The Networked Teacher

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Check out this captivating image of the networked teacher, shared by Alec Couros on Flickr:

We r connected!

"We are rising up in an understanding of our world, one that is connected," (Roche, 2010).

A few months ago, I purchased an iPhone, and just recently, I attempted to update it using my computer, only to have my iPhone crash completely. My iPhone has become an integral part of my daily life, connecting me to my "global community" around the clock. Whether I'm shopping, grabbing coffee, or commuting to work, I rely on my G3 iPhone to Google inquiries, check my Twitter and Facebook feeds, and text my friends. Losing it felt like losing a piece of myself.

As I listened to Senator Roche discuss the development of a global conscience and the need to foster a culture of peace, I couldn't help but reflect on how the internet has facilitated our connectivity to the global community. Web 2.0, the second generation of web development, has transformed the internet into what it is today, offering various literacies that enable users to collaborate, create, and engage with knowledge. From blogs to vlogs, podcasts to social networking, I belong to a myriad of online communities. Could these online communities play a role in promoting peace and cultivating a global conscience?

One powerful Web 2.0 tool that has shrunk the world is YouTube. This platform allows individuals to collaborate and share ideas through video content. Personally, I learned to play the violin through my YouTube network, connecting with experts, watching instructional videos, and posing questions. But YouTube's potential extends far beyond individual learning—it can unite millions of strangers worldwide in unique ways. 

Take, for instance, the annual global pillow fight event, publicized on YouTube by artists Richard Maddalena and Kate Buckley. People from diverse corners of the globe come together, armed with fluffy pillows, to relive childhood moments and share in laughter and camaraderie.

Moreover, there are social activist platforms like Earth Hour, which mobilize individuals to take collective action for a better world. Originating in 2007 as a protest against climate change, Earth Hour has grown into a global movement, with millions participating in over 128 countries. Through initiatives like these, people can gather around different media to collaborate, discuss, and engage in meaningful causes.

Even my Grade One class in rural Rocky Mountain House has embraced Web 2.0 literacies to connect with peers globally. Through Skype sessions, wordles, podcasts, wikis, and blogs, they've begun to grasp their place in the world and develop relationships and responsibilities beyond their immediate surroundings. Senator Roche's call to "reach out" resonates deeply, reminding us of our obligation and opportunity to make a difference. How do you reach out?

A real 2.0 gem!

Isn't this Wordle just fantastic? I thought ImageChef was great until I stumbled upon this amazing 2.0 tool last weekend called Tagxedo. What sets Tagxedo apart is its incredible ease of use—it's a breeze to create stunning word clouds. One of the features I adore is the ability to upload an image and incorporate words from any webpage simply by adding the URL.

Now, why did I choose this particular image of Gandhi and a website about him for this post? Well, I've been delving into Gandhi's life and teachings during a summer institute, learning about his journey from law school to activism against racial discrimination in South Africa. Gandhi's belief in independence, self-reliance, and self-sufficiency resonates deeply, and his advocacy for civil rights is as relevant today as it was then.

Reflecting on Gandhi's principles and the transformative power of education, I'm reminded of John Dewey's notion that the quality of educational experiences shapes both present and future experiences. In our interconnected world, I'm intrigued by how online communities can influence education and learning. Can these digital communities foster peace?

Communities thrive on shared vision and purpose, and my journey into online communities began with simple discussion forums about books. Over time, I ventured into real-time chat rooms and expanded my networks on platforms like Facebook, Twitter, Delicious, and Diigo. The individuals I connect with online form my personal learning network, enriching my learning journey in countless ways.

And how did I stumble upon Tagxedo? Well, I discovered it through Diigo, yet another invaluable tool in my online learning toolkit. Despite missing out on the ISTE conference, I was able to virtually attend and glean insights from fellow educators who generously shared their favorite classroom tools. Thanks to my PLN for curating and sharing resources like the ISTE 2010 Unplugged wiki on Diigo, keeping me connected and inspired even from afar.

Inquiring into myself as a curriculum maker of community

"Persistent questioning and healthy inquisitiveness are the first requisite of learning of any kind" (Gandhi).

Embarking on my final master's course, titled "Building Peaceful Communities," feels like a significant step in my journey. Throughout this course, we delve into the intricacies of curriculum making within communities.

In our inaugural session, we were tasked with bringing forth an artifact that encapsulates our essence. I carefully selected a few meaningful items that speak to my roots, aspirations, and values.

First among these is my miniature sculpture of Rodin's "The Thinker," a profound symbol of contemplation and introspection. This sculpture serves as a constant reminder that deep reflection is indispensable to growth and learning. Alongside "The Thinker," I placed an open hand—a powerful symbol of opportunity, peace, and interconnectedness.

To complement these symbols, I included five rocks, each bearing a word—peace, hope, joy, faith, and belief. These rocks, collected during my time in an isolated northern community, serve as tangible reminders of my past and present journey. As I now find myself back in the town of Rocky, these rocks hold even greater significance.

However, it still felt like my narrative was incomplete. So, I added a small heart—a cherished gift symbolizing my love for teaching and the profound connection I feel with each child I encounter.

Finally, as a representation of my academic journey focused on 21st-century literacies, I included my iPhone. This portable device serves as a gateway to my global community, allowing me to connect and engage with others anytime, anywhere.

As I contemplate the significance of these artifacts, I ponder how my beliefs and experiences shape the communities I inhabit and the impact I can have on them.