On COVID-19 (and the Moving of Courses from Campus to Cloud)

Photo of man typing on laptop, wearing a surgical face mask by Dimitri Karastelev on UnsplashAfter conversations with colleagues and family in the past few days — and awkward pauses during a conference on Friday, moments which would have normally been filled with handshakes and hugs — I, too, felt compelled to write about the topic everyone is talking about.

As we (collectively, read “we” here as “the education community”) make decisions about how we might cancel face-to-face courses/school sessions and move them online for the remainder of the 2019-20 academic year, I urge a bit of pedagogical caution.

That is, I hope that we don’t simply try to push teaching and learning practices that are often evident in poorly designed instructional settings (both face-to-face and online) in front of students, from kindergarten to graduate school, who may not be interested in, let alone prepared to, learn online.

For those who would encourage me not to bury the lead, here are my three main ideas that we need to keep at the forefront of planning online instruction:

  • Plan for less time consuming content, and more time for students to create it.
  • Invite genuine dialogue with students, and listen intently to their responses.
  • Establish and strengthen relationships with students by communicating clearly and providing feedback in a timely manner.

And, before going any further into this post, I need to acknowledge those who have lost loved ones, and those who are first responders and medical staff on the front lines of managing the crisis. Empathy and appreciation are in order for all.

And, for those who are in positions of power at schools, colleges, and universities (among other institutions), each dealing with COVID-19 in profound ways, both personal and public. The fact that so many universities and K-12 schools around the world (and now beginning here in the US) are thinking about how to continue educating our students in a time of emerging crisis shows their deep dedication to these students and our society’s common good, even in a time when panic could be the default. For that, I thank all of you, and know that we share the goal of continuing to educate our students

Yet, we need to do this in a productive, engaging way.

As we hear announcements (as well as rumors) that some schools and colleges might tell their students to stay home after spring break (and, indeed, some already have), this creates major implications for teaching and learning. If we are going to move our courses, quite literally overnight, from the classroom/campus to the cloud, there are a number of important things for us to consider. Here are just three, all of which deserve more attention as a way to think through what we will do in the days, weeks, and months to come.

Point 1: Poor Teaching in Face-to-Face Settings is Even Worse Online

First, we know that the vast majority of “online learning experiences” are designed to meet only the basic needs of content delivery, effectively keeping students’ learning at the lower levels of Bloom’s Taxonomy and not fully engaging them in the critical and creative capabilities that technology has to offer. This is why “lecture capture” technology has always bothered me. If we are just capturing screen recordings of didactic lectures, what are we really doing to help engage students with technology in substantive ways?

Put another way, whether content is created and delivered synchronously or asynchronously, the more important question is this: what do we want students to do with what they are learning? If we might be asking students to sit in front of their screens for hours and hours, consuming educational content, what will we ask them, in turn to do to demonstrate their learning in meaningful ways, possibly employing collaborative learning and principles of effective instructional design?

In other words, we don’t just want us pushing streaming video content, screencasts of slideshow presentations, and multiple choice quizzes at our students. We need to see them create, which connects to point number two.

Point 2: Students Must Have a Voice

Second, even though students may not be the ultimate decision makers in this, please take the lessons we have been learning over the past few years about how important it is to listen and invite dialogue from everyone. All voices matter.

Additionally, there is nothing worse than simply inviting dialogue and summarily dismissing it. If you are moving classes online, then consider what students want (and need), which may likely include time and tools for engaging in conversation about the content they should be learning (as well as how they are feeling about the outbreak itself, the effects it is having on society, and the effects it is having on them and their families).

So, while going through the process of making the decision to close schools and move online, at the very least I would encourage school leaders to welcome conversation on social media, to take a survey of parents’/students’ needs and wants, and to think critically and creatively about how to help students and educators who are new to learning/teaching (or reluctant to go) online.

This is a real concern, as I can point to colleagues at my own university who still refuse to teach online, in any capacity, and I have heard many stories that echo this sentiment from my K-12 colleagues. Also, I hear horror stories of students who basically clicked their way through terribly-designed online courses, only to still end up with an “A” at the end and nothing to show for their learning.

Even if the institution has made the decision to go online, then we all need to figure out ways to keep the conversation with students and stakeholders going.

Again, this needs to be genuine dialogue and, eventually, will likely mean that people come together face-to-face as soon as it is safe to do so. While this may not be for everyone, and it may only be for a short time, if the risk-to-benefit ratio for reconnecting is significantly higher than the possibility of illness, then we need to learn all we can about the psychological effects of pandemics and how to mitigate them for our own students.

Going online for learning, if someone really is hoping to be in a face-to-face environment, needs to acknowledge students’ humanity, and respond appropriately.

Point 3: Relationships, Relationships, Relationships

Perhaps as a way to summarize the two points above, I reiterate a theme that I often share when people ask me some version of the question, “What is it like to teach online?” Depending on how the question is phrased, my pat responses are usually something to the effect of “It’s all about relationships,” or “relationships, relationships, relationships.” This is just as true in face-to-face settings as it is online, of course, yet online relationships take a different kind of effort for educators.

No matter what we do as educators, we need to act as leaders and facilitators, helping our students see the goals we have set for them through our activities and assignments while, at the same time, listening to their ideas, needs, and wants. We need to give them timely, specific, and goal-oriented feedback. We need, in short, to be present in all the ways that matter.

Moreover, we know that not all students are interested in or eager to learn online. Even for those who are, they may not know how best to manage their time and ensure that they are staying focused.

To that end, we need to engage in a variety of practices to open lines of communication and stay connected. For me, whether teaching face-to-face or online, I use a few consistent practices to help students know what I am thinking and to invite their questions. Each week, I aim to:

  • Provide a substantive announcement, pointing to new course content and readings as well as reminding them of upcoming deadlines.
  • Send at least one individual email or message (using Voxer this semester, though other tools could do the same) to students at least once every two weeks, either providing feedback on an assignment or praising them for participation in class activities. This might also be a “check in” message if I haven’t heard from them.
  • Update my appointment calendar so students can connect with me (without a series of “are you available” and “how about one of these times” emails). Personally, I pay a subscription fee of about $120 a year for a service like this because my university doesn’t offer it, and it is worth every penny in terms of the connections I can build (and time I can save).

Conclusion

This is all just a bit of thinking on a weekend as I catch up on headlines from the week, scan my education-related newsletters and blogs, see what’s happening on the Edu-Twitterverse, and reflect on conversations with my wife and colleagues.

Of course, I am still learning how to be a better teacher each day, and my hope is that we can use this specific conversation about school and university closures as a means to move broader conversations about what it means to teach and learn in a digital, interconnected world.

We owe it to our students to do this work well, and even more so in a time of crisis and confusion. If we are, indeed, going to move our classes online in response to the crisis, then we still need to engage in the scholarship of teaching and learning, ensuring that we are meeting students’ educational, social, and emotional needs in the process.


Update on March 12, 2020: Typographical error corrected.


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Teaching Digital Diligence: Writing My Way Toward (More) Intentional Technology Use in English Language Arts

As the change in calendar is likely to do for all of us during these first days of the new year, I am looking back (and ahead) at an unfulfilled goal from 2019, and thinking about what I need to do to get back on track with a book project that I first shouted out last July: Digital Diligence. My work on the book has stalled, and this semester affords me a bit more flexibility to write, so I begin here.

As I noted in that post last summer, I define digital diligence as an intentional and alert stance that individuals employ when using technology (apps, websites, software, and devices) for connected reading and digital writing, characterized by empathy, purpose, and persistence. This is clunky, and needs reworking. Yet, it is what I have for now, and it is the core argument of the book, which will be designed as a professional resource for teachers of English language arts.

I want to explore the idea that we, as teachers of literacy, need to interrogate the ways in which our students are using — and are being described by others, including the news media, as using — their devices. Or, to play on the common trope, we should consider the ways in which our technologies are using us and work to help our students push back against these models. The past few years have been dominated by stories of device addiction, a loss of privacy, and (continued) lack of thoughtful technology integration into teaching and learning. What I hope to do, then, is use this book project as a way to re-center the conversations about students’ uses of technology in a more proactive, purposeful manner.

For instance, we often see headlines about technology addiction and the negative influences that social media, smartphones, and gaming are having on our (and our students’ lives). Also, in preparing my materials for promotion, I revisited the 2017 supplement to Pediatrics, focusing on “Children, Adolescents and Screens: What We Know and What We Need To Learn,” in which I co-authored an article. The titles of the articles alone, in addition to the arguments made in them, are all still pertinent. Yet, they all tend to skew toward negative connotations and a fear-based approach to exploring the topic. Even a search on this New Year’s Day for “technology addiction” has yielded a number of recent articles, including a year-end NYTimes piece from Kara Swisher noting that “a lot of tech is still addictive, and digital hate will continue to travel halfway around the world before the truth gets out of bed.”

I don’t deny that these challenges are real (I face them myself, and with my own teenage children). Nor do I deny that there are significant problems with educational technology, as Audrey Watters’ summary of the past 10 years worth of failed ed tech shows us. There have been, are right now, and will continue to be many, many problems with all things related to ed tech.

Yet, I do want to push the conversation about how teachers teach with these technologies (as well as how students can create and learn with them) into a slightly different direction this year. Whether we say we are beginning the third decade of the twenty-first century or closing out the second decade, the simple fact is that we can’t ignore teaching a more active (and activist?) stance of digital citizenship/literacy in our schools. As noted above, a stance of digital diligence will continue to push our thinking, helping other educators become more aware of the ways in which we talk about and, in turn, teach toward a more robust view of educational technology in our classrooms.

Thus, to motivate myself to work on the project, to stay focused, and to gain insight from colleagues, I have decided that I must create and share a brief blog post about one key concept from the book each week for the next few weeks. I need to do this to stay on target with my writing, and I might as well share some of my thinking along the way in hopes that it can foster a broader conversation.

In talking with some colleagues over the holidays, I had thought about doing these as “live” video sessions on FB or YouTube, yet I know that my schedule is likely to remain busy in the weeks ahead and, instead, I will commit to a regular goal of producing one blog post per week, and seeking feedback. I will see how this works through January, and then move forward from there. 

To that end, this is entry one of this digital diligence web series. Nothing fancy here, just some initial thoughts on what I mean by “digital diligence” and how I hope to explore this concept more in the weeks and months ahead. I am always seeking feedback from colleagues, and if you are willing to try some of these ideas in your classroom and provide some feedback on what you and your students experienced when using the technologies and lessons, I would greatly appreciate it.


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Getting Started with Selwyn’s “Distrusting Educational Technology”

Book Cover for Distrusting Educational Technology by Neil Selwyn (Routledge)
Book Cover for Distrusting Educational Technology by Neil Selwyn (Routledge)

This semester, I have shifted the focus for EDU 807 to begin immediately with more critical perspectives on educational technology. Over the past year, I have encountered the work of Neil Selwyn, and I am particularly interested in his 2014 book, Distrusting Educational Technology: Critical Questions for Changing Times. As a way to share some of my initial thinking on the book for my EDU 807 students, I plan to blog about it while we read together this semester.

As I initially read the ebook, I immediately appreciated his perspective. He argues in the fifth paragraph of the introduction that “[t]o put it in crude terms, educational technology could be observed to involve a hierarchy of actors and interests ranging from those who generally ‘do’ educational technology through to those who generally have educational technology ‘done’ to them”
(Selwyn, Distrusting Educational Technology. Routledge, 20131126, VitalBook file). From that opening attack, he reminded me of other authors willing to take on the education(al technology) establishment, including Joel Spring, Audrey Watters, and Stephen Downes. So, I was interested from the start.

I knew that I needed something different for my EDU 807 course (focusing on the broad goal of examining educational tools and technologies), and Selwyn’s book hit the mark, both in terms of topic and also because it lends itself well to jigsawing, as the middle chapters of the book take on four major issues: virtual, open, game, and social technologies. My students will choose one of those topics to dig into, creating a set of resources related to that issue. So, in preparation for that process, I will be blogging my way through my own re-reading of the book, and here are some initial thoughts on Selwyn’s approach.

From the Introduction: “Why Distrust Educational Technology?”

From the opening paragraph of the preface, Selwyn notes that he is “deliberately distrustful of the ongoing digitization of education provision and practice” and, in the next, notes the “gulf that persists between the rhetoric of how digital technologies could be used in education and the realities of how digital technologies are actually used in education” (emphasis in original, Selwyn, 20131126,  VitalBook file). Thus, from the get-go, Selwyn establishes his critical stance and deep concern about the ways in which our field typically describes and celebrates educational technology, inviting us to consider whether our expectations align with our reality. These are the kinds of questions that I appreciate most as a reader and scholar, so he had me hooked in these opening lines.

Before the end of the preface, he also describes the use of educational technologies as “a profoundly political affair — a site of constant conflict and struggle between different interests groups.” As someone deeply involved with and concerned about teacher education and professional development, these politics are ones that I find don’t get discussed enough. Though I am a strong advocate for resources that are inexpensive or, using the scare quotes intentionally, “free,” even before I got to Selwyn’s chapter on open source materials I began to think again about how I describe and use technologies in workshops and courses. Yes, I know that I have referred to some of them as “free,” and — if we’ve learned anything from the Facebook situation in the past two years — we know that nothing is ever without cost. Making these political aspects of ed tech use even more a part of my on-going dialogue with teachers and the doctoral students with whom I work is a distinct goal for reading Selwyn’s work.

As a final note from the Preface, I was compelled by Selwyn’s idea that “educational technology is not value-free but value-laden, and therefore something that can be trusted and distrusted, agreed and disagreed with. Second is the belief that the nature and form of educational technology are not predetermined and inevitable but negotiable” (emphasis in original, Selwyn, 20131126,  VitalBook file). The sad fact is that many educational technologies that exist are set out to solve specific problems (learning facts) with a pedagogical frame (usually a behaviorist or cognitivist one). While this is good to take the perspective that ed tech is mutable, I’m not so sure that this is the case with all ed tech. Yes, we could have teachers and students repurpose skill-and-drill software in creative ways, but that is different than starting with a tool designed specifically for creation rather than consumption.

All the same, Selwyn’s preface had already given me enough to chew on when I first encountered it that I knew this would be the new text for EDU 807. With class starting tomorrow, and our attention on Selwyn’s work coming in a few weeks, I will be writing more about the remaining chapters in the book over the next few days.

And, as one side note, I am finding it difficult to cite, specifically, where I found the information in the book. While I know that Kindle gives locations, the VitalBook file that I am reading does not. So, my apologies for not providing more direct citation info.


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Reading the Individual Newsletter

In the first post of this series, I outlined some of my general reading habits, and in the second, and third, I was thinking about some of the (semi) automated or organization newsletters that I get on a regular basis. Without bots or a whole team to help move things along, I am always interested in the ways that other educators put together their regular newsletters (as I think about if and how I might choose to create one of my own).

There are three that I receive — and read — regularly. Let’s look at each in turn:

Monica Burns’ Class Tech Tips

Snapshot of Class Tech Tips Blog
Snapshot of Class Tech Tips Blog

Monday afternoons at 3:45 EST, right at the end of the school day, Burns’ Class Tech Tips hits my inbox. In the top segment of the newsletter, she points directly back to her blog, and each of those posts are usually about a specific teaching strategy and/or tech tool. Concise and focused, she makes it clear when she is getting compensation for affiliate links, and promotes her own books. Still, she makes a point to send the reader toward freely available content, both on her blog as well as other education-related sites. To that end, I appreciate that she is both promoting her own work in a reasonable way, sharing openly-available resources, and still figuring out ways to monetize the blog.

More importantly, her voice speaks to the harried classroom teacher, though not in an immediate, “do this, get that” kind of instantaneous reward kind of way. For instance, one post on the use of Adobe Spark (and a subsequent webinar she offered for free) provides at least four different lesson ideas, all of which could be a one-day, one-time lesson or extended in useful ways. In short, her posts are timely and useful, and they help me see what is happening in the day-to-day conversations about educational technology.

Tom Liam Lynch’s Gradgrinds

Snapshot from a Recent Gradgrinds Blog Post
Snapshot from a Recent Gradgrinds Blog

A longtime friend and colleague through NCTE, Lynch’s writing has always fun to read and provided me with critical insights on the role of technology in education, specifically in ELA. Every Tuesday morning at 7:00, Lynch shares his latest thinking on recent articles and updates on projects. I appreciate that he offers these quick takes, and his headlines and taglines usually capture the gist of things. For instance, in “Is TV to Blame for Older People—Not Youth—Falling for Fake News? A Study Suggests Yes” he points to an article in the Atlantic and cites a Pew report. Good stuff, delivered in an intellectually humorous manner (coupled with a screenshot from the Simpsons).

In fact, it is interesting to me to see what, if anything, Lynch reports on that I may have seen earlier in Downes’ daily updates. If both of them are talking about it, and I hadn’t read it yet, I will be sure to go back and open the link. Many posts are a “less than a minute” read, yet in that short space Lynch points to other resources and usually leaves me with a more substantive idea to ponder or question to ask. While there are a few too many “Share Gradgrind’s with a friend or colleague” notes peppered throughout the newsletter, I understand that could be just a part of the normal template he uses. He, too, notes that he uses affiliate links.

Doug Belshaw’s Thought Shrapnel

Snapshot of Thought Shrapnel Newsletter
Snapshot of Thought Shrapnel Newsletter

Though I have only met Belshaw briefly at an LRA event, I do appreciate his perspectives on digital literacy and, of course, through his regular Thought Shrapnel newsletter. As another educator and scholar who uses MailChimp, it makes me wonder if that might be a good option for me to explore next. Also, in a trend I am seeing many other places, Belshaw makes a clear call to “become a patron” through Patreon. Hitting the inbox at 1:30 AM EST on Sunday mornings, I can expect to see some insights from Belshaw each weekend, though he has taken a break during December.

In terms of the content, Belshaw’s commentaries are normally longer, sometimes quite a few paragraphs with embedded quotes and hyperlinks. These, from what I can tell, are not a verbatim repeat of what appears on his website, so it is good to see that the content here is different from what I would see in an RSS feed or daily aggregated newsletter of some kind or another. Also, I appreciate the insights that he offers and new directions in which he points my reading. Like Lynch, I may see a link from Belshaw that was earlier reported by Downes, and it makes me want to ensure that I have my browser ready for more tabs.

For each of these newsletters, I would like to say that I devote as much time to reading them as the authors who composed them put into the writing process. However, I know that this simply isn’t the case, even when I am able to devote time to reading through a full issue of any one of them. Still, as I have tried to note throughout this series, I appreciate what these colleagues offer and, though I am not quite at the point where I am willing to click through on sponsored posts and affiliate links (see my own policy on this), though I do begin to wonder if I should. I pay the professional journalists for their expertise… so, shouldn’t I pay my colleagues for their expertise? I am still struggling with this.

At any rate, this dip into my daily digital reading habits has been helpful for me as I think about how I triage my inbox, make use of other news sources, and reconsider how I might set up my RSS feeds again in the new year. For this next week, I will be shifting my focus away from reading all the daily news and, instead, into a book that I will be using with my EDU 807 students this semester, Neil Selwyn‘s Distrusting Educational Technology: Critical Questions for Changing Times.


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Reading the Organizational Newsletter

As noted in the first post in this series, I’m trying to unpack some of my daily digital reading habits. In addition to the (semi) automated daily newsletter that comes from social media updates, there are also a regular stream (sometimes a flood) of newsletters that come from various groups.

I generally categorize and read these types of newsletters in two ways: “headline” style updates from aggregation sites like EdSurge News (agree to have them use/sell my data based on the privacy policy) and SmartBrief (agree to have them use/sell my data based on the privacy policy). Then, there are specific, often thematic issues from groups  the Connected Learning Alliance (donation), Common Sense Media (donation), NCTE’s Inbox (professional membership), ILA Daily Blog (professional membership), and Edutopia (donation). More recently, I have subscribed to Chalkbeat (donation), too.

With the daily headline-style of newsletter (EdSurge and SmartBrief, in particular), I generally skim and may pick one or two pieces to delve into more deeply. The good news for these types of newsletters is that, with my “normal” news consumption of NPR (donation) and the New York Times (subscription), many of the links go back to these sources and I have already read/heard them anyway. These aggregators do send me out to other sites, including their own, to see a bit more of the education-related news of the day. From these sources, I’ve also been pushed out to Slate’s education reporting a few times, and I am thinking about subscribing there, too.

One that I appreciate, generally focused on Michigan, but touches on national news, too, is Robert McClain’s Student&Educator newsletter. He used to request a subscription fee (which I paid for at least a year), but it appears as though it is now free (as I haven’t re-upped my subscription in quite some time). I am not even sure how I ever got signed up for this one (no easy way to do it on the site), and it is probably best to email McClain himself to get put on the Constant Contact list.

Then, there are the organizational newsletters. I do appreciate and read these in as much detail as I can, just to have a sense of what is going on in the organization (at a 30,000-foot view at least) and to better understand what other professionals with similar interests are reading and blogging about. Also, deadlines. Knowing when conference proposals are due is pretty essential. While some are little more than advertisements for upcoming conferences or online events, many of the organizational newsletters point me to interesting tidbits that I would have missed in my regular social media feed or, perhaps, echo what I’ve already seen in my feed.

None of this, of course, is perfect. Some days, like over the holidays here, I still have time to read and digest a good bit of news (general and work-related). Other days, my feet hit the floor in the morning, my head hits the pillow at night, and I barely remember what happened in between. Reading, on those days, is a bit tough. Yet, the newsletters — even just skimming the headlines — help me stay in touch. If nothing else, I can pop open a few tabs and save them for reading at a later time (which I will need to discuss in terms of using Zotero, but that is another post).

And, a final note. If it isn’t obvious already, I have tried to indicate above how I pay for these services. Good journalism, even in aggregate, isn’t free. I am either giving away my data (and some privacy rights), or paying for the service, or a bit of both.


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A Snapshot of My Daily Digital Reading Habits

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.
  • 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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Rethinking My Relationship with Ed Tech

So, with 2019 officially underway, I am hoping that today is the first day of a year that I spend (at least some) focused time blogging. I’ve been at this since 2006, and I’ve had good years and bad ones, productive blogging periods and deep fallows. While I am making nothing even close to a resolution that I will blog 365 consecutive days in 2019, I am hoping that I can increase the overall volume of blog posts by about 50%.

As of today, I stand at 492 published posts over the years, and in recent months I have been getting pretty skimpy in terms of what “counts” as a post, many of which consist of conference session slides and hyperlinks. That’s OK. Sometimes. So, too, are short missives on a news items. Sometimes. And, it’s not like everything that I write needs to be a long, rambling, philosophical treatise. Nor does it need to be a highly polished, essay-like post. But, it needs to be something. And, it needs to be something frequent.

In some ways, this is a silly goal. In 2019, I am working on three different book projects, at least two journal articles (right now), and any number of other items including a the development of a new course on digital and media literacy and a major report that I am working on for a professional organization. In short, there is plenty of writing to do. Blogging has always been the “enjoyable” writing that I would do once all the “required” writing is done.

But, much like I have reversed course in the past few months and repositioned exercise in my daily routine, I need to fit blogging squarely in each 24-48 hour cycle. Some days, the posts may be more substantive than others, but I can at least share a link to an article with some commentary. Sometimes, it may be ideas I am working through for my books, articles, or courses. Or, whatever. The point is that I need to write and get ideas moving.

A major theme, as indicated by the title, is that I will be making a conscious effort to reevaluate, rethink, revise… re-everything… my relationship with ed tech. To begin, I am introducing a new textbook into my EDU 807 course: Selwyn, N. (2013). Distrusting Educational Technology: Critical Questions for Changing Times. New York ; London: Routledge. Because we will be digging into that text fairly soon in the semester, I will make an effort to share some quotes and elaborate on Selwyn’s ideas.

Again, in order to add 50% to my blog in 2019, I would need post 246 times. Whew. I’ll cut myself some slack and aim for 200, looking at a post about once every other day. So, hooray… #1 (for 2019) is done, and I look forward to getting back into blogging over the next few days, weeks, and months. Happy 2019, everyone!


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