Finally, I was struck by how difficult it felt to accept much of what I was hearing because, and this is something that is really concerning me (seriously), few if any of these folks had the network creds to be “trusted.” Now I know this is an admission that is going to get me in trouble, and it likely should. But it is also a consequence of being rooted so deeply in this network. It’s not that I distrust their “traditional” creds out of hand, but it’s almost like for me, these days, if you’re not doing at least a little bit of social, networked learning and publishing that I can tap into and track and engage with, I’m just not as inclined to buy in when you’re talking about reforming education with or without technology.

Source: Weblogg-ed

The biggest problem is how few of our educators still cannot relate to this description. They are neither networks unto themselves or nodes of a larger system, and they understand little about what it means to be either in a world that is more globally interconnected. And our students are not only left without models of what it means to be networked, they also get relatively little content that is contextualized through the network. So network literacy, the functions of working in a distributed, collaborative environment (Jill Walker), is an important aspect of learning and education that precious few of our students get a chance to practice. And it is only by practicing these skills, whether teachers or students, that they can truly be learned.

Source: Weblogg-ed

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