Whats my take on social networks for online teacher professional development

Thanks for stopping by….the hook is below in “bold”.

From the webinar and the readings the following reflections have simmered in note form for some weeks. I was a new member to the Virtual learning Network and needed to sort myself early, making sure I had the “sound and vision” as David Bowie would have put it, under control.

I had set myself a huge time space so no hitches could take place.

I had No preconceived ideas on the flow, structure or the Webinar protocols that I knew others would have in place. I didn’t think it was really a place for me as I am a Hard technology teacher - Yr 7 & 8 students - woodworking, metals, plastics...etc.

Critically discuss the use of social online networks in teaching or professional development.

So with that in mind here is a summation of what I thought and how I now can say - I liked it!I

It worked for me, given that the timing of previous sessions were never going to fit.

Karen Melhuish had said that this is was a “thriving participatory system vs educators to engage in an informal kind of Professional development.. To share

*Immediate concerns

*Contexts in our practice

* Leadership”

So for me - this electronic communication is an alternate road to the ‘in house’ professional development that is in schools here in New Zealand today.

It has been a long time since the advisory and specialist services were catering for teachers and management providing outsourced (out of school) professional development.

Mostly in this day Senior management will be provided with these opportunities.

Or in our cases - MINDLAB has furthered our discourses and learning networks.

We have Communities of Learning that have been implemented, the personel selected and the odd opening day, but they have lumbered into existence, require serious management and only offer a trickle down level of professional development to the classroom level teacher.

Harsh perhaps, but to quote Fullan (2006) “Effective school change and system lift places professional development at the heart”  of the matter here.

Timperly et al, (Best Evidence Synthesis -Teaching) noted that it has to be ONGOING- action Inquiry research…..

• With methodology
• Formal policies and curriculum
• Social organisation
• Current discourse

What the webinar offered was a participatory platform for providing what what was also outlined and wanted from (BES) - diversity in teacher community discussions, and the IMPACTS for diverse learners.

So what was it that puts the likes of me off - bearing in mind that FAMILIARITY in practise with Technology is a cornerstone of the changing digital landscape.

My past attempts had been thwarted by access, the timing to connect with a group was never aligning with my schedule, the required sorting of access through differing platforms or organisation, reluctance generally to use a digital voice out into the unknown, and or to people unknown.

What has happened to my mindset on this now. In reflection…….

1. The sidebar provided the names of the participants - I knew members and could acknowledge their presence during the process
2. Technical advice was forthcoming from a facilitator who popped the links in at a timely juncture
3. Sound and vision set backs and volumes were ironed out with prior early set up
4. I was happy with the ability to control image and voice, just to listen where necessary
5. The pace of delivery could be controlled
6. The information delivered when organised can be tight and target appropriate

Would I join in  again -Yes I am out there now, am looking and listening on two groups.

Participating???

Just past Risk taking..needing more familiarity.