IS THERE A WAY TO GET MORE EDUCATED CONNECTED?

IS THERE A WAY TO GET MORE EDUCATED CONNECTED?

This week #slowchatpe is being taken over by Brian Costello (@btcostello) I have been lucky enough to present with Brian at two different edcamps and consider him an integral part of my PLN. He is part heart, part philosopher, part dissident, anti homework, and pro thinker. If you don’t know him you need to follow him and allow him to brighten your life as well as challenge your thinking.  I thought so much of his original blog for CUE that I clamored for him to write a follow up blog for #slowchatpe. I am going to post his original blog here and his follow up blog below. I hope you are ready to think!  
This original blog was posted on the CUE blogsite http://blog.cue.org/connectededucatorclothes/.  

The Connected Educator’s New Clothes

Emperor's New ClothesFor over a year I have been excited about being a connected educator. I frequently lose myself in conversations, blog posts, and chats that speak to my diverse interests. As someone who enjoys consuming information and having intellectual discussions, the connections I have made are energizing and valuable. When I first started to connect with others I wanted to share this incredible resource with the world. Like most who get over-excited about sharing a new passion, I went ahead full force. I shared what I was learning with everyone the way the proud emperor displayed his new clothes. Unfortunately, people refused to see the beauty of my “new clothes” of connected learning. After a few weeks I had failed to inspire anyone to try on my connected educator’s new clothing. People were sure I was crazy, but they allowed me to continue my charade and strut around in my birthday suit of connectedness.

Since then I have seen how I cloaked myself similarly to the emperor. I knew better, and everyone else simply did not have the intelligence or foresight to realize the brilliance of being connected. I was wrapped up in how much I was learning and how it was helping to inspire more meaningful, engaging learning in my classroom. I looked at others with a contempt from on high. I, the great, learned, connected educator knew better than those Others. To this day I reflect upon my original experiences and see the foolish emperor.

Connecting means sharing, learning, reflecting, and collaborating. Truly being a connected educator means developing relationships with other people who can help us become better as either educators or as people in general. The more teachers we can get to share and learn from, the stronger education becomes.

There is a movement to expand the isolated pockets of connected educators. Even as the numbers of educators developing meaningful professional relationships outside of their schools expands, connected educators are still the minority. Many of education’s thought leaders, those that are shaping the future of our profession, are connected. Despite seeing more administrators, more teacher leaders, and nearly every major presenter in education as part of the connected educator network, the average educator is still not involved. To the average person in the classroom, the emperor is just a crazy man without clothes. Expanding the small, often clustered collection of educators that can be called connected is, in theory, an amazing movement for education.

Theoretically this is a no brainer.

The problem lies in our definitions of connected, our preconceived notions of teachers that are and are not connected, and the language we use when we talk about other educators. If we use the above definition of connecting, then we ought to push teachers to be connected. Most of us started connecting so that we could learn and improve for our students and ourselves. We sought individuals that pushed our thinking and challenged us to improve.

While we consistently hear the concept that “we are all equals here with equal voices”, many connected educators are discounting the voices of those that are not connected. Like I did, I see many connected educators creating a division between themselves and “the others”. There are statements about “them” that are derogatory and insulting. In case after case we forget that “them” refers to the dedicated teacher down the hall or the principal who has an incredible relationship with staff and students. Somewhere along the line the collective We of educational twitter users decided that Connected meant better, that Not Connected meant stagnant and closed-minded. It sometimes seems that not being on twitter is akin to not caring about your students or your profession.

With this approach, we alienate ourselves from the people we are trying to inspire. If our goal is to improve educators and develop connections among ourselves in the name of helping kids, we are heading down a wayward path. By labeling Others, we start with the preconception that they are already less than ourselves. When we help develop fellow educators’ access to the information, the resources, and the value of connection, they will find what type of connection works for them.

We should be clear that Connected does not necessarily mean “uses twitter.” If being connected actually means that we share, collaborate, learn and reflect through building relationships with others, then it leaves lots of room for choice. Yes, educators can connect through Twitter, but Voxer, Slack, Periscope, live podcasts, Google Hangouts, blogging, Instagram, Pinterest, face to face, and even Facebook, Google Plus and LinkedIn are viable options. I learn from being connected, not to an app or device, but to a vast collection of people who have a greater collection of knowledge and experiences than my own.

Connected EducatorsThe term “connected educator” is not then a bivalent description, but one that extends along a continuum that allows for learning and improvement on an individual basis. One way is not necessarily superior to another, it is the learning and improving that matter, not the format. We cannot brazenly strut about with the belief that if other people don’t see what we want them to, that they are beneath us. We cannot pretend to be wearing ornate robes.

There is a difference between the Connected Educator and the Emperor– everyone can see our new clothes. The truth is, most of us have developed an amazing wardrobe. It is up to all of us to do more than just show them off, but to find as many possible ways to let others tailor their own. We ought to promote connecting, but we ought to do it in a way that is open, allows people to use their strengths, learn from one another, and forge greater opportunities for education.

His follow up blog:
Standard

For the better part of a year, I have strongly believed that we should endeavor to get as many teachers connected(in some way) as possible.  Doing this is important, and here is why:

To me, being connected means we share, collaborate, learn, and reflect through the relationships we have built.  We take all of the wonderful support and resources that are readily at our disposal and we find ways to transform them into better learning opportunities for our kids.  By engaging in and developing those relationships, we make ourselves both better educators and better people.  Being connected is this incredible revelation for myself and many others which I have at times compared to being unplugged from the Matrix.

So many of education’s thought leaders are readily available for us to question, learn with, and grow alongside.  Why is it, that the average teacher/administrator  is not a part of this?  What keeps them from being connected?

When I first became a connected educator I found myself relentlessly eager to spread the word.  I had seen the light and soon I would help save others!  I have learned much since those days.  I recently shared that story and my reflections on what I see as a divisive attempt to push connectedness with CUE.  What I was left with at the end of my musings was an important question:

How do we expand the pockets of connected educators?  How do we reach those that have not “seen the light”?  

The truth is, I am not sure.  I am hoping to draw on the wealth of knowledge from intelligent, creative people.  I am looking for answers, and not the kind that come from the stockpile.  The reality is, we are very much the minority in education.

We are the few, making decisions and setting trends for the many.  I want the voices of the many, and I want new ways to engage them.  I am no longer content to be a candle, burning brightly in the dark (admitting I stole that phrase from a favorite Sci-Fi novel: Spinward Fringe).

This week Justin Schleider has been kind enough to lend me his platform of #SlowChatPE to discuss this important topic.  Please be prepared to come up with your best ideas, even if they are only ideas.  Those of you that have been in chats I have moderated know I will not take a canned answer.  Be ready to expand, to think, to have me push back the way many often do.  Here are this week’s questions.  Please take time to think and share.  Finding ways to get more educators to share, collaborate, learn, and grow should be of paramount importance to education leaders everywhere.

Monday: Q1- How did you find the right way for you to be connected?

Tuesday: Q2- How does being connected translate into better teaching and learning in your classroom/school?  Give specific examples.

Wednesday: Q3- “Show them” is ALWAYS the answer: How have you used being connected to help someone else improve their classroom?

Thursday: Q4- How can being a connected educator have negative effects on your teaching?

Friday: Q5- What can we gain from being connected to people outside education?

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