What is NOWledge?
No, I didn't spell it wrong, and yes, I used a new "N" word when I was thinking about the meaning of the letters in the SNiCK acronym. If you are wondering about "why SNiCK?" then have a read here. I don't think that I am the first to coin or use "NOWledge" (I see there even a few websites and companies that use the word), but I might be the first to use it in the context of educational technology.
In the Ed Tech world, keeping up with all of the changes that are going on around us is more than a full time job in itself, but crucial nonetheless. So what is NOWledge? What do I mean by this? I would describe NOWledge as what we know about a given topic right now, that we can use to make decisions or guide what we do or how we work. Your NOWledge on any given topic might be current, or out of date by a few minutes/hours/days, but you have to use the tools that you have on hand at the time.
In an ideal situation, you would have the time and opportunity to do your homework and conduct some research, before making a decision or recommendation. But we all know that this does not always happen, and that the rate of change with technology is just too fast to always keep pace. More often than not, you have to use what you know right here and right now, to make a decision. That's just the way it is sometimes. So keeping as up-to-date as you can becomes even more important.
Building and Maintaining Your NOWledge
Keeping up-to-date is a constant struggle and takes up a lot of a tech coach's time every day. Finding the right tools that work for you to keep abreast of changes in the ed tech world is the key. I am not going to get up on a soapbox and evangelize on tweeting, or creating your own PLN through some social networking site, or lament about the demise of Google Reader . . . you have to find what works for you, that you will access and use regularly, and where you can build your NOWledge. Personally, I use a variety of tools and resources from reading people's ed tech blogs, following educational journals and publications, subscribing to forums and groups through different social media, and engaging in online conversations on topics that interest me or where I have something to add/share. This blog is a place where I share my experience and ideas, and I am glad that you are taking the time to read it. So, find the tools that work for you and keep in touch by leaving a comment - contribute to the conversation. It is virtually impossible to keep up with everything out there, so focus on what interests you and let your connections/colleagues/cohort give you the highlights on the other stuff. So get connected and involved . . . it's the only way you can keep up-to-date.
I have never been one to jump on the bandwagon of something new, just because it is there. I have never been one to use tech in the classroom just because someone thinks it is "cool". And I have never been one to suggest that we use technology in the classroom just for the sake of using technology . . . it has to enhance teaching and learning in some way, otherwise it is merely substitution of a tool. Maybe it is my high school mentality, where I have to see the "bang for my buck" up front before adapting a new piece of technology into the classroom. Maybe it is just me being terribly practical in all things - a friend and colleague of mine once told me that the I am really good at "keeping it real" which I equate to being down to earth and really practical at all times. That does not mean that I am not a risk taker, or don't like to test new technology tools. On the contrary, whenever I see something new, my mind immediately starts racing and analyzing how/where/when/why this new tool might be used. My computer science background comes into play then, as I always prescribe to test something new, test it again, and test it further. Essentially, test, test, and test some more. The combination and balance between these two approaches (looking/testing/trying while not jumping on the bandwagon) serves two purposes for me: to help build my NOWledge while keeping me grounded and not be pulled in too many directions at the same time (which is always a danger).
Many of us in the ed tech world have worked with faculty or even administration who were always jumping from bandwagon to bandwagon. Can you think someone like this? If they are the tech leadership in the school, then you never really know where you are going with educational technology, as you are constantly discarding one tech tool for the latest new thing. Often in these situations, the faculty are constantly crying out for stability with tech tools, platform, systems, or machines. Does your school have a pile of technology which was brought in but went unused, and was eventually either forgotten or put aside for something else? If so, this is the accumulated evidence of jumping on and off various bandwagons, and not having a solid NOWledge base to fall back on. In my mind, having a good balance between striking out in new directions based on a strong NOWledge base is key to moving forward and sparking innovation. So how do you maintain or build your NOWledge? Is your school led by someone who does not have a solid NOWledge base when it comes to educational technology? How is that working for you and your students?
No, I didn't spell it wrong, and yes, I used a new "N" word when I was thinking about the meaning of the letters in the SNiCK acronym. If you are wondering about "why SNiCK?" then have a read here. I don't think that I am the first to coin or use "NOWledge" (I see there even a few websites and companies that use the word), but I might be the first to use it in the context of educational technology.
In the Ed Tech world, keeping up with all of the changes that are going on around us is more than a full time job in itself, but crucial nonetheless. So what is NOWledge? What do I mean by this? I would describe NOWledge as what we know about a given topic right now, that we can use to make decisions or guide what we do or how we work. Your NOWledge on any given topic might be current, or out of date by a few minutes/hours/days, but you have to use the tools that you have on hand at the time.
In an ideal situation, you would have the time and opportunity to do your homework and conduct some research, before making a decision or recommendation. But we all know that this does not always happen, and that the rate of change with technology is just too fast to always keep pace. More often than not, you have to use what you know right here and right now, to make a decision. That's just the way it is sometimes. So keeping as up-to-date as you can becomes even more important.
Building and Maintaining Your NOWledge
Keeping up-to-date is a constant struggle and takes up a lot of a tech coach's time every day. Finding the right tools that work for you to keep abreast of changes in the ed tech world is the key. I am not going to get up on a soapbox and evangelize on tweeting, or creating your own PLN through some social networking site, or lament about the demise of Google Reader . . . you have to find what works for you, that you will access and use regularly, and where you can build your NOWledge. Personally, I use a variety of tools and resources from reading people's ed tech blogs, following educational journals and publications, subscribing to forums and groups through different social media, and engaging in online conversations on topics that interest me or where I have something to add/share. This blog is a place where I share my experience and ideas, and I am glad that you are taking the time to read it. So, find the tools that work for you and keep in touch by leaving a comment - contribute to the conversation. It is virtually impossible to keep up with everything out there, so focus on what interests you and let your connections/colleagues/cohort give you the highlights on the other stuff. So get connected and involved . . . it's the only way you can keep up-to-date.
I have never been one to jump on the bandwagon of something new, just because it is there. I have never been one to use tech in the classroom just because someone thinks it is "cool". And I have never been one to suggest that we use technology in the classroom just for the sake of using technology . . . it has to enhance teaching and learning in some way, otherwise it is merely substitution of a tool. Maybe it is my high school mentality, where I have to see the "bang for my buck" up front before adapting a new piece of technology into the classroom. Maybe it is just me being terribly practical in all things - a friend and colleague of mine once told me that the I am really good at "keeping it real" which I equate to being down to earth and really practical at all times. That does not mean that I am not a risk taker, or don't like to test new technology tools. On the contrary, whenever I see something new, my mind immediately starts racing and analyzing how/where/when/why this new tool might be used. My computer science background comes into play then, as I always prescribe to test something new, test it again, and test it further. Essentially, test, test, and test some more. The combination and balance between these two approaches (looking/testing/trying while not jumping on the bandwagon) serves two purposes for me: to help build my NOWledge while keeping me grounded and not be pulled in too many directions at the same time (which is always a danger).
Many of us in the ed tech world have worked with faculty or even administration who were always jumping from bandwagon to bandwagon. Can you think someone like this? If they are the tech leadership in the school, then you never really know where you are going with educational technology, as you are constantly discarding one tech tool for the latest new thing. Often in these situations, the faculty are constantly crying out for stability with tech tools, platform, systems, or machines. Does your school have a pile of technology which was brought in but went unused, and was eventually either forgotten or put aside for something else? If so, this is the accumulated evidence of jumping on and off various bandwagons, and not having a solid NOWledge base to fall back on. In my mind, having a good balance between striking out in new directions based on a strong NOWledge base is key to moving forward and sparking innovation. So how do you maintain or build your NOWledge? Is your school led by someone who does not have a solid NOWledge base when it comes to educational technology? How is that working for you and your students?
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