22 May 2010

Not For Sale


Before about 20 minutes ago, I’d never heard of Kevin O’Keefe.  My introduction to him came via this blog post, which came up when I Googled an excerpt from an email I received earlier this week.  Based solely on that one blogpost, the only evaluation of Mr. O’Keefe I can give you is about his jib.

I like the cut of it.

Y’see, Kevin and I each received the exact same email, he about a month before I.  You can read the exact transcript at the linked post above (aside from some minor syntactical differences in the first paragraph, the content is identical), but the gist is that he and I are “power Twitter users”, and we’re being invited to leverage our power-user-hood to (wait for it) make money on teh Internets by incorporating advertisements into our regularly scheduled programming Tweets.

My jib-admiring stems from Kevin’s explanation of why he finds this distasteful, which very closely mirrors my own thinking.  I get flak for my advocacy of Twitter as a networking tool for educators, but I’ve found it to be a fantastic way to make connections in the nearly three years I’ve actively used the service.  The tool itself, however, is secondary at best in importance to the people who live in my computer on the other end of all those other Twitter accounts who share ideas, information, opinions, and resources.  Twitter and services like it have the potential to help people make connections that:

  • overcome geographical boundaries
  • overcome many issues of ability and disability
  • are established on the basis of trust and transparency

Of course, this doesn’t apply if you use Twitter to auto-follow everyone in a hashtag search plus your favorite celebrities, but it does appear to apply to a large number of educators who use Twitter as a part-social, part-professional online water cooler.  Everyone uses Twitter differently: personally, I like to cast a wide net, and I try to follow back every individual (not company) who follows me, as long as we seem to have some mutual interests.  Obviously, I don’t have a tight working relationship with all 1100-some-odd people I follow, but I do take in a lot of what comes across my feed (and I appreciate it all), and I engage in discussions and relationships with a smaller cross-section of that number.  Of the people with whom I have established relationships, I would hate to a) spam them with ads, and b) have them think I’m spamming them when I’m recommending a product or service I legitimately enjoy or find useful.

In the post linked above, Kevin O’Keefe says, “If I like a restaurant, I’ll share word of it with people who trust me.  The restaurant needn’t pay me.”  At just about every professional development workshop I’ve given, I have always been self-conscious enough about my own authenticity that I have disclaimed any professional relationships with the services I demonstrate (e.g., Wikispaces, TodaysMeet, Google Apps) other than as a very satisfied end-user.  To me, it’s important that I not be seen as a shill because, rightly or wrongly, the question of who is paying my paycheck can very easily distract from more important questions, like “How can we use this to improve teaching” and “How might my students benefit from this?”

I’m not against anyone getting paid for what they do, especially if they do it well, and I understand that businesses have to advertise.  I just really don’t like the pseudo-social approach that this company wants to take – it feels sneaky to me.  I admit that may be an unfair characterization, but that’s how it feels in my gut, and I don’t want to be a part of it.  If I were to punctuate all my IRL conversations with frequent pitches for Amway or Avon (“You sure you don’t need any more bisque?  We’re having a sale this month, and–hey, where are you going?”), I’d quite rightly be ostracized by colleagues, friends, and family.  Similarly, I’d rather keep Twitter a space for me to communicate freely with other educators.  Whether I am discussing personal, professional, weighty, or silly topics, the content is original and genuine – it’s all me, for better or for worse.  I have gained and given trust in establishing ties with these folks, and I’ve gained much, not only in terms of professional knowledge and resources, but I’d also like to think I’ve established some good personal relationships and friendships via the medium, as well.  I would hate to taint that by feeding my friends and acquaintances ads every so often, even if they are ads I can hand-pick, as stated in the email.

I’ve managed pretty well for myself for three years without the burden of sponsorship – I think I’ll keep it that way.

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7 July 2008

Twitter’s Identi.ca Crisis


I’ve been actively involved on Twitter for almost a year now, and I have a lot to thank it for.  I’ve been introduced to some fantastic folks via Twitter, some of whom have even made guest appearances in my classes.  I’ve developed a PLN around Twitter that has heavily informed not only how I use technology in my teaching, but my entire mindset regarding education irrespective of technology.  I talk every day with smart, funny people who care a great deal about kids, learning, and teaching.

So why might I jump ship?

Identi.ca is the new microblogging kid on the block, and at first glance, it not only seems similar to Twitter, Pownce, Plurk, etc., it actually seems like it has less to offer.  No replies buttons or tabs, no search bar, just a steady stream of messages and the ability to ‘subscribe’ to one another.

What entices me about Identi.ca is the fact that it’s open source.  While Twitter has been having trouble staying on its feet lately (it has been better of late, to be fair), I wonder how long it would take for Identi.ca users with some technical knowledge to diagnose and attack the underlying problems.  Seems like a good thing to have “more hands on deck.”  There’s more to be said about it, but Mike Bogle covered it in pretty good detail in his post and follow-up comment here.  With add-ons and other contributions from the Identi.ca community, I’m seeing the potential for Identi.ca to play Firefox to Twitter’s IE – highly customizable and community-based.

I also like Identi.ca’s commitment to the OpenMicroBlogging protocol.  Essentially, conversations could take place across services, so there’d be no need for a Twitter account, Plurk account, etc.  One protocol to rule them all, so to speak.  There is already a plethora of services for cross-posting to multiple services, but nothing to aggregate responses and facilitate discussion.

To me, the discussions and exchanges of ideas that take place on Twitter are by far its most important factor, and why I won’t be deleting my Twitter account anytime soon.  Identi.ca may evolve into something great, and I’ll definitely stick with it, unlike a lot of other microblogging services.  Without the people who make up my network, however, it won’t be of nearly as much value as Twitter, broken down and everything.  Ultimately, it’s the people, not the tools, that give the network its value.

In the meantime, I encourage folks to try out Identi.ca and see if it suits you.  I’m @damian613 on both Identi.ca and Twitter; feel free to subscribe, follow, or just read.

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29 January 2008

TTP 5: The Twitteracy Project is Dead, Long Live the Twitteracy Project


The verdict is in: this past semester’s Twitteracy Project was a bust.

To put it succinctly, I think the two main roadblocks were 1) the technology at home and 2) student motivation. Many kids reported problems even being able to log in to Twitter from home, let alone send messages. I suggested they upgrade IE, I suggested they try Firefox if they were using IE (sorry, Bill), but all to no effect. Also, the students had to be motivated enough to log in and send messages, which very few of them were. In a class of 24, I think there were only 4 or 5 “regulars”, and when no one else was joining in, even they lost interest by about Thanksgiving or so.

Not one to learn lessons easily, I’m implementing the project again this semester, this time with my Honors Brit Lit juniors & seniors. While I can’t address their home technical issues, I hope that their intrinsic motivation will be a little higher than my sophomores’. Sure enough, just when I needed a little inspiration, The Chronicle of Higher Ed [via Twitter's blog] runs a story about David Parry, a UT-Dallas professor who used Twitter with his students to great success. The big payoff, according to the prof?

The immediacy of the messages helped the students feel like more of a community, Mr. Parry said in an interview Monday. “It was the single thing that changed the classroom dynamics more than anything I’ve ever done teaching,” he said.

Now where have I heard that before?

Further reading: Twitter article on Dave Parry’s blog, academHack.

Edit: He’s @academicdave on Twitter, if you want to see what he’s doing with his students.

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24 August 2007

Money, Meet Mouth: Announcing “The Twitteracy Project”


I have decided to implement Twitter as a regular feature in one of my English classes this coming year. It’s still very much in the planning stages now, but I hope to have a full outline of my thought process, intended goals/objectives, and initial instructional implementation up here by the end of the weekend or early next week. Throughout the coming semester, I’ll post lessons & uses, successes & failures, my reflections, and student reactions. Of course, the safety and anonymity of my students are among my primary concerns here, so you’ll understand if I have to be vague and non-specific from time to time.

If you are interested in using Twitter as an educational tool, I hope you’ll stay tuned and contribute thoughts and questions to the mix as this project evolves. I’ll be tagging all relevant posts as “Twitteracy Project” for your ease in following.

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8 August 2007

Promoting Twitteracy in the Classroom


I can’t resist the urge to leap headlong into an awful portmanteau, but Dr. Yvonne Andres could when she posted about TwitterLit.com back in May. From her article:

Realizing that the opening sentences of books are often an intriguing attention getters, twice a day, TwitterLit creator Debra Hamel, posts the first line of a book, without the author’s name or book title. Why? Well, according to Hamel, “Because it’s fun and quick daily literary teaser.” There is a link back to Amazon so you can see what book the line is from and all the posts are available for subscription via RSS, Twitter, and email. A great learning activity might be to have students make a list books with the most interesting opening lines.

I thought this was a neat idea, and an interesting application of what many are writing off as a complete timewaster. Even among our edublogopeers, the general consensus among those who are giving it a chance is, “There’s something there, but I’m not sure what it is.”

Let’s try to put some practice to the theory together. I’ll start here with some English/Social Studies-based ideas; you follow up in the comments.

1. Easy way of posting homework assignments without creating/maintaining a website. Even the most tech-phobic teachers can log in, type 5 Tweets with the week’s homework, and tell their students to go to twitter.com/mrsmcgillicutty. As easily editable as Tiddlywiki, only less involved, if such a thing is possible.

2. Students writing a wiki, or working on some other collaborative project outside of class? When mine do, one of the chief complaints is emails left unchecked or eaten by spam filters. I work in a regional district, so it’s not always easy or possible for students to physically get together to work on projects. Try having them all sign up for Twitter accounts and follow each other. They can conduct real-time multiple-user discussion in which all group members can participate. Those who are offline can catch up later in the History, or have messages sent to their cell phones.

3. Will Richardson recently wrote about RSS feeds as texts for students. What if we turned the information flow in the other direction and had teachers subscribe to a Twitter RSS feed of their students? Tonight’s homework: Tweet in the voice of Abraham Lincoln 5 minutes before delivering the Gettysburg Address. Summarize the relationship between Miss Bennett and Mr. Darcy in exactly 140 characters. Tweet your answer to this central question, and send @messages to at least two other people in the class. Eliminate the excess, get kids thinking critically about the meat of their message, and it’s all there for you in your feed aggregator.

4. Have students maintain a Twitter account for a week/month/unit/marking period. See who can create the most new social connections in that time, and at the end have them reflect on and share/compare their experiences on a class blog or wiki (or in person in small groups, if that’s how your school rolls).

5. “Follow” some major news organization like BBC, Sky, CNN, etc. with your students, and have your students select Tweeted stories to respond to (by your method of choice). Let your class double as Intro to RSS 101.

6. Set up an account and instruct students to “follow” you. When you’re online outside of school hours, Tweet a grammatically incorrect sentence or phrase. First student to Tweet back to you with the corrected phrase wins a small prize.

Standard disclaimer – when having students go online, especially in a social capacity, please also teach them about safe & responsible Internet use (I hope I’m preaching to the choir, but I feel obligated to mention it). Looking back, I’m not sure I like #4 anymore, but I’ll leave it up in hopes that someone can improve upon it.

So can math teachers use this tool? Tech educators, how will/do you use Twitter? Administrators! Is there a place for Twitter in your schools?

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