For the last couple of years, a group of secondary school teachers has been meeting regularly for breakfast at a local diner to talk about tech and education. People come and go as their schedules allow amidst plates of bacon and pancakes and cups of steaming coffee while we share ideas about instruction, implementation, cross-curricular connections, and new and evolving tech.
On one sunny Spring day, as the group exited the diner, a group of elementary school teachers were gathering just a block away for mid-day snacks and discussion at a local restaurant. We connected through Twitter and after leaving the breakfast diner, I found myself heading over to meet with this group. After great discussion, we decided we should bring the two groups together. Jeff Pelich suggested an extension of the two meetings into a full day affair of “eduhopping”. Breakfast, lunch, and supper venues were planned and invites sent out via Twitter for all to attend.
You know how people are always saying that the learning and connections they get most excited about take place over lunch at conferences? Even Owen Harrison, father of the open space meeting was told by participants the coffee breaks were the best part of his events. And that’s how this whole day is framed. Whoever comes are the right people, whenever it starts is the right time, wherever it take place is the right place, whatever happens is the only thing that could have, and when it’s over, it’s over. Except, in this case, Harrison’s framework is applied to the coffee break.
I can’t begin to write down what we collectively learned at Eduhop. It was different for everyone who attended. But, I can tell you that it was a rich opportunity to dialogue, form relationships, and make partnerships with people from various divisions and subject areas, all with a keen interest to move education forward in the best interest of our students. Much the same as anyone attending and enjoying the coffee breaks at any conference. One discussion in particular was bouncing around inside my head all day to the point that I need to write a full separate blogpost on tech’s pedagogical role in differentiated learning. Stay tuned.
What a fantastic end to a rough week. I had the opportunity to attend EdCamp Hamilton, coming off the back end of several heated discussions around the organization and attendance of a focus group held by Pearson last weekend. I had taken issue with the fact that some were unable to distinguish the difference between a conference and a focus group. Today, I stand somewhere in the middle.
My colleagues were at the Pearson session to share opinions about social media. They weren’t told exactly what Pearson was looking to gain from the meeting but I’m told by several attendees that it didn’t really matter since anytime Tweeps come together face to face, PD is happening. Fair enough. Members of this group have a high interest in advancing education into the 21st century and are well-meaning and forward-thinking people. Though I still take issue with the misguided use of the ontsm hashtag. It suggested that 50 educators were representing all Ontario teachers on the topic of social media. It also didn’t include Pearson’s company name in the hashtag. This led to the embarrassment of at least one colleague doing her best to smooth over the recent political turbulence with the public over education, tweeting how proud she was that Ontario educators were getting together over a weekend on their own time for PD. She did not know that this time, these teachers were being paid. Though I can’t go without mentioning that several of the same attendees of the focus group had paid for PD at the Google summit the week previously and showed up to the free edcamp event in Hamilton this weekend. Afterall, these are highly engaged teachers.
Edcamp felt like neutral ground. The uninhibited chance for everyone to freely post and select topics keeps current practice just that-CURRENT-with a capital “C”, and I thoroughly enjoy edcamp for that. The topics were also uninhibited by companies hawking their wares through sessions and trade show-like activities. Yes, there was some corporate sponsorship, but we’d be remiss if we failed to acknowledge that at least some money has to come from somewhere for an event like this. However, towards the end of the day, I overheard a publishing representative approach a colleague of mine asking for a meeting. It proves just how desperate these companies are to infiltrate the good things we have going on in education. Whether you view it as a goal to exploit teachers for profits or whether you chalk it up to simple recognition that we’re on to something big here, we’ll have to examine our relationships with publishers and educators. The line has become blurred between our meeting spaces.
I suggest that we need to take into account all the relationships that we have-with our employer, the college of teachers, our union, and our corporate suppliers. It’s time to revisit our contracts around ownership of our content in all arenas. Consider also whether you will take an open approach and use Creative Commons or whether you will go privately; corporate or as sole owner. So, the next time a company approaches you with a media release or some other sort of contract, what would it hurt to ask for it in advance and have it checked over by a board or union lawyer? Sometimes in our effort to be shift disturbers we push too hard, too fast without considering the agency of all parties. And above all, keep a critical eye open and remember that all media have commercial interests.