What’s right about edublogging?

The question for today from Scott McLeod is “what’s right about edublogging?”  Just as yesterday we were asked the question, “what is wrong with the edublogosphere.”

It exists.

Maybe that’s not a good enough answer, though.

But I think how astonished, how bewildered, and how bewondered (and confused) I was at NECC 2009 last summer.  What an eye opener.  CMK 2009 was the same way, though I blogged less there. It was like drinking from a firehose.

I’ve been blogging for a long time, but not specifically about education — it’s going to take months (if not years) to go through my earliest entries and re-categorize them from something other than “general/early” so that people can find their way through this blog to the stuff they want to find.

But I think how vast this conversation is becoming.  I have close to 2000 entries, all told.  Plus I have a Twitter feed with a similar number of short entries.  Shelly Blake-Plock must be at a similar number, if not more — he’s way more active than I am.  David Warlick and Will Richardson are giants in this field, but there’s also Cool Cat Teacher and Karl Fisch and Ira Socol and … and…

It’s getting to the point where you can’t think about getting into this business without having a blog.  Or at least, you shouldn’t think about being in this business without reading a blog or two (or 3… 4… 5… 6…) as part of your regular professional development process.

A hundred years ago, this conversation couldn’t even have taken place. Radio couldn’t have done it 70 years ago.  It couldn’t have flourished even by telephone fifty years ago.  It couldn’t have happened by TV 30 years ago.  Or even by e-mail 20 years ago.

And yet there’s an emerging culture that believes teachers should be connected — that they should communicate beyond brick-and-mortar buildings, across disciplines, across state lines, across grade levels.  How cool is that?

Of course it’s right.

3 comments

  1. Andrew,
    I just happened across this post and I will be sharing it next week when I speak to administrators from across Nebraska about why they need to strongly encourage their teachers to utilize technology more and get connected to a network.

    I cannot help but make a comment about what John said about how some blogs lack content. I don’t think it is fair to compare one blog type to another. Some people write about their personal experiences in the classroom, some use their blog to sound off about issues facing education, and some use their blog to simply share resources. If you take a look at Richard Byrne’s blog, FreeTech4Teachers, the vast majority of the posts lack depth. Most posts are simply “here is the tool and here is how you can use it in your classroom.” Other educational blogs such as Scott McLeod’s Dangerously Irrelevant don’t ever discuss resources, but there is a tremendous amount of depth. However, both blogs are fantastic. They just serve a different purpose.

  2. What concerns me about blogging is that there is often a lack of content. I know this sounds arrogant, but I don’t feel that there are many bloggers who are actually putting their own thoughts out there. Mostly just collage art. Share some links. Embed a video. Occasionally someone will use it for a public diary.

    I realize that I create TOO MUCH content and that much of what I write is irrelevant to the big dialogues happening in education. Still, I sometime wish more educators were actually writing their own articles on their blogs.

    • Oh dear! Lack of content??

      I do know what you mean, though. Sometimes you go to a blog entry, and it’s all links.

      In a sense, links are the Web’s footnotes, so there is a need for them to a degree. But there do need to be more people producing original content. I hope you find the content here original enough to visit often. 🙂 In the meantime, I’ve added you to my blog list.

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