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Math Teachers and Social Media:Professional Collaboration or Support Group?
Raymond Johnson
University of Colorado BoulderFreudenthal Institute US
http://mathed.net
April 11, 2014
About Me
Academic cred:
PhD candidate in Curriculum & Instruction, Mathematics Education
Current research focus involves helping Algebra 1 teachers makeproductive curriculum adaptations
Internet cred:
Internet content creator since 1996
Blogger since 2001
Created MathEd.net and @MathEdnet in 2009, coinciding withstarting grad school
Why?
After teaching in rural Colorado for 6 years, I craved knowledge andcollaboration.
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 2 / 57
Outline
1 Framing the IssuesThe Social WebThe Makings of a Profession
2 Perspectives of Teaching and the Social Web
3 Challenges and NCTM’s Role
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 3 / 57
Many-to-many
Source: http://www.ted.com/talks/clay shirky how cellphones twitter facebook can make history
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 4 / 57
Eleanor Roosevelt Theory of Social Media Use
“Great minds discuss ideas;average minds discuss events;small minds discuss people.”
People ⇐⇒ FacebookEvents ⇐⇒ TwitterIdeas ⇐⇒ Blogs/Google+
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 5 / 57
Axe Grind #1: Choose your tools carefully.
Every tool has affordances and constraints!
Twitter is far better at transcending geographic constraints thantemporal constraints. Ideas on Twitter have short half-lives.
Source: https://twitter.com/absvalteaching/status/425432906975420416
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Source: https://twitter.com/absvalteaching/status/425432991561949184
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Source: https://twitter.com/absvalteaching/status/425433026278195200
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 9 / 57
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 10 / 57
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 11 / 57
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Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 15 / 57
So many tools, but so many teachers!
236,000 + 1.7 million
Sources: http://www.edreform.com/2012/04/k-12-facts/ and http://www.nsf.gov/statistics/seind12/c1/c1s3.htm
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 16 / 57
What makes something a profession?
Discuss with those around you:
Is teaching a profession?
Why or why not? What criteria should we consider in our argument?
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 17 / 57
Shulman’s “attributes” of a profession
the obligations of service to others, as in a “calling”;
understanding of a scholarly or theoretical kind;
a domain of skilled performance or practice;
the exercise of judgment under conditions of unavoidable uncertainty;
the need for learning from experience as theory and practice interact;and
a professional community to monitor quality and aggregate knowledge
(Shulman, 1998, p. 516)
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Attribute #1
Professions are characterized by:
the obligations of service to others, as in a “calling”
Teachers’ perception? Positive
Public perception? Positive
Social media potential? Positive
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 19 / 57
Source: http://mathequality.wordpress.com/2014/03/29/is-it-worth-being-a-teacher/
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 20 / 57
Attribute #2
Professions are characterized by:
understanding of a scholarly or theoretical kind
Teachers’ perception? Mildly Positive
Public perception? Unfavorable
Social media potential? Positive
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 21 / 57
Axe Grind #2: Open Access or Else.
Set your work free!
Teachers love to share freely, yet much of the scholarly knowledge aroundteaching is not free to share.
Source: https://twitter.com/approx normal/status/369250005678166016
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Source: https://twitter.com/ottensam/status/298883288020447233
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Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 25 / 57
(Arbaugh et al., 2010)
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(Heck et al., 2012)
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Source: https://twitter.com/davidwees/status/452108892429115392
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 29 / 57
Attribute #3
Professions are characterized by:
a domain of skilled performance or practice
Teachers’ perception? Typically Positive
Public perception? Mixed to Unfavorable
Social media potential? Optimistic
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 30 / 57
Axe Grind #3: We talkin’ about practice.
Forget “teaching comes naturally” and “born to teach.”
Just as we want students to focus on effort instead of perceived notions of“natural” ability, teachers should, too. We shouldn’t be teaching likewe’d do amateur night at the improv theater.
What’s wrong with this?
Slide from Nicole Garcia’s TeachingWorkspresentation 2014-04-10 at NCTM.
1 Undermines the idea thatteaching is a profession that canbe developed through carefulunpacking of the practice and acommon technical language
2 Perpetuates the belief thatteaching is individual and tacit
3 Reinforces the predominance of“style” over skill
If teaching is individual and must be figured out by each person on thejob, then there is little hope of ensuring that all young people receiveskillful instruction.
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 32 / 57
Unveiling the hidden work of teaching
Conferences
Lesson planning
Curriculum design
Summer workshops
Professional development
Reading
Collboration
Grading
Reflections
Policy positions
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 33 / 57
Attribute #4
Professions are characterized by:
the exercise of judgment under conditions of unavoidable uncertainty
Teachers’ perception? Positive
Public perception? Mixed to Positive
Social media potential? Cautiously Optimistic
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 34 / 57
Attribute #5
Professions are characterized by:
the need for learning from experience as theory and practice interact
Teachers’ perception? Positive
Public perception? Mixed to Positive
Social media potential? Cautiously Optimistic
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 35 / 57
Unveiling the hidden work of teaching
Conferences
Lesson planning
Curriculum design
Summer workshops
Professional development
Reading
Collboration
Grading
Reflections
Policy positions
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 36 / 57
Attribute #6
Professions are characterized by:
a professional community to monitor quality and aggregate knowledge
Teachers’ perception? Positive with too many false positives
Public perception? Mixed to Negative
Social media potential? Positive (but we can do better)
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 37 / 57
Axe Grind #4: No secret handshakes.
I refuse to use “MathTwitterBlogosphere” or “MTBoS”
If you want to attract people into a community, use familiar language andsymbols. What’s cute to insiders looks like alphabet soup tooutsiders.
vs.
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 39 / 57
Source: https://twitter.com/absvalteaching/status/347159472466186240
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Source: http://exploremtbos.wordpress.com/
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 41 / 57
More than a support group?
(Feiman-Nemser, 2001, p. 1043)
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Do we have a critical stance and commitment to inquiry?
Do we know how?
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Source: https://twitter.com/sjunkins/status/446258513757491202
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Challenges
Recap:
How do we better use available social tools?
How do we facilitate research to practice?
How do we build on a shared vision of quality practice?
How do we welcome newcomers?
How do we develop norms for a critical stance?
What’s NCTM’s role in this?
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Source: https://twitter.com/ddmeyer/status/325357970860953601
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Source: https://twitter.com/Trianglemancsd/status/381458462854504449
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Source: https://twitter.com/MTChirps/status/381496124034412544
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Source: https://twitter.com/lmhenry9/status/381485328244035585
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Source: https://twitter.com/JJJsally/status/381494169371684865Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 50 / 57
Source: https://twitter.com/blaw0013/status/381478285835649024
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 51 / 57
Source: https://twitter.com/ddmeyer/status/325357970860953601
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Discussion
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 53 / 57
Follow the Teachers Leveraging Technology strand
9:30 Dan Meyer Video Games and Making MathMore like Things Students Like
Great Hall A/D
11:00 Karim KaiAni
Keeping It Real: Teaching Maththrough Real-World Topics
Great Hall B/C
12:30 Ashli Blackand ChrisHunter
The Mathtwitterblogosphere: Creat-ing Your Own Online ProfessionalLearning Communities
225/226/227
2:00 Kate Nowak One of Us: Every Teacher a BloggingTeacher
225/226/227
3:30 Panel Teachers Leveraging Technology inthe Classroom
Jefferson Ball-room (Hilton)
8:00SAT
David Wees Online Professional Learning Oppor-tunities for Mathematics Educators
R07
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Contact
Raymond Johnson
http://mathed.net
@MathEdnet, +RaymondJohnson
Raymond Johnson (CU-Boulder & FIUS) Math Teachers and Social Media NCTM 2014 55 / 57
References I
Arbaugh, F., Herbel-Eisenmann, B., Ramirez, N., Knuth, E. J.,Kranendonk, H., & Quander, J. R. (2010). Linking research andpractice (Tech. Rep.). Reston, VA: National Council of Teachers ofMathematics. Retrieved fromhttp://www.nctm.org/news/content.aspx?id=25315
Feiman-Nemser, S. (2001, December). From preparation to practice:Designing a continuum to strengthen and sustain teaching. TeachersCollege Record, 103(6), 1013–1055. Retrieved fromhttp://www.blackwell-synergy.com/links/doi/10.1111/
0161-4681.00141 doi: doi: 10.1111/0161-4681.00141Heck, D. J., Tarr, J. E., Hollebrands, K. F., Walker, E. N., Berry III, R. Q.,
Baltzley, P. C., . . . King, K. D. (2012). Reporting research forpractitioners: Proposed guidelines. Journal for Research inMathematics Education, 43(2), 126–143.
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References II
Shulman, L. S. (1998). Theory, practice, and the education ofprofessionals. The Elementary School Journal, 98(5), 511–526.
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