That’s the title of one of four, count ’em, four different presentations I’ll be giving at MACUL on Friday. (How I got talked into that I’ll never know!) When I originally submitted the idea, I saw it as a way to show how blogs in schools were evolving and branching out, and to have a conversation on the ways in which they would continue to mature. And while I still see that being a part of it, I’m feeling like the bigger, and in some ways, more important discussion is what we need to do to insure that blogs in schools even have a future. I don’t mean that in a defeatist sense as I obviously believe these tools need to play an important part in our teaching and practice. I mean it in the “what are the obstacles and how do we overcome them” sense. So I’d like to start the presentation early here by looking at the most widely articulated impediments to adoption of the tools and offering some very thin, discussion starting ideas about how we might respond to them. This assumes, of course, that you believe (as I do) that these tools can make significant contributions to our practice and to our (and our students’) learning, that they in fact do have the potential to fundamentally improve what we do in the classroom. And, it assumes that we all have access.
These are in no real order, though I’d be interested to hear what the top choices are.
…the fear of free-falling, of moving away from the known, of relinquishing control and of the impact on our time and the resulting pressure on how we train our teachers. It’s one thing to talk about subject-centered, collaborative-centered, connected learning (via blogs or not); it’s another thing altogether to make it truly a reality in classrooms employing blogs in ways many edubloggers write about, including me.
It’s a great post, full of connections and synthesis that is a poster child for the type of writing and thinking that blogging (connective writing) demands. On the K-12 level, I think this is even more acute. There are so many pressures in terms of curriculum and outcomes and test scores that to take a leap into the unknown with blogs is scary at best and nightmarish at worst. Especially if the tools demand not just an understanding of technology but a redefinition of good pedagogy. Social software, connective learning requires us to rethink our practice, not just our curriculum. Solution: We need to keep highlighting and celebrating the successes that teachers are having in terms of raising the quality of learning in their classrooms. The good news is that there are more and more teachers who are seeing this happen. The bad news is there still are not enough. I’m feeling very teased these days…
That’s a start, I think. What have I missed, misread, or misstated?