is our best chance for positive change that is not mandated, or legislated, but rather collaboratively established.

Blogs offer a daily snapshot of what is happening in education. Blogs offer educators a public platform for discourse, and the ability to comment and affect change in a system that needs to change in order to be relevant in a world of fast-paced, technology-driven evolution. After the Blogs have dealt with the heavy lift, the printed Journals of Education report it. Educators need to connect to better communicate, collaborate, and create in order to more effectively educate students, and even more importantly continue to be educated.

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Chats: What are they and why do we need them?

Posted in #CEM, Administrator, Connected Educator, EdChat, Education, ISTE, Leadership, Literacy, online learning, Parents, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teacher assessment, Teched, Technology, Thought leadership, Thought Provoking, Twitter on October 14, 2013| 10 Comments »

This post originally appeared on the ISTE Connects Blog.

Back in 2009 I was becoming quite acquainted with the ins and outs of Twitter. I had migrated to Twitter from a heavy involvement on LinkedIn. While on LinkedIn I had founded a very active education group called Technology-Using Professors. The LinkedIn discussions often referred to sources picked up on Twitter. It wasn’t long after that I found myself spending more and more time on Twitter and less on LinkedIn. I did however miss the discussion component that was so prevalent with the groups on LinkedIn.

I began to ask somewhat engaging questions on education in order to start discussions on Twitter. The discussions were at random times when the mood would strike me to start one up. A probing question here, and a provocative statement there would always strike a chord with a few folks. It was however limited to my followers, which was at the time only a few hundred. It was a great experience, but it was limited. The only beneficiaries were those few of my followers who were on the twitterstream when the question was posed.

I was fortunate to have discovered and virtually assembled a number of collaborative, knowledgeable, and intelligent people in my network of connected educators for the purpose of advancing my own professional development. This was my Professional Learning Network, my PLN. I found myself engaging two individuals more than any others, Shelly Terrell from Germany, @ShellTerrell, and Steve Anderson from North Carolina, @Web20classroom. I asked them to help me set up a discussion on education that we could do on Twitter. Of course Steve and Shelly brought along their followers, so pretty soon we were already expanding the audience for our chat.

With the creation of a hashtag, a set time on a prescribed day, and a poll to determine specific topics for discussion, #Edchat was launched. It was not the first-ever discussion or CHAT on Twitter, but it was consistent and successful with an unprecedented amount of participation. #Edchat was often a trending topic on Twitter when the chats were in progress. We were driven to create an archive page so that educators around the world, restricted by time zones, could keep up with the chats. We received many requests from educators in Europe to start #Edchat earlier to accommodate their time zones. We answer the requests with a second chat beginning earlier in the day.

The #Edchat hashtag then took on a life of its own. It went beyond just marking the tweets for the chat. It became a hashtag added to any tweet dealing with education related information. Tweeters realized that they could extend their range of tweets beyond their own followers to the thousands of educators who follow the #Edchat hashtag.

With the success of #edchat and using it as a model there are several hundred education chats active on Twitter today. Education chats have become a great source for connected educators to access and follow thought leaders, and educators who are leading the discussions that are having profound effects on the development of 21^st Century education. Beyond the actual discussion of relevant topics, educators can make direct connections with the chat participants. They can add to their PLN’S with educators who have engaged them. Tom Murray and Jerry Blumengarten have created a great source list for the current number of education chats. It was creatively named WEEKLY TWITTER CHATS.

Entering any of these chats requires some strategies. It is impossible to follow every tweet in the discussion and keep a focus on any specific aspect of it. It would be like trying to listen to and follow every discussion at a party with a hundred people. It is not something that can be done literally, so why would we expect to be able to do it virtually?

I approach a topic and devise my own question that answers my needs on the subject. I put the question out fishing for people to engage. I usually pick up a few people and we are off to discuss. I also monitor the chat for things that draw me in. I engage those folks who have their own questions on the subject. The best part of the chats is the engagement, but not everyone engages. There are people who follow the chat and take it all in without ever revealing their presence. They are quiet consumers of information, lurkers for learning.

Chats on Twitter have become a staple for information and contacts. They are great sources of relevant information that educators need to promote change and improve their own methodology. Chats are wonderful sources for connecting to educators with proven worth to add value to Professional Learning Networks. It adds to the many ways educators can now personalize their learning for professional development. In order to provide kids a relevant education, we need to provide relevant educators. A connected educator, engaging in education chats, is one method that enables this much-needed relevance.

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Do We Really Need Connected Educators?

Posted in #CEM, Blog, Connected Educator, EdChat, Education, Leadership, Literacy, PD, PLN, Professional development, Professionalism, Reform, Social Media, Teched, Technology, Thought leadership, Thought Provoking, Twitter on October 2, 2013| 9 Comments »

To answer this question in the very month that the United States Department of Education has set aside to recognize as Connected Educator Month, we need to first examine what a connected educator is. We also need to understand to what it is that educators are connected.

The way information and content is housed and disseminated today has little resemblance to the housing and disseminating of a few short decades ago. Information then was stored in a manner that required some form of physical media. Text was stored in print on paper, and film. Movies were stored on both film, and videotape. Sound was stored on audiotape. All of this media needed to be stored somewhere until someone needed access to learn from it, or to share it with others. Colleges, schools, and libraries served as hubs of information to give access to specific people for that purpose. That was the model for centuries. Access to information was limited to few, and that often came at a price. There has always been a cost for education and access to information.

The speed at which technology has changed this dynamic is mind-boggling. The conversion of all information and content spanning centuries of history in any form to a digital version took less than 50 years. Access to the Internet is now almost seamless using many different devices. Access is no longer limited to a select few, but rather it is available to anyone who is digitally literate.

Ubiquitous access is one reason why digital literacy is now going to be taught in American schools as we move forward. Students in our school system today will be given the keys to the information lock boxes of our society for their consumption. That addresses the needs of the digital savvy students, but what about the educators who came from another era? Believe it or not, some educators are still pondering whether or not technology tools for learning even belong in education.

There is a growing group of educators who are digitally literate. Some may be techies, but most are self-motivated life long learners. Using technology is less generational and more about learning. Social media and its acceptance in our culture has been a catalyst to connectedness. Social media applications like Twitter and Facebook offer an easy means to exchange Internet addresses of: Websites, Blogs, Videos, Podcasts, Books, Articles, Webinars, Panel Discussions, Skype Interviews, and Google Hangouts. More importantly, it connects teachers with the thought leaders of their profession. These are often practicing educators who have expertise in specific areas of education. Educators can now connect for a first hand account of how to affect changes in their practice in meaningful ways.

Who educators connect with is a very critical consideration. Acquiring numbers of educators who share concerns and interests is essential. Once an educator connects with other educators, they begin to collect them as sources in a Professional Learning Network of educators, a PLN. A connected educator may then access any or all of these sources for the purpose of communication, collaboration, or creation. This connectedness is not bound by bricks and mortar. It is not bound by city limits or state lines. It is not limited by countries borders. The only nagging inconvenience is dealing with time zones on a global level.

In a technology-driven society, things change at a faster rate than ever before in history. Educators who are connected use that technology to maintain relevance in the fast-paced, changing world of education. Being connected is not an add-on or a luxury for educators; it has become a necessity. We must have digitally literate educators, if we want digitally literate students. We need relevant educators in order to provide relevant teaching. We need connected educators, if we are to expect them to be life long learners and to model that for our children. Yes, we really need to have connected educators.

This is Connected Educator Month. There are many connected events taking place online during the entire month. We need to get the unconnected educators to become aware of the advantages and sources available through connectedness. Please share!

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I Am Not A Techie!

Posted in #CEM, Administrator, Banning, Connected Educator, Edcamp, EdChat, Education, EduCon, Internet, Leadership, Literacy, PD, PLN, Pre-Service teachers, Professional development, Professionalism, Reform, Social Media, Student teaching, Teacher, Teacher assessment, Teched, Technology, Thought leadership, Thought Provoking, Video taping on September 26, 2013| 13 Comments »

At a recent education award ceremony, a prominent education leader being recognized began the acceptance speech by saying “I am not a techie”. At first I was a little upset, because these awards were for educators, and not technology educators. I had to catch myself and hold back my criticism, because I often use that same phrase with educators, but for a different reason. It is actually a symptom of a decades old and continuing discussion in education.

We are now living in a world that is technology-driven, requiring a minimum amount of digital literacy from anyone who hopes to function, if not thrive, in that world. Many educators do not feel that they are sufficiently versed in technology to adequately prepare their students for the world in which the students will live. Much of this is a result of the way technology has evolved in education. Technology was not integrated as a tool for learning from the start, but rather it was almost a mystical, or a magical thing that had its own department and staff, as well as specially trained teachers to work with it. In the beginning it was an add-on. It also started in the wealthier schools. Colleges were not adequately preparing pre-service teachers in the use or integration of tech. Some colleges struggle with the very same issues today. Technology and education were like trains on two spate lines of track.

Some tech blended in immediately with little resistance. When the first electronic four-function pocket calculators came out in the seventies, teachers could not buy them fast enough at a time when report card grades were due. The cost back then was about $100. The other quickly accepted tech was the word processor. This was probably because it closely resembled an accepted form of tech, the typewriter. The methodology in using a word processor is very different from a typewriter. I am willing to bet however, that there are still teachers requiring kids to do a rough draft, final draft, on paper in pen, and then to type that into the word processor.

Being an educator today requires that we be digitally literate. Beyond that we also need to have a basic understanding of these technology tools for learning. The ultimate plan for education is to have kids learn to intelligently communicate, critically think, collaborate and create in their world. The very tools that they will use today to do all of this are technological. The tools that they will use in their future will be even more advanced technology. Educators have a responsibility to deliver a relevant education to their students. That requires digital literacy.

I often had to debate some of my higher ed colleagues as I incorporated more and more technology into my education courses. Colleagues telling me that I was not teaching a technology course, but rather an education course often challenged me. I would insist that I was teaching an education course, and using technology tools for learning that the future educators in my class need to understand. However, in the minds of my colleagues technology and education were two separate entities.

If we are to accomplish the goal of educating our educators about digital literacy, we need to stop apologizing out of embarrassment for shortcomings. For an educator to say, “I am not a techie” and consider that ample reason not to use digital devices, or not to permit Internet access in a 21^st Century classroom is depriving students of skills and sources that they will need for better understanding and a better ability to compete in their world.

That Award winning educator found herself in an auditorium of connected educators and made claim to not being a techie. She wrongly assumed that connected educators in that room were all techies. In fact although some were techies and some were geeks, most were just digitally literate educators; a goal that should be held by every educator who wants to be relevant and effective.

When I tell people I am not a techie, it is not because I fail to use technology as a tool. It is because at my age I learn about whatever it is that I need to know to stay relevant. I emphasize that digital literacy is not a generational thing; it is a learning thing. I am a life long learner and that requires digital literacy to maintain. Technology and education have merged in many ways. We cannot separate them out any longer. Educators should not need a degree in education and then another in Educational Technology in order to be a digitally literate educator.

Beyond the mindset we need to change the approach to professional development. We do not need to be teaching the bells and whistles of a technology application. We need to ask teachers what they are doing first, and then see if the introduction of an application will benefit that goal. Chances are good that it will. We need the Technology staff to understand pedagogy and methodology in order to incorporate technology into education more seamlessly.

We will not be effective as a profession of techies and teachers. We will succeed if we are all digitally literate educators. An illiterate educator is an ineffective educator. To better educate our children we need to better educate their educators.

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“My Connected Educator Interview”

Posted in #CEM, Administrator, Awards, conference, Connected Educator, Edcamp, EdChat, Education, FaceBook, Internet, ISTE, Leadership, Linkedin, Literacy, PD, PLN, Pre-Service teachers, Professionalism, Reform, Social Media, Teacher, Teachmeet, Teched, Technology, Thought leadership, Thought Provoking, Twitter on September 23, 2013| 10 Comments »

From time to time I am asked to answer interview questions for some organization, or upcoming conference, so that the interview can be shared with other educators. Many educators are asked to provide these videos as a common practice. It is not as timely, or spontaneous as SKYPE or a Google Hangout, but it is portable and controllable, so that makes it preferable too many people. They can edit and tie it into others and then send it out to their audience, or present it in a gala presentation for all to see.

Unfortunately, not every video interview makes it to the final production for a myriad of reasons. Sometimes only a snippet of a larger version makes it into the final production. For those of us who figured out how to make a video, and took the time to do so, it is always a little disappointing not to make it in the final production. My best takeaway is that I figured out how to use iMovie on my own to put it all together. Of course I should point out that this is but another connected learning benefit.

The organizers of The BAMMY AWARDS recently asked me to do such an interview tape. It was to be a rough-cut video that they would edit to professional status. It would include a quick introduction of myself, followed by my answers to three questions.

1 How has being a Connected Educator helped you in dealing with all the demands of an educator today?

2 Can you give a specific example of how being a Connected Educator has changed your practice?

3 What would you say to a non-Connected Educator to convince him/her of the value in being connected?

I pondered the questions, considered the creativity, checked out the App, found a relaxed setting, gathered costumes, screwed up my courage, and took the plunge. After a few starts and stops, I began to get the hang of it, and I was off on yet another thing that I was doing for the first time as a result of connected learning, and the support and encouragement from my social media colleagues. I even opened a YouTube account to house my production upon its conclusion. My 6 minute and 13 second production was uploaded to a predetermined file-sharing app, so that it could be edited by the BAMMY Staff before the big event.

I attended the Washington D.C. event awaiting the unveiling of the Connected Educator Production before the hundreds of educators in the audience. After all it was a red carpet, black tie affair, so I began to feel as if it was my personal premiere. The video came up on the big screen with the images of education thought leaders giving their answers to the very same questions that I had deftly dealt with. Of course they had no costume changes. That a little something extra that would most likely assure me the creativity award, if anyone were to give one. About three-quarters through the production, I was still on the edge of my seat knowing my digitized face should pop up at any second with pearls of wisdom cascading from my lips to the throngs of applause from the gathered crowd of educators. Then it happened. I did appear on the big screen. My heart stopped for about 10 seconds. Not that my heart stopped working for 10 seconds, but that was how long my appearance was in that very professional, and very impressive production – 10 seconds. My creative informative sage wisdom of 6 minutes and 13 seconds was edited down to about 10 seconds. The worst of it was that no one even knew I had three costume changes.

Of course I asked what happened of the folks in charge, and they had reasonable explanations for the cuts that they made and the pieces that they included. I had no recourse, but to accept my fate and go unrecognized for my video creation. That is when I realized I am a Connected Educator. I do not need an organization, producer, or publisher to share my ideas, works and accomplishments with other educators. I can count on myself to do that. I could also get it to a much greater audience with the added power of my Personal Learning Network and Social Media.

Without further ado, I would like to share with you, the very rough-cut version of “My Connected Educator Interview”. Please feel free to pass it along to friends and colleagues connected, or not. Please take special care to note the costume changes.