Nocking the Arrow

Whether it's freshmen orientation at my school, or facilitating a session-build at an EdCamp , I try to deliver consistent messages about the kinds of commitments supportive of participatory learning. Based upon my experiences, modern learning is best savored when emphasizing these three participatory steps; connect , capture , and contribute . CONNECT - Socially networked learning is becoming the norm in this age of ubiquitous connectivity, and unlimited access to information via the Internet. Connecting with other learners is becoming a life skill. Connecting and learning with others increases relevancy and promotes economic viability. The foundation of collaborative problem solving is established through relationships ignited by connection. Mobile devices and social media provide an unlimited capacity to connect and learn with, and from, others. CAPTURE - The capacity to capture and document our experiences has never been greater. Most of us carry a device with more ...

Learning is a treasure that will follow its owner everywhere. - Chinese proverb Like countless others, I have experienced a personal and professional rebirth as a result of connecting with other educators through a personal learning network (PLN). Connected educators frequently cite several key advantages of socially networked learning, including; personalization of learning, collaborative spirit, professional voice, global perspective, and most importantly, relationship building.  However, like other activities that we find fulfilling and enjoyable, connecting with others digitally is best done in moderation. When I eat too much ice cream too fast, I get a vicious headache. Comparatively, there are times when unplugging from our social networks is not only appropriate, but essential to our face-to face relationships. Family dinners, walking our dogs with my wife, fishing, and exercising are examples of times when I go comfortably into “ airplane mode ”.  ...

There is little doubt that technology and the Internet are dramatically changing life in our homes and workplaces. But what about our schools? There seems to be plenty of evidence suggesting that the factory model typifying the 20th century classroom is alive and well in our 21st century schools. Why are schools not keeping pace with the technology changes impacting other facets of our lives? Are teachers impeding real and dramatic change in schools? Are teachers, by virtue of having successfully played the game of education, perpetuating practices that are obsolete in a socially networked world? A few weeks ago, Tom Whitby called this phenomenon " time-capsule teaching ". Jesse Martin, and others, have referenced " teacher cognition " as a reason for change resistance. Most teachers from my generation have navigated and thrived in the factory classroom model. There is little interest in changing what doesn't feel broken. If it worked for us, should it not...

The words people use, or don't use, can say a lot about their priorities. I am finding that one of the side-effects, or fringe benefits of connecting with other educators through social media is that I am becoming a better listener. Specifically, I am more in-tune to the words that educators are using to describe achievement and success in their school or classroom. I am also observing, with a critical eye, my own children as they move from one educational level to the next. What are they learning? Are they enthusiastic about school? What are they working on? Are they prepared for the next step? ISTE-2014  in Atlanta is right around the corner.  I am recalling the powerful experience that I had connecting with many influential educators at ISTE-2013 . The emphasis during last year's conference, in San Antonio, was on learning.  I am confident learning will remain at the forefront this conference season. I also hope that more educators will make the effort to become ...