ECG is an acronym for electrocardiogram. I had an ECG earlier this week, but it was not about my heart. I volunteered to share some thoughts at a school’s Education and Career Guidance event.
As with other events which are designed so that I give, I received much in return. Here are a few of my takeaways from the event.The students were prepared with some guiding questions, but we found much of this scaffold unnecessary. When we made meaningful connections, questions and answers flowed naturally.
For me this reinforced the importance of being personable and personal as an educator.
Being personable is being approachable, having a smile that comes from deep within, and above all sounding human instead of high-and-mighty. Being personal is sharing meaningful events or stories. This sort of sharing is sincere and connects with heart and mind.
For example, when I introduced myself I mentioned that I was married to one of the teachers in the school. That naturally piqued interest and generated a Q&A game.
I also noticed all members of one group were armed with smartphones. So instead of answering the “What do you do?” and “Why do you do it?” questions the standard way, I asked the students to Google me. It was my way of showing them that:
- they should use the tools they already have,
- they could teach themselves, and
- it was important to be Googleable in a good way.
All three are important in modern work. If that is not career advice and guidance, I do not know what is.
I took the opportunity to ask different groups of students what they thought about the state of technology use in school compared to their personal lives, what games they played, and what social media tools they preferred. I will focus on their social media habits since that was the topic I discussed with all of them.
Almost without exception, the students seemed to favour Instagram. Some were on Twitter, and if they were, they preferred to keep private accounts. YouTube was also popular, but it is not really a social media platform if the behaviour is largely consumptive. Only a few had heard of or used more current tools like Snapchat, Meercat, or Periscope.
The serendipity ship sailed by because a tweep shared this the next day:
— Ping Kwa (@pingkwa) July 9, 2015
Her students were slightly older, but they had a similar evolutionary social media profile.
Take one or two accounts and you have anecdotes; collect more anecdotes in a disciplined way and you have data. Groups like comScore, TheNextWeb, and MindShift provide similar anecdotes and data about how teenagers use social media.
The more important question is whether teachers know and care enough that their students are on such platforms. If they do, the next question is whether teachers use appropriate strategies (read: non-LMS, non-traditional).
Students and teachers have different expectations of social media. For example, teachers seem to forget how they use social media in their own lives and resort to push strategies instead of pull.
Push strategies include making announcements, giving instructions, requiring online discussions of a certain quantity by a certain time, etc. These are pushed towards students and rely on an external locus of control (the teacher).
Pull strategies, on the other hand, originate from the students, a shared event, a common interest, or some other internal locus of control. No one has to tell them to take a photo (like the one above) and share it on Instagram, to talk about Amos Yee or Taylor Swift on Twitter, or to discuss homework on Facebook.
I let some of the students know that one of the things I do now is try to show teachers how to unlearn old habits and pick up new value systems for teaching. The secret sauce is this: Teachers have to use social media in their own lives and transfer what is good and useful to class. It is social first, not content first.
One student asked me if I could come back to her school and tell her teachers how to do that. I would love to. I can, but will the school leadership or staff developer even bother?