I have to confess that, at first, I couldn’t see the point of Twitter. Since then, however, I’ve become somewhat of a convert, getting in touch with many people I wouldn’t have otherwise.
Lately, however, Ive had cause to re-evaluate my use of the service. I’ve been prompted to write this post by three things, the most recent of which was one of Doug Noon’s comments on my last post:
I’ve avoided Twitter because I don’t want to be *that* connected. I know that it might be “useful” on some level, but so would joining clubs, taking classes, reading great books, working for non-profit civic organizations, and spending time with family. Everyone should set their own priorities, and define some limits.
Nearly one million people use Twitter. That is almost negligible for a US website but guess how many people work in IT in California? Nearly a million. So how many “normal” people do you think use Twitter?
Erm, I don’t think they’re one and the same group of people. But anyway, they continue:
When was the last time anyone normal (i.e. not people who get paid to look at these things) did anything (that did not involved a dancing seal or laughing baby) as a result of Twitter or Digg or Second Life – or even to a slightly lesser extent Facebook or FriendFeed or MySpace?
They may have a point about preaching to the choir here. But I suppose this post is to do with business and the (monetary) value of getting involved social networking and Web 2.0 as a whole. Perhaps more damning is my all-time favourite blogger, Kathy Sierra (much missed after the debacle last year) who showed us the dangers of The Asymptotic Twitter Curve:
The idea behind Kathy’s worries about the use of Twitter stems from a book by the wonderfully unpronounceable Mihaly Csikszentmihalyi entitled Flow. It’s a book I’ve been threatening to read for around 5 years now! The state of ‘flow’ is, unsurprisingly, a highly productive state in which an individual is ‘in the zone’. Kathy argues that this is almost impossible when you’ve got constant interruptions and distractions. Twitter’s certainly one for putting you off the task in hand.
So what I’ve begun to do, following the example of someone I read recently (but have now forgotten where) is to have two modes of working. The first is best described as outwards-facing, the second inwards-facing. When I’m in the former mode, I’m available on Skype, Twitterific automatically refreshes my friends’ tweets every 3 minutes, and I’m available on Google Talk via GMail. I’m using all four of my virtual desktops via OSX Leopard’s ‘Spaces’ feature and I’m moving around flitting from this to that. Effectively, I’m in ‘networked’ mode.
On the other hand, when I’m in the latter, inwards-facing mode, I’m working minimalistically: I’m invisible on Skype, Google Talk is closed, Twitterific is closed down, and I’m working with – at most – 2/3 tabs in Firefox. Almost everything I do is created and stored online these days, so usually it will be Google Docs and a couple of other websites for reference. I find this, coupled with the right kind of music, to be much more conducive to a state of flow than the ‘networked’ method of working. 😀
What do you think? Is Twitter a bad thing? How do you use it?
I started reading educational blogs in late 2004/early 2005. Back then, there were only a few educators blogging – the likes of Will Richardson, Vicki Davis, Wesley Fryer. Oh, and the inimitable Stephen Downes. There was (and still is) a dearth of UK-based educational bloggers.
One thing they had in common, however, was a revolutionary message: that education must adapt to the 21st century or suffer the consequences. There were fantastic conversations to follow across these blogs. This is one of the reasons I started teaching.mrbelshaw.co.uk in late 2005 – to become part of this ‘conversation’. 🙂
Now, in early 2008, things have changed. Whilst it’s great that there’s more educators than ever blogging, tweeting, etc. the focus has shifted. Those that were formerly in the classroom and relating the changing world and tools available to everyday educational experience are no longer in those positions; educators who have no desire to transform education are blogging. The edublogosphere has changed from being about ‘the conversation’ to being part of ‘the network’. It all smacks a little too much of ‘keeping up with the Joneses’ and, to be honest, viral marketing of Web 2.0 apps.
At the end of the day, the map is not the territory. My wife, for example, memorized the map of Newcastle-upon-Tyne when we got married and she moved up there. In many respects she could navigate herself around the city better than I could – someone who had lived close-by for 15 years or more. She could name the most popular places for pizza, show visitors the major attractions. But she didn’t know the city in the way a local would. She knew the what, but not the why.
The same goes, to a great extent, with the edublogosphere. Three years ago educators were looking to using new technologies to move towards a new model of education. Nowadays it seems to be all about bragging how you’ve used (web) application X before anyone else has. The edublogosphere seems to be overrun by educators who know the what but not the why. They’re impressed by those who can ‘leverage the power of the network’. This means, in practice, seeing how many people following you on Twitter respond to a shout out for information/hello’s whilst you move out of the classroom and into a consultancy role.
I guess from the above you can tell I’m not in favour of the new direction the edublogosphere’s headed. Don’t get me wrong, there’s still people keeping it real and not jumping on the latest bandwagon. But they’re becoming increasingly hard to find. Technology and the teaching methods that gave a vibrancy to the early edublogosphere have been distorted in order to be shoehorned into a corporate vision of schools I, for one, find repugnant.
So how should we fix it? Well I’m not saying that I’m not also to blame. I know that I am. These days I use technology to make my life easier rather than to push boundaries. Perhaps we need a commitment to collaboratively develop new pedagogies rather than remark on how ‘cool’ it would be to use any given tool? I can’t believe that it’s 2008 and we’re still using a method of education more than a little reminiscent of the Industrial Revolution… 🙁