Graduating from the education program, the advice we received on the way out was “make sure you are careful with what you put online because once it’s out there, it’s there forever.” For many of our professors and peers, this translated to changing your name online and ramping up the security on your Facebook accounts. Our goal was to restrict ourselves and only put out what we had to. Three weeks ago, I was faced with a completely opposing point of view – put as much out there to maximize our social presence. Which model do I choose?
When I started this course, I had no clue what the course was about. “Special Topics in Teacher Librarianship” was all I had to go on. I felt completely overwhelmed and under qualified. How was I going to incorporate all these ideas and theories when I didn’t even have a budget for whiteboard markers and books? Furthermore, how could I use any of these ideas now that I don’t have a classroom this fall? “Trust the process,” was what we were told.
In the following days, we were introduced to a number of online resources; some of them I’ve heard of but shied away from because I didn’t see the value, and others I’ve never heard of. Having a chance to tinker with them made me realize that there is potential in things like blogs and Twitter. They aren’t just diaries and ways to update people that you’re eating a sandwich. The feedback we received was unobtrusive during presentations. People were able to finish speaking their train of thought and others could comment instantaneously. Instead of waiting around and taking turns, we could share our thoughts in a matter of seconds. Furthermore, these ideas were documented; we could go back and review what was said instead of busting our heads trying to remember everything that was said. Okay, +1 to “the process”.
As the course progressed, I began to realize there’s a lot more I could be doing to enhance my teaching and teaching practices without completely restructuring what I’m already doing. I am already fairly comfortable using technology and learning how to use devices I’m interested in – why not explore ways to combine the two? Just because I don’t have a contract next year and infrastructure for ICT is inconsistent doesn’t mean I can’t do anything. Surely, there’s got to be a way to find out what is available in schools and find ways to take advantage of our resources. That’s what led me to the inquiry topic of combining ICT and substitute teaching.
Sandy and I set out to create an online database to share information about classrooms and their availability of ICT to assist substitute teachers (TOCs). I feel we’ve been able to combine some of the concepts we’ve talked about in class, and a few of the resources shared during the 10 Minutes of Fame on our site in a constructive manner. Hopefully what we’ve created will do justice to the inquiry topic we set out to do.
The ICT Sub Hub – theictsubhub.weebly.com
So, going back to my first question, which model do I choose? Do I minimize and restrict what I put out there, or put out as much as I can? A balance of both, I’d say. It’s true we have to be extremely careful of how we are portrayed online because if anyone digs deep enough, personal content intended for friends and family could wind up on an unintended screen. But if we consciously share our professional ideas, create online communities for our students, and enhance our digital presence, there’s going to be a lot more positive content out there than potentially compromising content. From here, I intend to continue being apart of the discussion, incorporating ICT in subbing, teaching, and personally – that is, in moderation.
Terrence,
It sounds like you’ve found the balance with online social presence. I try to keep some things personal and some professional, although I am Facebook friends with a couple teachers from my school. I draw the line at friending parents. And like you, I am aware of what I put out there, my friends are good about not posting photos I wouldn’t want the world seeing. I like the guideline I’ve seen for students: “Would you want your grandma to see this? If not, don’t post it.”
I enjoyed tweeting during presentations too. It was so neat to participate in a discussion about what was being said, without interrupting the presenter. Last year there were hashtags created for two different conferences I went to, but I didn’t use them. This year, I definitely will!
Your ICT Sub Hub is such a good idea, hopefully you can spread the word and get TOCs using it. More users = more data = more useful! Good work trusting the process (it’s okay, I struggled with that too)!
Like you, as a teacher, I felt I should keep online presence as restricted as possible. Every social platform I was on was kept on private. I would never even imagine getting a Twitter account. Now, since the beginning of this class, I not only have a Twitter account, but also a blog. Who would have thought? My question now, as with the use of other ICT, why do I have a Twitter account and a blog? My initial thought is to connect with my school community and other educational professionals. Moreover, I also worried if I am able to keep a regular schedule with my tweets. I feel like reading a book how to be a good tweeter. Is there such a thing? If I develop an audience, I would feel like I neglected them if I did not a post anything. I guess, with anything, like you mentioned above again, I just have to “trust the process.”
By the way, I was super impressed by the ICT Sub Hub you both created. It is so well thought out and efficient. I will have to fill out later when I get to know my new school. Plus, I can’t wait to try to the survey forms you talked about for my own blog.
Hi Terrence,
An ICT resource for TOCs is a wonderful idea! I am very impressed with the work you and Sandy have done on The ICT Sub Hub. I go back on the TOC list in September, so I really appreciate your work and effort. I am sure many TOCs will appreciate your finished project.