In order to rethink my relationship with ed tech, I need to start by thinking about what my current relationship entails. My goal is to blog for about 30 minutes a day, so this creative constraint/daily deadline will keep me focused. For this week, I want to focus on how I read about educational technology (and, by extension, digital reading, new literacies, and other related topics). Of course, I try to stay on top of the normal news, too, and sneak in some pleasure reading from time to time. Yet, I am going to focus on the aspects of my daily patterns, mapping out an arc of what I do in a typical day in order to stay on top of ed tech news. In short, my reading patterns look like this:
- Wake up/breakfast time: Quick scan of social networks, especially if I have been tagged, and to see what Nuzzel has automatically generated in my own daily newsletter (which is intertwined with my Twitter)
- Daily triage of the inbox: here, I parse out email updates that I want (as compared to the countless promotions sent by the companies and services I use). There are three general genres of email updates that I pay particular attention to. While the amount of time I spend on any one of these items on any given day may be small, they each offer some insights that are useful and often having me clicking open anywhere from 2 or 3 to 8 or 10 new tabs for later reading.
- From an organizational genre, I appreciate EdSurge News, the Connected Learning Alliance (sign up at bottom of page), Common Sense Media (sign up at bottom of page), NCTE’s Inbox, ILA Daily Blog, and Edutopia.
- From an individual update/daily newsletter genre, I am subscribed to Stephen Downes and Tony Vincent, as well as the ISTE Connect forums, among other listservs. Also, Bryan Alexander posts regularly, though what he shares is not a newsletter, it is a substantive, almost-daily post.
- And, from the weekly newsletter genre, I get quite a few, including Monica Burns, Tom Liam Lynch, and Doug Belshaw. There are more, but those are the ones that I still have marked “unread” and want to dig into (which is a problem).
- I then usually attack the day’s email, which, for purposes of this series of blogs posts, I will not count as “reading,” since it is quite utilitarian.
- Later in the day, depending on the academic work that I have at hand, I will do additional reading, returning to the tabs that I have opened and diving into Google Scholar or my library database. Sometimes those tabs stay open a long time. I’ll write through that problem more, too.
Over the next week, I will explore each of these sources in a bit more detail. I will also describe some reading strategies that I use, hearkening back to a series of posts that I did while Kristen Turner and I were working on our Connected Reading book (here, here, and in a six-part series: 1, 2, 3, 4, 5, and 6). I also want to make a concerted effort (as I have many times over the years) to get back into RSS reading, and to think about how I use Zotero to keep track of my reading. I am thinking that there must be a better way to do all this, and perhaps I can think through it with a concerted effort in January. And, with that, I have hit my 30 minutes(+). So, I will look forward to writing a bit more, later in the week, about how I am using these reading practices and what I may be able to do different in the year ahead to be more focused and efficient (at times), as well as more substantive and with intention (at other times).
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