I’m a believer in personal learning networks. I’ve often said that I have learned far more from my colleagues than I have from any graduate course or workshop or conference. I’ve connected with people from all over the world, exchanging ideas, debating instructional approaches, and uniting in finding the best ways to leverage technology to improve learning and best meet students’ evolving needs.
The technologies have evolved over the years. Online bulletin boards and usenet made way for web-based discussion boards and email lists. Blogs and wikis made it easy for anyone to post ideas online, and podcasts, Skype and Google Plus made it easy to connect with audio and video. The move to mobile and the integration of social networking tools have made connecting a friction-less part of life. It’s easier, sometimes, to use these tools to message the people in my own home than it is to go upstairs and find them. At the same time, these tools have made it easy to blend my social networks with my professional learning networks. Everything is in the same place.
At professional conferences, I’ve increasingly moved away from the the pre-planned presentations, in which a speaker talks about a topic for an hour, in favor of more interactive sessions that are more improvised and targeted to meet the needs of the people in the room. For me, this trend began with Educon several years ago, and has continued through the EdCamp movement and the unconference components of the Ohio Educational Technology Conference, OETCx. I think the exchange of ideas on that informal level is just as valuable, and perhaps more authentic, than the sessions that have an “expert” doing all the talking.
At the same time, though, I’ve noticed that I’ve been increasingly disengaged in the last couple years. I’m still writing here (at least once a month), and I get good feedback about the ideas I share. But I’m really not reading a lot of blogs anymore, and I’m not reading any on a regular basis. I’m listening to a lot of podcasts, but most are not directly related to technology or education. I check in with twitter occasionally, and find an occasional resource or perspective being shared that’s new. But for the most part, it’s the same things over and over again. Testing is killing American schools. We have to do a better job of teaching students to think critically. Common core sucks (except when it doesn’t). Everyone’s attacking education and teachers, and no one is doing anything about it. Politicians haven’t got a clue. Yeah. I’ve heard all that.
Learning must be student-focused. We have to meet the individual needs of every student. Differentiate by adjusting rigor. Assessment should inform (formative) and reflect (summative) learning. Evidence of learning happens in more ways than just test performance. Learning must be relevant to the student. It has to be active. Insert your favorite John Dewey quote here.
None of this excites me, because it’s not very groundbreaking. I have to use that word carefully. I’ve been twice accused of killing podcasts by claiming that they’re not adding value to the global conversation. But I’m more likely to jump into Facebook these days, which I’ve curated to be entirely social, than I am to check Twitter (which is mostly professional). The same people are talking about the same things they’ve been talking about for the past decade.
A couple years ago, I tried to lead a conference session on moving the conversation into practice. We all have great ideas on what education should be, but sadly that vision is not fully realized in very many schools. Even in my own school district, where we have vertiable edtech rock stars, there’s a lot of disagreement about how to best put these ideas into practice. The session was quickly derailed and devolved into a weird mix of “Pearson is evil,” and “we have to protect our kids online.” I was embarrassed that we couldn’t get further than that.
The more I think about it, though, the more I see the edtech conversation as a weird combination of candy and Jaeger shots. The retweets from conferences are the ones that are witty and shallow. Find the 12-word sound byte, and you’ll be popular. It doesn’t matter if you say something new, as long as you’re clever about it. I think I’m ready to have a salad or a pint of ale or a grande cafe con leche. Let’s dig a little deeper and spend a little more time.
Coursera keeps telling me that it has suggestions for me. Maybe I should take them. Or perhaps I should be engaging with fewer people on a deeper level. Tools like Slack and Viber make it easier to organize small teams. Maybe that makes sense for collaborative learning projects with more specific goals in mind.
We know that the success of learning is largely dependent on setting goals ahead of time, and then demonstrating that progress has been made toward reaching that goals. At this point, though, I’m not sure that “continued professional growth” is a sufficient goal. I need to be more specific about what I want from my learning network, and curate the network to meet that goal.
Image source: Pixabay.
One thought on “Are We There Yet?”
I felt that you must have been listening to my own thoughts about public education and technology. We are in such a morass. If you look at some charter and private schools, you can see what’s possible when the bureaucracy and politics are not crushing the life out of education. And our schools are just a part of our culture, where the quick and sensational trumps integrity and quality. Perhaps our black males are the “canary in the mine.” They can indeed out-perform whites, but only in charter or private schools. What a heartrending experience to see classes of first graders looking bored witless in a district which is technology rich. Where the Smart Board is a giant worksheet and teachers test every week. Pearson is not evil, just a sign of the times. Ah, it’s a hard situation.
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