When Isn't Blogging?

I've been reading Will Richardson's excellent book, Blogs, Wikis, and Podcasts. It is well written, inspiring, and very useful for getting started with these tools. His comments about blogging in particular made me think about how we are using our blogs this semester. He makes several points about the differences between writing and blogging...

"Writing stops; blogging continues. Writing is inside; blogging is outside. Writing is monologue; blogging is conversation. Writing is thesis; blogging is synthesis."

Then he gives a spectrum or continuum of different types of Weblog posts to show where posting ends and blogging starts. I know where I fall on this spectrum and it isn't where I would like to be. Where does your blogging fit?

1. Posting assignments. (Not blogging)

2. Journaling, i.e. "This is what I did today." (Not blogging)

3. Posting links. (Not blogging)

4. Links with descriptive annotation, i.e., "This site is about..." (Not really blogging either, but getting close depending on the depth of the description)

5. Links with analysis that gets into the meaning of the content being linked. (A simple form of blogging)

6. Reflective, metacognitive writing on practice without links. (Complex writing, but simple blogging, I think. Commenting would probably fall in here somewhere.)

7. Links with analysis and synthesis that articulate a deeper understanding or relationship to the content being linked and written with potential audience response in mind. (Real blogging)

8. Extended analysis and synthesis over a longer period of time that builds on previous posts, links, and comments. (Complex blogging)

Wherever we are on this continuum...let's see if we can push our blogging to higher levels.

(Full disclosure: I wrote this piece on November 10, 2008, for another blog I was keeping with my then EDT 400 class.)

A technology penalty?

In his Phi Delta Kappan Technology column several years ago, Royal Van Horn defined what he called the "technology penalty"—what happens when you do something using technology that you could do easier, quicker, or more efficiently without using technology. A recent trip to Indianapolis and the National Middle School Association annual conference gave me the opportunity to think about this concept.

Not wanting to carry my bulky and heavy MacBook Pro (as much as I love it and could have used it in the three days I was gone), I elected to give my new iTouch a whirl. I really wanted to like it but frankly, as cool as it is, it didn't work well for me as a substitute for my computer. Just connecting to the Internet was difficult for me with the small screen and even smaller keyboard...difficult to see and operate. I know, millions of people happily and productively work away on similar systems, but it just didn't work for me. Using the iTouch was fine to listen to music and podcasts and even to view video, but surfing the net or checking my e-mail, not my cup of tea.

Another technology penalty for me would be keeping an electronic calendar on my laptop, phone, or PDA. While this sounds terribly old-fashioned I am happy with my paper calendar where I can see the entire month before me without having to power up. I always have my calendar with me and no batteries are required!

This trip also gave me some perspective on a couple of potential other technology penalties. As connected as I am and as much as a technology and learning advocate I've become in the last few years, I realize that I do not want nor need to be connected 24/7, neither personally or professionally. As a professor with several hybrid or fully online classes occurring at any time, I spend a great deal of my time online, but I don't need to be available 24 hours each and every day. For me, that would be another painful technology penalty.  Also, the jury is still out on the value of social networking (for me)...even as I see the value for many others. Do I really need to spend another hour or two every day connecting with that many more people?

Yet, the biggest potential technology penalty is the sheer volume of resources...trying to manage the tens of millions (billions?) of professional materials out there. Sometimes the sheer volume of resources that I can access or I should read or I should require my students to read/view/listen to, is simply overwhelming. Too much of a good thing. So I am working valiantly to control my online time and be a better manager of resources and data available to me.

Everyday I communicate withe people through e-mail, Google Docs, Skupe, chat, and wikis; I listen to podcasts, watch instructive and entertaining videos, and work on a variety of projects in creative and innovative ways. But sometimes, as it is in hockey, the penalty box of technology takes me out of the game for awhile if I'm not careful.

What opportunities and penalties does technology provide for you?

A Whole New Mind

Hearing Dan Pink talk about his work, particularly ideas from his best-seller, A Whole New Mind, at last week's National Middle School Association annual conference in Indianapolis was terrific. Although I have read and used AWNM for several semesters, I always pick up new ideas that I haven't seen before as well as ways of thinking about the six senses that Pink describes in depth.

Of course, as an educator, I always try to apply his work to schools and students and finding such applications is not difficult at all. At NMSA he summarized some key points using (to me at any rate) some different language than I had heard his use before. Again, another way to think about these important ideas.

1. Explore new metrics—measure more than IQ which gets lots of play in schools, but doesn't begin to include the full range of intelligences.

2. Get real about STEM—of course math and science and engineering are important, but so are the arts, literature, foreign languages, physical education and many other areas that have traditionally been part of the K-12 curriculum, but now receive less time and emphasis.

3. Re-think motivation—not surprising since Pink has a new book (Drive) on motivation soon to hit the bookstores. Stress doesn't work as an incentive, nor fear, nor many of the things that we use as motivators in schools.

4. More forest, less terrarium—more need for the big picture; also, we need to have a larger view when dealing with problems. Time to consider alternatives, like Google's notion of allowing employees to spend 20% of their work time on projects they are interested in. (Many of the creative aspects of Google have come out of that 20% time.)

5. Finally, infuse the arts throughout the curriculum. No question how important this is.

Suggestion for all, read or re-read Pink's A Whole New Mind.