That quote from a teacher at one of the schools Sheryl and I are working with pretty much sums up the scale of the shift that a lot of educators (and others) are facing these days. And since I heard it last week in one of our sessions, it’s stuck with me as a testament to how isolated and how local teaching as a profession still is. At various times, some of us have called these network connections we’ve created something akin to a virtual staff lounge or pd on demand, and I think most of us ensconced here know the real power is the ability to find others who are equally as passionate about learning and doing in schools and with kids as we are no matter what we teach, no matter what our role. My ongoing awakening to the possibilities of networked learning continues to be one of the most transformative experiences of my life (nothing tops parenting, however) and I simply can’t imagine functioning in the world without it.
But I would still venture to guess that 75% (maybe more) of educators in this country still don’t know that they can have a network. While most of our kids are hacking away at building their own connections outside of their physical space, most of their teachers still don’t have a firm grasp of what any of it means or what he potentials are. And even for many that do know it, there are still legitimate fears and obstacles to creating professional connections online, time and technology at the forefront. If we really come to the point where we want our teachers to learn and teach with technology, we need to do as my old school did and provide them with technology that works, and what Carolyn‘s school has done in terms of beginning to give them the time to learn it and use it well. And, beyond all that, we need an environment that supports real teaching, not simply curriculum delivery. Unfortunately, very little of that is happening in any systemic ways.
We’re in the “Networking as a Second Language” point in teaching, this messy transition phase that is slowly gaining traction where we are beginning to understand what this means but not quite sure yet what to do about it. It’s becoming more visible by the day, but it’s still hard for most people to wrap their brains around it. It’s different; in many ways it flies in the face of what we’ve come to believe about learning and relationships. The other day, Clarence pointed to Ulises Mejias‘ dissertation at Columbia “Networked Proximity: ICT and the Mediation of Nearness” that defines nearness not as something that is dependent on physical proximity but can now be constructed and defined in social, not physical terms. Nearness is inclusion; farness is exclusion. And I like this line especially:
A more positive interpretation would argue that networked proximity facilitates new kinds of spatially unbound community, and that these emerging forms of sociality are equally or more meaningful than the older ones. Community is thus “liberated,†unhinged from space, and can be maintained regardless of distance.
I find that to be true, that in many ways, these connections and more meaningful than the older ones. The passionate learning network of which I am a part is an amazing and important part of my life. The fact that most teachers still have no idea that is possible is distressing on one hand, motivating on the other.
(Photo “Garat” by coti.-moon-bathing)
As I was reading your post, I was reflecting on a book I’m reading: “Schools as Professional Learning Communities”(Roberts and Pruitt).
The authors point to Kruse’s description of five elements of a professional learning community–which includes reflective dialogue, interaction among teachers and collaboration. I noticed Kruse describes having an environment of openness between educators as “deprivatization of practice” which is what your point speaks to.(and is definitely in practice at SLA).
Kruse goes on to say that adequate time for teachers to talk and share ideas is a part of creating that environment.
Just like a school budget should reflect the district or school’s missions, the schedule should reflect that as well.
School leadership has a tremendous amount of potential to create the conditions for more of a professional learning community.
Even with ideal conditions, change isn’t easy, but having time and climate provide a starting point.
I think time is truly one of the most critical elements.
But it seems to me that there is a complex relationship between time and passion. As you become more passionate about something (say–teaching) you dedicate more and more time to it. As you become passionate about the benefits of networking, you make more and more time for it.
Sometimes I think starting small like David Jakes suggests–(his idea of fifteen minutes) is one way to get people to begin to dip into the network, and as its usefulness grows, so will their passion and time for finding their own.
I think one of the main differences I see between an extended network and a local one is the passion piece. Not that local people aren’t passionate, but many of us are the only ones on our campus teaching a subject or running a library, or whatever, so it’s so good to tap into a community of other people who “do what we do.”
Carolyn wrote:
But it seems to me that there is a complex relationship between time and passion. As you become more passionate about something (say–teaching) you dedicate more and more time to it. As you become passionate about the benefits of networking, you make more and more time for it
I think one of the barriers that we have to wrestle with is our belief that teaching and networking are two different, mutually exclusive things. For me, networking should never be seen as an “add-on” to someone’s day.
Instead, networking is the ideal tool for freeing up time for other passions. The knowledge that I gain from the group of people that I follow is often instant (eg. Twitter), related to other interests that I already have (eg. Delicious), and always from sources that I know and trust (eg. Blogs).
Within a few minutes, I can do research, steal new ideas, borrow materials, get questions answered, and have someone help me to think in new ways….all without walking away from my computer. While some would argue that harms relationships, I would argue that it gives me more time and opportunity for relationships.
Anyone have ideas about how we can help teachers to see networked learning as a seamless part of who they are?
Bill
Hello, Will,
One of the things I was thinking about as I read this post was how the isolation of teaching could be mitigated by a social learning space within a school —
Imagine, for example, a school-specific Twitter community where a teacher could post short updates, and read those updates from other teachers. Just set up a private WP blog with the prologue theme, and there you go.
When I was working as a teacher, I always enjoyed the sense that, when I went to work, I was going to a place where I could ask a question on just about anything, and have several different answers to the question from people whose opinions I trusted and respected. Of course, now, my “network” has expanded exponentially beyond what it was as a teacher, due to the reach of blogs, twitter, email lists, online communities, etc.
I actually think that in this case, calling it a “network” might slow down the adoption of the practice. We all have networks; but for most of us, the network is bounded by the technology we use to connect with it — ie, for many of us: phone calls, f2f, email, snail mail; and the network grows as we get introduced to more people. Technology just provides a medium to learn about more people, more quickly.
Creating a network isn’t a new thing — the technology just allows us to do it faster, using different methods.
BTW, I just got back from Northern Voice, a blogging unconference in Vancouver, CA — between models like NV, and Educon, I sense the potential to create a different type of meetup that supports more community involvement.
Cheers,
Bill
Will,
Why is this surprising or revelatory to you? A large part of your message is, “you can have a network.”
The teacher merely acknowledged that message.
Unless we make an effort to understand the causes of teacher isolation, I don’t imagine that the “new” networks will inspire the changes in practice you inspire to.
The issue of expertise is a whole other can of worms.
@Gary
While understanding the causes of teacher isolation deserves more attention, taking active steps to mitigate isolation needs to happen.
A full time teacher spends a sizeable percentage of their workday without any contact with other adults. I don’t say this to diminish the value of teacher student communication, but to state an obvious truth: most teachers don’t have a daily opportunity to reflect on their craft in communion with other professionals. Frequently, under the burden of time pressure (correct papers, prepare lessons, meeting x, meeting y, paperwork, etc) it can be difficult to make time for reflection/connection.
While some schools actually support release time for teachers that allows for connections between teachers outside of class time and during the workday (and I would argue that this is actually part of the “network”), many don’t.
So, in this case, having a network of connections might work for some people — it provides a place to go, and a means to make the connections that can help break the isolation.
RE: “Why is this surprising or revelatory to you? A large part of your message is, ‘you can have a network.'” — for many people, this *is* a revelation. And that’s okay.
And maybe this is one of the reasons that teachers feel isolated.
Cheers,
Bill
@Gary, I agree, for sure. But, there are new ways for teachers to be connected like never before. Time, being one of those obstacles. Distance being another. Here we have a teacher who never even realized that she could have a virtual human learning network on her own terms… on her own time… outside of her school, district, state… Sometimes teacher isolation occurs because of a lack of knowledge about options and possibilities. The question you pose, I think, is why don’t they know? Why are they isolated? THAT is a critical question.
@Bill – I think you are right – that our network is also limited by our knowledge of, access to, and ability/willingness to use/try new tools. This is a multi-faceted issue.
@Bill–totally agree, and that’s why it’s good to see some districts really think about local communities of practice that can begin to sustain some of these conversations. What I hope also happens, however, is that those connections build outside of the schools as well. Both are important.
@Gary–not sure it was particularly relevatory to me as I hear that all the time. And I agree about the causes of teacher isolation. Perhaps extended communities of practice can mitigate that?
Some of us used to close the classroom door because what we were doing didn’t mesh with our colleagues sensibilities;
Now we close the doors so that we can work around network barriers to access remote colleagues who share our sensibilities.
Wondering if/when district school boards might adopt more open acceptance of the tools that allow evolving education networks to thrive… It’s unfortunate that these same tools allow unsavory networks to thrive.
That’s an interesting twist, Rodd. I’m not sure schools let teachers get around those barriers so easily, but you’re right to wonder when boards will get it. Probably not until boards start to use networks themselves.
Will,
I agree both are important. My far-flung network informs my work with my network on campus, and vice versa.
I think when we are only networking “inside” our campus, we miss the opportunity to learn about new practices and different ways to address problems we’re having at our own campus. So we all reinvent the wheel constantly.
Not that every solution is the same, but that we can gather possible solutions from places with different constraints than we have and figure out how they will work for us.
And I do think schedules can dictate the isolation, more often than not, and that many people would identify with that teacher’s comments.
We need to think of ways to break up that isolation on campus as well as through networking.
For example, one school we visited during some site visits in California had a “snack break” and everyone, all teachers and students had the same morning snack break. While it seems like a simple idea, it was great for the staff as well as students–they could gather and all chat together and it was an informal “break” to network and talk to colleagues(and this was at a high school). Too much of the time when we assemble teachers it is for “controlled” purposes.
(and by the way, taking a physical visit to another school district was a great way for our staff to network and discover solutions as well.)
@Rodd… this is a problem for sure… so many obstacles to professional growth while in the K-12 learning environment. It’s not impossible, and anyone with a strong desire to grow will find ways to do so, but there are far too many barriers for teachers. Such a shame that we often can’t even collaborate/network in our own physical buildings.
Just a link issue. I was curious as to what your “old school did” but the link appears to be blocked and the following message appears “HCRHS Manila Site Creation is by Permission Only Hunterdon Central staff or students needing Manila sites should e-mail or contact Will Richardson.”
Sorry about that…here is the correct link.
I’ve fixed it in the post.
Will,
I think you are being very generous with the idea that “75% (maybe more) of educators in this country still don’t know that they can have a network.”
I’m not really all that special, but I am the only member of our staff of 123 who has any online network, where there is give-and-take (read/write). Even within our own building our teachers are isolated, and when they have to meet (once a week) with teachers in their own department many resent the fact that their planning time is interrupted.
Some teachers are isolated out of ignorance (as you suggest), others are isolated by choice. Networking is a strange animal. Some want it, others need it, still others avoid and resent it.
Any mandated “communities of practice” are likely to be seen by the majority of teachers as another thing to add to their day.
How can we overcome this belief? For me, it is a desire to get a wider knowledge (a curiosity of the world) of what is going on with others. I jumped into an online network for my own growth. It really is a Personal Learning Network. My colleagues think I must have too much time. But for me it is time well spent.
Ric,
Very interesting -and so true by my observations- of teachers “isolated out of ignorance, choice- need it, avoid/ resent.” (Factor of so many pressing responsibilities. ?) I am new to networking- as a grad requirement and learning so much!
I wonder if the “75% (maybe more) of educators in this country still don’t know that they can have a network,†is in part due to administration’s emphasis and attention to standardized test scores. So that professional development days are spent looking at scores, results and state standards instead of setting up network communities. Sounding bitter? Well, just speaking from experience. I know many dedicated teachers in my district would love the capability to network with other educators passionate about teaching and learning.
Regarding the quote:
Obviously, I messed up my comment. Here’s the quote I was referring to:
A more positive interpretation would argue that networked proximity facilitates new kinds of spatially unbound community, and that these emerging forms of sociality are equally or more meaningful than the older ones. Community is thus “liberated,†unhinged from space, and can be maintained regardless of distance.
Julia…that is the passion piece of this that I find so interesting in terms of how we deliver curriculum right now. More than anything else, that potential pushes us to think differently about what we are doing in schools.
I definitely agree with your thoughts about needing to be taught how to use the technology. I was recently talking to my sister’s friend who is a new teacher, and I found it very interesting. I asked her about a program called Geometer’s Sketchpad and asked her if she used it at all when she was in college. She replied, “I remember using it once or twice.” Now I am five years younger and on my way to becoming a teacher, and it is a requirement for each student to have that program because it is a part of our textbook. Society is changing because of all of the technology that surrounds us. It’s true education is at a changing point, the transition isn’t going to be easy, but as more of the educators are graduating from univerisities and colleges already having experience with these programs, it will become a lot easier.
@Ric, thanks for your perspective. I can identify. We really need to find some effective ways to transform the notion that professional development/continuing education as an “added extra” to avoid or resist to a necessary (and desired) practice that breathes new life into one’s own practice. These new networks are just [much needed] new ways with new options to stay connected, to keep learning, to be part of a relevant community without traditional limitations or barriers (time, place,…). I think for those who are unaware, they need a good (and I stress good) taste of what it can offer, as many, sadly, have a bad taste in their mouths regarding “professional development”. Historically, we have got it wrong more that right. We talk a great deal about making learning engaging, relevant and meaningful for our students. We need to do the same for our staff and colleagues.
Hmmm … what effect has NCLB (not to beat a dead horse) had on teacher collaboration in general? I think it has driven teachers behind closed doors. To do anything outside of “The Program(s)” is to defy administration … therefore what I am doing is for “my eyes only” kind of thinking emerges … don’t want to involve others and get them in trouble or have someone else turn me in for not towing the line. Kind of flies in the face of a network at school especially … and supports going outside your building IF YOU HAVE THE KNOW HOW to do that kind of networking.
Brian
Love this entry! Although newer teachers are part of this new “cyber†generation, a lot of older teachers were sort of missed along they way. They just don’t know about a lot of the resources that are available to them—or should be made available to them by schools… They don’t know how to use simpler things like email effectively, they don’t realize all the pictures, videos, presentation, activities, etc, that they can find and use in modern media. I think that with all the technologies that students know how to use, teachers need to be aware of how they function as well. This way students can experience an educational side of websites, instead of focusing only on social/entertaining portions. Not to mention, as you do, the many, many different networks that can be created with other teachers. Within these networks, teachers can find support, new ideas, and opinions, if only they learn how to use it.
Will,
Can’t count the number of times I’ve met teachers who do their innovative thing “under the radar.” Some worry about negative feedback from administrators, as Brian suggests above. But others are wary of professional jealousy. And that’s a shame. Good ideas don’t get out into the world that way. Isolated teachers don’t benefit from critical feedback or support of colleagues. One solution is for schools to cultivate a culture that welcomes idea-sharing as a step toward increasing collaboration. (That often means carving out time for these conversations to take place.) Another is for individual teachers to use all the networking tools they have handy to seek out like-minded peers wherever they can find them–in the classroom next door or halfway around the world.
–Suzie
I most definitely agree that there still exist a large number of people, especially educators, who feel it is impossible for them to learn what much younger generations have already mastered. It is important to understand, however, that since these are much different generations, it is difficult to accept the fact that this type of technology is at our fingertips. It is a great point made that time and technology have proven to be great factors into this dilemma that holds our educators back as well as our education. What is great to see is that there are people who are working towards resolving these issues so that we can gain a comfortable grasp on this monster we call technology and learn to communicate and become a part of a much larger network of online community members through our own spaces that allow for us to share and discuss ideas, as well as learning a little something from one another. Life is a constant learning process, whether you’re five years old or fifty, and I am sure all educators agree. Rather than looking at technology and online spaces as an obstacle, we must see it as the greatest learning opportunity yet for all to master as their own skill and improve upon as we grow, exercise our minds, and expand upon the knowledge already available to us.
I set up a wiki for my section at my college, to encourage teachers to network, and to collaborate more on resource development and knowledge sharing.
Unfortunately, my head teachers continue to rely on email instead of making the wiki the place to go for information, and this has contributed to its adoption being quite poor.
It has been interesting to see how, even when a networking tool was specially created by a teacher for the teachers, most have still been reluctant to take it up.
I speak at conferences evangelizing the use of wikis for teachers and students and those who are interested are excited, but most teachers seem just too busy to go there.