Monday, November 10, 2014

"So What?" - The Power of Twitter, Voxer, and Great Questions

My good friend Tammy Neil, a math and tech integration teacher from Florida, challenged a few of us in the Breakfast Club, a daily educator chat on Twitter (see #BFC530) and active group on Voxer, recently with a great question:

"So what?"


The context of the discussion surrounded the power of social media and how our students use it.  Alex from Target has gained nearly a million Twitter followers merely because a teenage girl shopping one day snapped a picture of a cute guy working the Target register and posted it.  Tammy asked us, "So what?"  What will this young man do with his now widely heard voice? Will he use it for personal gain, or will he use it to do something important? To make a difference?

This prompted me to think about my own history classes and what it is like to be a student in one of those classes.  Why should they learn about history? So what? How will students' time spent in my class make a difference? I have been working hard to ensure my classes are learning history in order to gain enduring understandings, rather than to merely learn the facts.  Here's how I responded on the Voxer discussion.

Click here to listen to my Vox on "So What?" in the history classroom.
Little did I know, Christina Carrion, a tech integrator from Texas, heard my Vox and thought it was a decent example to share with a colleague.  Her colleague was interested in how Twitter and Voxer can be a part of educator growth.  Here's how she explained it a couple of days later.
Click here to listen to Christina's Vox on how she shared my Vox with a colleague.

I was thrilled, but also felt woefully under-qualified to serve as an example to others.  Although I am striving to make sure the students' experience day-to-day in my classroom makes a difference in their lives, it is still something I am working on every day.  It is certainly not something I've mastered.  I wanted to give her another example of how I craft the essential questions that are meant to help students arrive at their enduring understandings.
Click here to listen to my response to Christina.
Turns out, Christina's share went further than I thought. Here's how she used it in a training on Twitter for teachers in her district.
Click here to listen to how Christina introduced Voxer at a training.
Of course, this made my day.  But that is not why I share it. I share it because it demonstrates a few things about the power that a community of educators can have:

  1. Together We Can Do More: Educators work largely alone in classrooms with closed doors.  But when we have the inspiration and opportunity to work together, we can come up with valuable ideas that really impact student learning.  In this case, a conversation in an organized PLN setting caused educators from all over the country to think about 2 key goals: teaching children to spread a meaningful message via social media, and how we engage our students in the classroom so that their learning really matters.
  2. History is MUCH More than Events and People: I have often felt, as a history educator, that our content area is ignored by policy-makers and education big-wigs.  Look at the evidence: STEM and STEAM dominate the education grant landscape, standardized testing focuses on math, science, and language arts (not that I want a history standard test implemented - not a fan of those at all), and CCSS doesn't even give history it's own category.  But as history educators we play a crucial role in helping an entire generation learn the civic lessons that will shape their decisions as adult citizens.  Our lessons must tie together a mix of law, morality, and critical investigation skills.  It is essential that we make our students' time in our classrooms valuable and relevant to their lives today and their decisions as leaders of the future.  This is what essential questions and enduring understandings can do.
  3. We All Need Inspiration: It turns out, I was inspired just as much as, or perhaps more than, Chirstina Carrion by that Voxer conversation.  She was inspired to research more about her teaching practice and the role of essential questions. She used that idea in an attempt to inspire other educators to get connected on Twitter and Voxer.  My inspiration goes deep too, though.  She inspired me to believe that my teaching practice really is worthwhile and that my urge to keep growing is one that I should follow.  She inspired me to believe that I should keep sharing my ideas with others publicly.  Not all of them will be popular or inspirational, but if one idea can inspire one other teacher on one particular day, it is all worthwhile.
So, thanks Tammy, for asking us a great question: "So what?"

Thanks Christina, for letting me know that my ideas are valid and worth expanding and sharing.

Thanks BFC, for connecting me to these thoughtful compassionate educators.