Full disclosure- had I not been instructed to participate in a Twitter chat, I would not have tried it for a very long while. Thanks, EDET543, for suggesting that I exit my comfort zone and experience Twitter more fully. You were right again.
The first chat in which I chose to participate was on a Saturday morning, #Nt2t, New Teachers to Twitter- obviously I'm going to choose this one! Overall, I was struck by what a welcoming and supportive group of people were committed to moderating and participating in this chat. Excellent recommendations, anecdotes of successes, and novel suggestions for using Twitter in the classroom were shared. This was my first time actually using Hootsuite. I cannot imagine participating in a chat without a tool like it. That said, I still felt overwhelmed and consistently fell behind in conversations. Finding new people to follow was exhilarating; being followed back was even more so! I am not sure if there was an outline/agenda/plan for questions for the conversation; if there was, I was not aware of it. Perhaps it was intended to be open-ended, free-form conversation. Having never chatted on Twitter before this chat, I naturally attribute any shortcomings of the experience to my novice chatter status.
Chat #2, #tlap, Teach Like a Pirate, I chose because the name was so zesty. When someone claims to do something "like a pirate", you know they know how to cut loose (and the situation is rife with deliciously bad pun opportunities). This chat was well-organized. I appreciated that the moderator posted the topic and questions we would be addressing in advance of the start of the chat. The topic was Professional Development. Even as a non-traditional teacher, I am no stranger to PD, so I felt more at ease than during the first chat knowing I could contribute to the conversation. The only word I want to use to describe chatting is exhilarating. Making connections, having meaningful conversation in real time in the comfort of your own home (while you put the hurt on some dark chocolate) is quite a thrill. Excellent connections were made. Tweets were re-tweeted. People were followed and chose to follow me. Do not get me wrong, I am still slow, clumsy, inefficient, and lacking in Twitter confidence. I do, though, see and feel improvement in my ability. In the future, and especially while I'm still new at this, I think I will gravitate towards the chats that have clearly defined topics instead of less structured chats. The fact that I'm excited to jump back in to another chat and intend to chat regularly tells me that I see Twitter chatting as a valuable component of my PLN.
Wednesday, February 18, 2015
PLN Ponderings
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| While I work to grow my PLN, I continue to reflect on its meaning, purpose, and value. Who does it include? What role does this network play? This network is my team of supportive innovators who will encourage me to ask questions, solve problems, and keep learning- exactly what I strive to do as an educator. |
"We do not learn from experience...we learn from reflecting on experience." -John Dewey
I delight in an opportunity to reflect on what is happening, to really break things down (either over a leisurely meal and beverages with friends or solo with space to pace, a sharp pencil, and plenty of fresh paper). I am grateful that this week's assignment was to dedicate time to focused reflection. In the last 6 weeks, we have delved into Personal Learning Networks- what they are, why they are valuable, how to consciously and intentionally grow ours.
The above word flower includes words I associate with my PLN. What I find intriguing is that the definition of and value of developing a PLN were introduced to me in the context of educational technology while pursuing this degree. However, when I brainstormed all of the words and ideas that I associate with my PLN, none of the words were inherently tech-y. All of the words describe the community, the activities, the attributes of the members of this PLN, but they are not tech-y words. Yes, use of tech tools facilitates the process of collaborating, sharing, and communicating. The results of investing in and growing from your PLN, inspiration, support, and empowerment to be our best, make change, and keep learning, are not high-tech at all.
Thursday, February 5, 2015
Social Network Overload!
I cannot recall a time during which I have been more connected. In compliance with the week's assignment, I have explored edWeb, various Nings, Facebook (from an educator viewpoint this time), Pinterest, and Google +. I am perhaps a little overwhelmed- convinced that all of these social networks are valuable for expanding my PLN and enhancing my abilities in the classroom, but indeed overwhelmed.
Of all of the resources I explored, I chose to focus on Pinterest the most. My friends, colleagues, and classmates give it rave reviews, so if it can be valuable professionally, I'm really doing myself a disservice if I don't give it a try, right? So I'm now a pinner. My degree of comfort with this resource is low, and I've just scratched the surface. I can already tell that 1)I'm going to love it. 2)This could become a HUGE distraction for a girl like me. Enough focus was maintained to explore teaching strategies and activities for diverse learners. After pinning a few short Pixie haircut options and photos of attractive, yet sensible shoes (truth be told), I found Edutopia to be a valuable resource with a board for differentiated instruction. Additionally, K12 and Learning Liftoff had a gifted learners board that showcased great ideas.
Honestly, spending the week exploring so many social networking options (while still learning how to navigate Twitter, Feedly, Hootsuite, and maintaining my old-school connections) has been a sensory overload. I presume that, once I begin to establish a preference for one social networking tool over another, I'll learn to use it more efficiently and become more adept. The overload I have experienced this week is certainly due to user inexperience and reluctance to search too narrowly.
Eventually, as an educator I hope to have more of a focus area. When that happens, I would like to visit and participate in one or more Nings regularly. It seems like investing time communicating via a Ning would be beneficial for someone who wants to participate in conversations on a more specific topic, perhaps a welcome alternative to other networking options that offer a larger, less specific smorgasbord of stimuli.
Of all of the resources I explored, I chose to focus on Pinterest the most. My friends, colleagues, and classmates give it rave reviews, so if it can be valuable professionally, I'm really doing myself a disservice if I don't give it a try, right? So I'm now a pinner. My degree of comfort with this resource is low, and I've just scratched the surface. I can already tell that 1)I'm going to love it. 2)This could become a HUGE distraction for a girl like me. Enough focus was maintained to explore teaching strategies and activities for diverse learners. After pinning a few short Pixie haircut options and photos of attractive, yet sensible shoes (truth be told), I found Edutopia to be a valuable resource with a board for differentiated instruction. Additionally, K12 and Learning Liftoff had a gifted learners board that showcased great ideas.
Honestly, spending the week exploring so many social networking options (while still learning how to navigate Twitter, Feedly, Hootsuite, and maintaining my old-school connections) has been a sensory overload. I presume that, once I begin to establish a preference for one social networking tool over another, I'll learn to use it more efficiently and become more adept. The overload I have experienced this week is certainly due to user inexperience and reluctance to search too narrowly.
Eventually, as an educator I hope to have more of a focus area. When that happens, I would like to visit and participate in one or more Nings regularly. It seems like investing time communicating via a Ning would be beneficial for someone who wants to participate in conversations on a more specific topic, perhaps a welcome alternative to other networking options that offer a larger, less specific smorgasbord of stimuli.
Thursday, January 29, 2015
Networked Classrooms: Reflection Questions
The assigned chapter in Personal Learning Networks does a stellar job of highlighting benefits of and concerns regarding networked classrooms. The benefits are numerous, but one I cannot help but focus on is that networked classrooms are supportive of problem- or inquiry-based learning. What an educational experience to acknowledge a real world problem, be tasked with finding a viable solution, and collaborate with network connections to do it! Learning that results from self-motivated, innovative, and collaborative problem-solving will be lasting and builds real world skills.
The possibility of networking with classrooms or individuals all over the world is a tremendous advantage. Growing up, the people in my community (family, friends, classmates, etc.), were not world travelers. I was exposed to globes, maps, and perhaps news stories of major events in other parts of the country or the world. I cannot say that I ever registered how vast this world is and (I regret to say) did not spend much time wondering how others lived. In adulthood, my worldview has expanded, and I am still coming along (and have much further yet to go!). In a networked classroom, horizons may be expanded by making connections with different people in different places. I suspect, too, that through learning about other people, discovering how they live, pondering similarities and identifying differences, that empathy in students would be enhanced, perhaps one of the greatest benefits I could fathom.
I feel like I would need a lot of support in transitioning to a more networked classroom! In our text, it was suggested to start with something we are already good at teaching and "re-envision it through more of a 21st century lens". That sounds like a logical way to go about it. Additionally, I would collaborate with educators who do have networked classrooms, talk through my ideas, and get feedback. (I suspect Twitter connections would be more than happy to give suggestions.)
A networked classroom seems to be an ideal setup for a class with diverse needs. In a setting where an educator sets the parameters and is available to provide guidance, students of varying abilities with unique skills or challenges can all thrive and achieve educational goals. If assessment of learning is flexible, students may demonstrate mastery of skill or gains in knowledge in various ways, highlighting their strengths.
The possibility of networking with classrooms or individuals all over the world is a tremendous advantage. Growing up, the people in my community (family, friends, classmates, etc.), were not world travelers. I was exposed to globes, maps, and perhaps news stories of major events in other parts of the country or the world. I cannot say that I ever registered how vast this world is and (I regret to say) did not spend much time wondering how others lived. In adulthood, my worldview has expanded, and I am still coming along (and have much further yet to go!). In a networked classroom, horizons may be expanded by making connections with different people in different places. I suspect, too, that through learning about other people, discovering how they live, pondering similarities and identifying differences, that empathy in students would be enhanced, perhaps one of the greatest benefits I could fathom.
I feel like I would need a lot of support in transitioning to a more networked classroom! In our text, it was suggested to start with something we are already good at teaching and "re-envision it through more of a 21st century lens". That sounds like a logical way to go about it. Additionally, I would collaborate with educators who do have networked classrooms, talk through my ideas, and get feedback. (I suspect Twitter connections would be more than happy to give suggestions.)
A networked classroom seems to be an ideal setup for a class with diverse needs. In a setting where an educator sets the parameters and is available to provide guidance, students of varying abilities with unique skills or challenges can all thrive and achieve educational goals. If assessment of learning is flexible, students may demonstrate mastery of skill or gains in knowledge in various ways, highlighting their strengths.
Thursday, January 22, 2015
To tweet or not to tweet?
To tweet! @CamilleSmithRD
So I think I'm going to like this. Initially, I thought I would have to plan to spend about 15 minutes a day on Twitter to ensure that I spent any time at all using it. After just a few days of exploring Twitter, I may need to set a 15 minute rule to limit myself so that I don't spend hours a day expanding my PLN. Making new connections is exciting!
At present, I am following quite a few organizations (and maybe a delicious food truck or restaurant or two), but fewer individuals. I plan to transition to following more individuals after investing more time in noticing who is following whom. One individual I did choose to follow noticed that I had followed her, sent me a welcome message, thanked me for the follow, and complimented my profile. I responded, noting her clever name, and she "favorited" my comment. What a thrill!
In the Twitter 102 video, Mr. Stumpenhorst suggested starting by re-tweeting. This feels like a safe way to get the process started. I am eager to tweet more, but it does not yet feel effortless (I'm still over-thinking everything). The more I think about it, the more appreciative I am that we are able to learn how to use Twitter thoughtfully, intentionally, and in a way that will be beneficial professionally.
I am intrigued about the Twitter4Teachers wiki. People seem to love it and give it stellar reviews, but it has left me a little bit confused. I plan to get better acquainted with it in the very near future and invite any recommendations in maximizing its usefulness.
So I think I'm going to like this. Initially, I thought I would have to plan to spend about 15 minutes a day on Twitter to ensure that I spent any time at all using it. After just a few days of exploring Twitter, I may need to set a 15 minute rule to limit myself so that I don't spend hours a day expanding my PLN. Making new connections is exciting!
At present, I am following quite a few organizations (and maybe a delicious food truck or restaurant or two), but fewer individuals. I plan to transition to following more individuals after investing more time in noticing who is following whom. One individual I did choose to follow noticed that I had followed her, sent me a welcome message, thanked me for the follow, and complimented my profile. I responded, noting her clever name, and she "favorited" my comment. What a thrill!
In the Twitter 102 video, Mr. Stumpenhorst suggested starting by re-tweeting. This feels like a safe way to get the process started. I am eager to tweet more, but it does not yet feel effortless (I'm still over-thinking everything). The more I think about it, the more appreciative I am that we are able to learn how to use Twitter thoughtfully, intentionally, and in a way that will be beneficial professionally.
I am intrigued about the Twitter4Teachers wiki. People seem to love it and give it stellar reviews, but it has left me a little bit confused. I plan to get better acquainted with it in the very near future and invite any recommendations in maximizing its usefulness.
Wednesday, January 14, 2015
Let's hear it for my blog. Thanks, EDET543, for making this happen!
I must begin by saying it took everything I had to not include a terrible pun in this blog title. Please "meet me halfway" and be appreciative that I did not name this Kenny Bloggins. Bringing zesty back is a fitting blog title for a gal like me. Zesty, in my opinion, is an underused adjective which I am attempting to bring back into circulation. It is versatile and brings exuberance to conversation and lets people know you believe your topic to be rather spectacular. I feel a genuine enthusiasm for nutrition and am energized also by the enthusiasm that has been brewing for educational technology. Zesty can describe the feeling one gets when she is excited to learn, grow, experience life fully, and seize opportunities.
I walked away from the week's reading assignment with a variety of thoughts. I love the empowerment that comes from knowing that we are in charge of our own learning, that we may create our own education. That's amazing. Every conversation, every connection, and every link we click is an opportunity to learn something. The thought of making a shift to networked, passion-based learning is powerful indeed.
Creating a Personal Learning Network (PLN) comprised of online and face-to-face connections enables us to pursue personal educational endeavors. This skill of intentionally connecting with others with whom we can collaborate, share, and learn is one we must possess in order to demonstrate it and teach it to our students and others who may be observing. I believe creating a PLN is essential. However, it is clear that honing this skill and becoming proficient will be a long journey for me.
It is with some hesitation that I set a goal to increase my participation in seeking and maintaining personal learning network connections. Currently, I do participate actively for social purposes. I do create, contribute, and comment. Socially, I aim to keep the tone fun, light, and positive and historically have not sought out debate or allowed myself to join in conversations which are of a deeper nature. Perhaps this is just me over-thinking things, but extending my professional side out in the world via a blog or Twitter makes me feel vulnerable. Why? It invites debate and potentially criticism. I have given this quite a bit of thought and came across a TED Talk which discusses the value of criticism and inviting debate; it can ultimately help you learn and grow. See Margaret Heffernan's talk "Dare to disagree". This is not to say that I plan to interact exclusively with people with opposing views, but I do intend to participate more fully, knowing that I may face debate. I will strive to believe that all conversations and connections are potentially worthwhile and growth-promoting, even and especially when they are challenging.
I walked away from the week's reading assignment with a variety of thoughts. I love the empowerment that comes from knowing that we are in charge of our own learning, that we may create our own education. That's amazing. Every conversation, every connection, and every link we click is an opportunity to learn something. The thought of making a shift to networked, passion-based learning is powerful indeed.
Creating a Personal Learning Network (PLN) comprised of online and face-to-face connections enables us to pursue personal educational endeavors. This skill of intentionally connecting with others with whom we can collaborate, share, and learn is one we must possess in order to demonstrate it and teach it to our students and others who may be observing. I believe creating a PLN is essential. However, it is clear that honing this skill and becoming proficient will be a long journey for me.
It is with some hesitation that I set a goal to increase my participation in seeking and maintaining personal learning network connections. Currently, I do participate actively for social purposes. I do create, contribute, and comment. Socially, I aim to keep the tone fun, light, and positive and historically have not sought out debate or allowed myself to join in conversations which are of a deeper nature. Perhaps this is just me over-thinking things, but extending my professional side out in the world via a blog or Twitter makes me feel vulnerable. Why? It invites debate and potentially criticism. I have given this quite a bit of thought and came across a TED Talk which discusses the value of criticism and inviting debate; it can ultimately help you learn and grow. See Margaret Heffernan's talk "Dare to disagree". This is not to say that I plan to interact exclusively with people with opposing views, but I do intend to participate more fully, knowing that I may face debate. I will strive to believe that all conversations and connections are potentially worthwhile and growth-promoting, even and especially when they are challenging.
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