When I started blogging a year ago, my first several posts were on the topic of “getting connected” and developing a personal learning network (PLN). As I was early in the process of establishing my own PLN, the issue seemed quite timely; what better way to engage teachers on the matter than to highlight the benefits of and my experiences with resources such as Google Reader, Twitter, Ning, Delicious, and the ISED Listserv? Surely the usefulness and ease of use of these tools would prompt my colleagues to dive in and start connecting with and learning from other professionals.
Twelve months, 100 posts, and several professional development sessions later, I’m not sure much has changed.
In May, Alec Couros visited campus and spoke about Networked Possibilities. During his presentation, he asked his Twitter network to say hello and the response was overwhelming. Not counting myself, there are only three teachers in the Middle School currently using Twitter.
In June, we officially adopted Delicious as our only supported tool for bookmarking and helped every teacher create an account. In working with faculty since the start of school, I’ve found that less than 25% are still tagging sites instead of saving them locally. Similarly, although we’ve provided several training sessions on Google Reader, less than 10% of teachers subscribe to any RSS feeds.
In July, Julie Lindsay and Vicki Davis conducted a workshop here geared toward “flattening classrooms.” Teachers were shown many PLN resources and even joined a Ning network. Today, only one teacher in my building is actively using Ning.
Lest I sound critical of my colleagues, their hesitation to embrace these resources and establish a PLN is not unique. I recently and informally polled my PLN and asked for a percentage estimate of teachers/administrators in their schools who’ve created and maintained an electronic personal learning network; responses were overwhelmingly in the low single-digits.
David Warlick, Karl Fisch, Will Richardson, and others have repeatedly and extensively addressed the importance of the personal learning network, reaching tens (if not hundredes) of thousands of educators. So why hasn’t the PLN concept gained greater traction?
It’s not a question of willingness, it’s a question of need, or lack thereof.
If one’s classroom/building/district environment is such that the knowledge and skills of a PLN are not required to meet everyday challenges, then there is very little impetus to form a PLN. If a prescribed curriculum guide, textbook, resource binder, and teacher evaluation rubric are the basis for curriculum and instruction, there is very little need for a PLN. If synchronous, face-to-face, large group instruction is the preferred method of professional development, there is very little need for a PLN. If the perceived needs of learners can be meet by internal, self-referent means, there is very little need for a PLN.
Those who advocate for personal learning network should continue extolling their virtues, but large-scale buy-in will not occur until the PLN becomes an essential, vital, “must have” component for professional educators. And for that to occur, we need to collectively rethink curriculum and instruction, professional development, and the needs of our students in light of the demands of an unknown future.
That’s a mighty big job; good thing I have a PLN to help me.