With the advent of the Google Reader closure and my impending departure to the TESOL Convention in Dallas, I am wondering what exactly it means to be a connected professional. I suppose the definition varies from field to field, but within the field of education and ESL, more specifically, there are a few things I think define a “connected professional.”
- Engaged in conversation. Whether online via micro-blogging sites like Twitter, or in person with your immediate co-workers, being engaged in conversation seems to be a key part of the definition of a connected professional. With technology in mind, Twitter and other social media tools allow teachers to be engaged in multiple conversations simultaneously without needing to be in the same geographical area. While I’m partial to these tools, the good-old traditional conversation with co-workers should not be overlooked. After all, you are serving the same population of students, and communication is very important to understanding and meeting your population’s unique needs.
- Open to new voices. One of the best facets of utilizing social media with a world-wide learning community is that both experienced/expert teachers and novice teachers can interact and learn from one another. It is my opinion that a truly connected professional is not only open to new voices in the field, but also varying perspectives. All that being said, it can be easy to fall in with an online crowd that agree in perspective (on whatever matter) with yourself. A necessary challenge to being connected and actively participating is to not only expose yourself to new voices, but to engage with them in an amicable and exploratory way.
- Makes connections between conversations and their own practice. Connected professionals may be bombarded with a constant stream of input with a variety of perspectives, but it is their job to take the information and perspectives presented online and implement them appropriately in their own classrooms. If everything goes back to serving our students, an effective connected professional must take some of what she learns from other voices and reflect upon her own practice. While my perspective would state that varying degrees of participation may indeed contribute positively to an educator’s professional identity, there are voices out there that deem any interaction online not taken and implemented in the classroom as meaningless. Everyone is entitled to their own opinion on how best to implement what is gathered from learning communities and implemented their practice. I simply propose that students must always be kept in mind.
It seems clear that simply having a Twitter account or subscribing to an educator’s blog does not make one a “connected professional.” While online, social media tools may be invaluable to a teacher’s self-directed professional development, they are ultimately just tools to be used by the professional. How we use them is what really matters.