I had a busy morning at the school - there are many things to get done this last week before holidays. I know that I will not get them all done but I want to at least get them whittled down a bit. While doing various tasks I was able to keep up with what others are doing through Twitter and Pownce. Now, Pownce is a tool that allows you to share comments and thoughts with those people that you make friends, similar to what Twitter does. I am looking closely at this tool because I think it might have some use in the school setting so that teachers in the school could begin to use a social networking tool and become comfortable before venturing out on Twitter and other social networks. It might be a good way just to see how these networks work.
I also spent lunch doing some reading. Dean Shareski has been having a conversation on his blog about the place of social networks and the use of tools for enhancing communication and connectedness. This all leads to what can and cannot be accessed in schools and what teachers will be expected to do, be able to use and be able to pass on to their students through the use of different tools. The two posts that Dean references demonstrate the frustration of people who are running into filters that block certain sites from being accessed. Now, I’ve run into this problem a few times with such things like Twitter and Blogger. I still cannot access my Blogger site from school. However, this is not the point of this post. My main purpose is to ask why we need to have these social networks available?
Dean points out;
Because most teachers do not practice or engage in the same kinds of online activities which for the most part is social networking, it’s going to be difficult for them to model. In addition, they likely don’t consider it a relevant topic of discussion amidst the daily work load they already face.
So, is it relevant to the daily work they face? With the number of initiatives that teachers face, do they have time? Some would say that time isn’t the question anymore. Instead, it is the reality that these are the tools of the youth which need to become part of the fabric of schools. Others would point to particular examples of teachers who are using these tools with incredible success. One cannot argue with their successes and the incredible things that they are doing. However, it must also be noted that for teachers who are placed in the position of being required to prepare students for passing particular types of exams, there needs to be more than just the push to “get with the times.”
Teachers need to see that their time will be better used by using the tools. If you were in my school, you would not be convinced of this because of the difficulties that we have been having with our technology. We know that the IT department is working as quickly as they can but we are still lagging in computer availability. We’ve had some network issues which have frustrated teachers and students. Myself, I’ve found it difficult to use some of the tools I want just because of some of these issues. This has meant I have had to replan my unit a few times to accommodate these situations.
As someone who uses technology fairly fluently, I see that we need to teach students about the social aspects of these tools and the various morals and values that go along with them. We need to discuss bullying of any kind, we need to work through the appropriate use of tools like cellphones and chat while in a learning setting. We should be able to discuss how people interact with others but I’m not sure that teachers need to use all these things themselves in order to discuss what is an appropriate way to interact with another person or appropriate behaviour in social settings.
Now, Dean refers to the following quote by Regina Lynne:
All adults who work with youth should be aware of how young people communicate, fall in love and stay connected; I encourage teachers to try social networking services, to have a blog, to text message with their own families and friends. Experienced teachers will not only gain a better sense of the world their students live in — indeed, a world their students are creating — they will have a greater understanding of the young teachers entering the profession.
And I agree, mostly. They need to be aware. They need to have an understanding but, I’m not sure they need to do all those things themselves. As a professional, they have so many different obligations besides just teaching. Maybe, if the social pressures that are placed on schools were to be redistributed to different organizations or people, then the teachers might be able to find time to do these things. However, as I watch this last week of school begin, I know that many of them are looking forward to the break so they can relax and take a break from the various pressures that they encounter each day. Some of them will take time to work online but many of them will use the time to re-energize themselves. They will spend time with family and friends, people they haven’t had enough time for because of the time they dedicate to school. They will reconnect with their personal networks which might include some online interactions.
Yes, teachers might find networking with other teachers to be great. They might find it useful, much like their students find it useful to text each other during class when they don’t feel motivated or surf the web or check email when their professors are not connecting with them. However, in my many discussions with teachers, they are so busy that they rarely have time during the day to go to the bathroom never mind check their email or check their network. They work with different students, differentiating curriculum, helping their students to acquire the information that the curriculum has prescribed for them to teach. Because they are professionals, they are very aware of what their responsibilities are to their students and not just the academic responsibilities. They are making human connections that many of the students do not have and seeking to guide them through this time of school so that when they leave they can make good decisions. I think they are preparing them for the world after school because so much of that world will deal with interactions and making personal decisions.
As for networking, the I work with uses various technologies to communicate. The tools work to keep all of us informed and help us to share ideas with one another. We discuss concerns we have with students in our school, the problems that some of our students are facing and the different alternatives we might seek. We share links and other such information. We use tools that help us to be more productive and help us to stay in tune with the others in the building. For most of the teachers in this school, this is enough networking for them. As we struggle to work with students about bullying, peer relations, drugs, sex, dating, relationships with parents and the myriad of other non-educational concerns that come our way each day, time spent on developing other networks isn’t a priority.
Finally, as for the young teachers entering the profession, I’m not sure about this one. In fact, from what I’ve seen, these teachers are striving to come to terms with a whole host of things that are beyond networking. Most veteran teachers, where I work, are more than willing to lend a hand and assist any young teacher. I’m not sure how understanding texting and social networks fits in with that unless it’s networking with other younger teachers who are overworked and tired. In fact, it’s usually the young teachers who are having a difficult time with the many educational requirements like differentiation, class expectations, marking, parent interactions and covering the curricula that they get and who seek out the veteran teachers. As for using other online tools, I don’t see a whole lot of increase even when the tools are available.
I guess, as someone who has been developing a network for about a year, I do see the positives. However, I’m not all that convinced that it is what every teacher needs to have. There are times when, having thrown out a question or concern on one of the social networks to which I belong, I get no response. Yeah, I learn alot from some of the people but, and I again put this forward not as a complaint but as an observation, unless you are “in the group”, you might not get the networking you believed you would get. I know that is how it sometimes seems to me whether it is here or twitter or other social networks. To be really connected, you have to spend time developing the relationships and, as an administrator, time with the students is more important than time online trying to make friends who will answer your questions when you ask.
5 responses so far ↓
Kelly,
I think your last point is very true! In many ways I feel like I’ve been in an online community for a very long time, and yet often feel on the ‘outskirts’. I took it personally at first, but realize now that I too choose other things, like family, as a bigger priority. The networks you speak of seem to require continued focus and attention, where I meander in and out as I have time.
…’having time’ is the ultimate killer to more people engaging in technology. I think Warlick makes the point better than I can:
http://davidwarlick.com/2cents/2007/12/04/my-apologies
-structural changes are needed!
As for networks, WE are connected and I would consider the relationship fully developed though we have never met f2f:-)
There you go again…standing up for teachers! I also appreciate your voice and you know that in principle, we likely agree on almost everything. Part of your posts that are most compelling are your descriptions of the reality of daily life in schools. They help frame the discussion from theoretical, which I espouse, to reality.
You describe an environment that is typical. That said, part of my belief is that these structures, confinements ought not only to be challenged but if used properly, social networking would help to resolve some of these issues. When done properly and effectively they save time.
There’s a book out called “The Age of Speed”. I haven’t read it but heard the author discuss that it’s all about leveraging technology to make things better which has always been its promise but in reality, places like schools haven’t always seen that. He used the example of learning to ride a bike. Until you can go fast enough, you can’t ride properly. If you pedal too slowly, even though you’re nervous, you keep falling down. It’s not until you move really fast is the ride smooth and safer.
Most teachers aren’t there and won’t until they move faster which while I understand is difficult in our current circumstances, is what must happen
I do Web development for a university. I feel compelled to use and understand social media to understand the role it plays in the overall Web mix. In the process I’ve made great connections on Flickr, Pownce, etc. I’ve also started posting notes on my Facebook account whenever I make a new blog post because that’s where all the students are. And the staff and faculty are beginning to catch on.
Yesterday I got my first Web question via Facebook from a faculty member. Usually these come via email or as a comment to a blog post. Today I needed to contact someone I know on Pownce and debated whether I used regular email or sent a private Pownce message. As the lines of communication blur, it may not be that teachers have to use these tools, but it will help them understand when students suggest oh, just send it to me on MySpace rather than handing out an e-mail address.
In higher ed we’re finding that the social networks are where the students are. So even if teachers don’t need to network with each other in places like Pownce, it probably will help them to reach the kids if they understand what all that Twittering is about.
David, you’re right about the outskirts. As we move toward being more connected, there has to be some way that those of us who choose different things can continue on with the conversation. I know that on twitter I follow and respond to nearly everyone who contacts me. I feel that it is important to do this. It sometimes takes me a while to get caught up on the tweets but I then know what is happening. I’m thinking that not all people do this and you really don’t know who is getting your tweets.
Dean - yep. I guess I just see that teachers are being asked to do so much without anyone saying “Hey, that’s enough. Let’s really take a look and see what we can do to make things manageable.” It’s not happening. People who are using the various tools are doing so because they have a burning desire to do so. We need to be better at deciding what it is we expect of these people. Right now the only way I see some of them being able to do what the many on the edge are doing is by giving them those cool capes with the “S” on the back.
Heidi - you are right about the social networks being important. However, I’m not sure that is where the students in elementary, middle years and high school are going to make these connections. I’ve had a school website and blog for over 2 years. It is sent out with each newsletter. I’ve had no parent read or contact me and the stuff I get is from disgruntled students who want to vent without being known. It may become important in the future but right now, parents and students aren’t there. The students are on the social networks but they don’t want to contact teachers from school. Really, would you at that age?
I agree that we need to do a better job with the networking but this has to be done in a way that doesn’t continue to add to the stress that teachers already have. With my staff, we are doing small things in the hope that they will lead to greater leaps in the future but Rome wasn’t built in a night.
[...] 19, 2007 Since Monday I’ve been having conversations about teachers and their lack of participation in social networking. I’ve been reflecting on the whole idea [...]
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