I think most systems reference for ‘pay scales’ is time served and not ‘current relevance’or activity. It is disgusting that after doing all you have, that you are then not supported in using a laptop that you are using for the benefit of the school community.

Thanks for taking the time to write back.

Along with many others, I read blogs, participate in online conferences, tweet, listen to podcasts, undertake self-directed learning with web2.0 tools, prepare materials for my students, and invest time and money above and beyond my job requirements on other people’s children.

I don’t have children of my own, and have wondered if my online time would be diminished if I did. But I see many in my network balancing the lot. I also see many in my rl network not doing it at all, not doing anything beyond the 2 after school meetings/week.

In the DET ‘ePotential’ surveys, I come out as ‘Innovative’ or ‘Transformative’ in the various measures that the survey covers, yet my colleagues are derisive about the amount of time that I spend ‘playing’ on the Internet. The professional value of PLNs is NOT recognised, except by the people in them.

I receive so much professional knowledge from my network that I want to promote it as a legitimate form of PD, so much so that I have elected to present at conferences on the topic.

I think that Judy is on the right track when she suggest advocacy, and Dean, I agree that we need a tracking tool. I track all of my ‘real’ PD as part of my teacher registration requirements, surely we can develop a tool that reflects the way that our learning has moved beyond the framework (again, why WE have to be the ones developing it is problematic).

What about an Excel spreadsheet, with formulas that calculate hours based on number of blog posts read (easy with a reader), podcasts listened to, online meetings engaged in, etc. Who’s an Excel wiz that can develop this, and how can we promote it within Oz/NZ educators to ensure that it has some credibility?

On money, my tax return this year included several thousands of dollars of personal technology purchases to support my teaching. Sure, I gain personally from these purchases (as I do from professional learning), but the primary motivation is to support my work.

Yet as you say, Dean, we’re treated like a business, taxation-wise, yet hardly stand to gain as much. Because I purchased a personal laptop for school use I am entitled to no technical support, beyond the installation of a wireless certificate to connect to the school network. This has meant more self directed learning to learn a new operating system and troubleshoot.

I could have waited another 18 months for a DET supplied iBook (which, correct me if I am wrong, is a primarily home-user-entry-level machine), but I felt that I could not execute my professional duties effectively with what I had.

Sorry for the extensive response, perhaps I should have blogged it…

I believe that if I have students working online, it is my duty of care to maintain contact with those students. This means that I run a large broadband account at home.

However, as part of my job I also have to travel a lot. This makes home broadband inaccessible, so I also run a wireless broadband account.

This is a very large monthly imposte, but the only employer reaction has been concern that their network security may be compromised by me being stupid enough to use the wireless access while connected to said network.

Enough said.