One of the good things about being on school holidays has been having some time to explore links that take me to blogs I haven’t had a chance to discover due to the demands on time when working. There are two in particular that have caught my eye for different reasons.
First discovery came from a tweet from Alec Couras. He was highlighting the vimeo reflection from Dan Meyer, a maths teacher from California who is five years into the teaching profession. I loved his reflection; it’s one of a series of ten he is making and I intend to watch each one. He is a refreshing voice; a young teacher with ideas and someone who is not afraid to challenge the thoughts and opinions of ‘names’ in the edublogosphere. I had been wondering where the young teachers were in the blogging community; following Dan is going to lead me in the direction of them I’m sure.
dy/av : 002 : the next-gen lecturer from Dan Meyer on Vimeo.
The other interesting blogger for very different reasons is Matthew K. Tabor He writes this about himself on the front page of his blog;
Matthew’s background includes work in higher education, executive recruiting, consulting and government. He consults on graduate/professional school admissions, academic media and educates privately. He writes out of Cooperstown, New York.
What drew me to this blog was a post he has written about why he didn’t attend the NECC conference in Texas titled, A Bit More Education Techno-Twaddle; Why I Avoid NECC, 2008 Edition. This is his take on edubloggercon;
The EduBloggerCon is a tiny part of NECC – I understand that, as some sessions are more sensible than others – but the sheer lack of intellectual diversity [a statement which will undoubtedly be criticized as inaccurate], the techno-fandom, the 100% Process/0% Content split will keep me away. If I wanted to sit on the floor with a notebook, I’d go to a Halo 3 LAN party. At least those have HotPockets and Mountain Dew.
His sentiments marry with the opening keynote from the conference; the need to have a devil’s advocate to help stem the echo chamber effect of listening to like minds. That’s one of the reasons I’m subscribing to his feed; I feel the need to listen to the devil’s advocates. They will stretch my thinking and help shape my thoughts about the use of technology to support learning. The comment thread to this post is very interesting. This was my contribution;
I’m very interested in reading you often now that I’ve discovered you through this post. I’m new to the edublogger world but have been energised and excited through my involvement. I’m more excited about the possibilities for education now than I have been for many years. I was feeling stale but now look at things with fresh eyes. I don’t consider myself a tech geek, far from it, but I do think our teaching can benefit from the experiences technology can enable in our classrooms. My focus remains strongly on how the learning of my students can improve as a result of using technology- I’m not such a zealot that I think it’s the be all and end all of everything that can be achieved in classrooms. I am concerned about the echo chamber effect of working in these networks and welcome the opportunity to read you and others who will challenge my thinking.
We all need to read widely and explore varying opinions – these are the skill sets we expect from our students when they examine a topic of interest. We expect them to have investigated all angles before coming to a conclusion. Good practice that we need to model too.
This morning I was skyped into a conversation about blogging on Darren Draper and Robin Ellis’ Open PD session. I found out about it via a conversation on Twitter with Sue Waters, who was musing about the difficulties of waking up at 5.00am (or earlier!) so that she could take part. Sue’s an incredibly generous person (and prolific blogger and twitterer) who is always willing to champion others and bring them into the fold. I’ve only been communicating with her a short while, but already this is blatantly evident. I always admire others willing to share the knowledge around – it’s the mark of a good teacher.
I had problems with ustream and the skype call dropped out a couple of times before we finally established connection, but it was well worth taking the time before work to get involved. Things like this make me realise that I am part of an incredible network of educators who are all focused on moving us forward. I’ve said it before but it is the stand out impression I’m left with after entering the edublogosphere. It’s like I’ve discovered the staffroom I always wanted to be a part of except that it exists in a digital environment!
On another good note, I had parent teacher interviews tonight and showed many parents our blog which is set to private. I discussed the notion of moving it to public in the future so that our students could connect with classrooms outside of our walls. Mostly positive reactions to the idea with comments referring to myspace and facebook and the internet presence the kids already have. Very interesting. I sense a shift in the air.
Right. I need help.
There, I’ve said it. Today I have struggled with how I am going to go about creating a form for our parent community to sign regarding use of what we are calling ‘connective reading and writing’. (Thanks Clay Burell, we stole it from your document that you have available on Google Docs). A supportive staff member put something together meshed from Clay’s document but we feel that it is going to create much more work for us if parents elect to select the provision that says teachers will moderate all comments.
So, I’m putting out the call. If anyone out there knows of a sensible permissions form that explains connective reading and writing in a manner that a parent population will understand, please let me know. I’d really appreciate some guidance here.
George Siemens writes a great blog called elearnspace. It’s well worth reading – it really is an e learning space. A recent post ‘The strength of walled gardens’, linked to an article called ‘The strength of garden walls’ from a blog called A Touch of Frost. Peter Tittenberger writes the blog, and was commenting this day on the use of Wikis in his environment and the way they are set up with participants being invited to join. His comment is that people are comfortable with this set up as it is very similar to the way learning management systems operate. We’re finding the same thing here. Wikis set up using invite keys are a hit because people feel safe with them – the only chance of corruption comes from within the walled garden.
What he said next about the changing nature of our flat world resonated with me;
“Privacy and anonymity are still concerns, but here too, increasingly, many (especially the young) are willing to sacrifice these for the ability to publish, to access information and to connect to others. People are willing to make their lives transparent and give data miners open access to all their online activity, just as Google, Wikipedia, et al have given them open access to information.”
I think he’s right. My students happily contribute comments to this blog but people of an ‘older’ generation seem slightly paranoid about putting their name on something that is open for the world to see. I suppose I am less hung up about offering wikis and blogs on a public platform because I am writing this blog. It is empowering to receive feedback from the outside world and I truly believe that it has improved the quality of my writing. Let’s face it, I probably haven’t written this much since I left college!
I have no idea who may be reading this post, but if you can point me in the right direction so that we can effectively break down our walled gardens I’d appreciate the help.
I was exhausted last night when I finished writing yesterday’s post. Had about six hours sleep then had to get up early to take one of my kids to an early morning swim session. Arrived very early at work and logged on to check out the blog traffic. Wasn’t expecting much; who would be interested in reading about why I decided to start writing a blog and why I think it’s important to get our students learning in this environment.
Well, one look at my blog stats suggested otherwise! Last night’s post generated more traffic than I’ve ever had before. John Connell was kind enough to leave a comment and in a subsequent email said that he thinks a post like that resonates as it reminds bloggers about why they do what they do. Vicki Davis gave me some analogies she uses to describe the differences between wikis and blogs;
“I like to think of wikis as the collection and the blog as the album. Wikis as a chorus and a blog as a solo. Wikis for fact and blogs for opinion and voice. I think that both are needed as we try to teach both collaborators and individualistic thinker/inventors.”
Thanks Vicki. I used this in the afternoon PD session with my fellow staff – one participant read this and said, “That’s perfect, now I understand the difference. I was too embarrassed to ask before.” I think this is something we need to be very mindful of. During the session I was referring to plugins and widgets and had to clarify with the staff that this terminology has become familiar to me because I work with it now. It’s become relevant to me – another example of how we learn best – when something has meaning for us we take it in, understand it and apply it to our needs.
My colleagues seemed interested and I got a round of applause at the end so that must mean something. One of our Heads of Year is keen to get involved in the Global Cooling project and sent me an email during the presentation so hopefully we’ll be able to get on board and have our students feeling empowered and making a difference.
Thanks network – being able to show my staff the huge spike in my blog stats and the cluster map locations were two of the most effective moments in the presentation. I think people could see that the world really is becoming flatter and we could be exploring possibilities for our students to operate in and learn from this collaborative network. I’ll wait and see if the seed planted today bears fruit.