One problem I see with assumptions about ‘going digital’ in education is that so far, it almost always means using technology and not understanding media. For example, few online commentators talk about ‘media education’ or ‘media pedagogy’, they hook their discussions to the technological wagon and then point out ‘pedagogy before technology’. As I’m going to show this is because their are using FIRST person media experiences and taking ‘protective action’ against what they see as harm. Arguably this hard includes: loss of status; employment or promotion opportunities; connectedness to students and social inclusion. Their drive to be online may well have little to do with education at all.
TWITTER and EDU-TYPES
A gaggle of educators joyfully re-tweeted an assertion by Twitter itself this week that educators ‘dominate’ the Twittersphere. That’s quite telling really, given anyone who spends time with educators would put the discretionary-voluntary-user-base at under 5% (a generous guess on my part). This of course appealed to the FIRST person Twitter users. It made them feel correct in their own choices and most of all SAFER. Theres no way of knowing how the other 95% of educators reacted to this announcement (if they even knew). They are more concerned with their own FIRST person experiences of media — political rhetoric about budget cuts; casualisation of the workforce; media announcements by their institution and so on. Twitter to them is at best another THIRD person media experience.
If educators are the ‘alfa-group’ at the fore of using social media for civic debate, it indicates that there is little cohesion of thought for society as a whole in social media. It strengthen’s support for media theories which suggest topics (called trends) come and go very quickly — and that these trends are at best ‘temporal’ settlements. Even teachers who use Twitter fade away get bored as soon as they realise this reality. In short people are drawn to issues and events, not civic structures such as education or professions such as teaching. For example, there is no #ActorChat or #SoapOperaChat. There are of course new versions of IRC happening like #edprimschat but arguably people participate here out of self-identity and being seen rather than solving any actual deeper issues in education itself. There’s nothing wrong with IRC, people have been ‘chatting online’ since the mid 1970s about it’s potential for education … welcome to the party finally. So why don’t these people use Second Life or a Google Hangout — why do the ONLY participate in a form of TEXT IRC? — the answer lies once again in FIRST person media and protective action.
WHY PEOPLE TAKE ACTION (or not)
Educators use of narrow bands of discussion by choice. They always have enjoyed the privilege of being self-selecting and the major selector for everyone else — the power of being ‘the teacher’. For example, when teachers say “I’m working towards using games” they actually mean, I choose the media-text around here and I don’t choose that — why? because they can and always have seen this as a fundamental ‘right’ of being a teacher. Nothings changed – now they ‘allow’ Google Apps or Twitter perhaps — but media-choice is not in the hands of students as a FIRST person experience as teachers see students in the THIRD person — despite being life-long learners themselves of course.
TEACHERS are concerned about their own safety
Media selection (and rejection) is related to teachers personal sense of safety. It’s not primarily about identity (which is just a feel good). A common finding in studies of societal use of media since the 1930s has shown this to be true –and Twitter is just a form of media-text and sort of procedural rhetoric (which is why Twitter is also game like). The aim of the game is to survive, to predict the intention of others and to take protective measures. Those measures can be defensive (I don’t use X, I don’t agree with Y and so on) or offensive (I’m running #edChat or I endorse M over K app and so on) from a FIRST PERSON experience.
Most teachers experience this media via the THIRD PERSON (observing colleagues, being told at a seminar and so on). They arefar less likely to take action — and it actually reinforces them not to each time someone bangs on about it.
Why people don’t participate (the 95%) is not because they are ‘boring’ or ‘old’ educators but because those who do are not focused on how media works, but on the effect they want to see — more teachers talking about digital literacy, knowledge networks and such – on Twitter itself. If it’s happening in a school, off line or because people are studying it in a course — they can’t see it.
This somewhat rails against the popular opinion of adopter/lurkers or literates/illiterates which thrive in the edu-twitter cultures — but when you think about it in terms of harm and protective action as a media psychology it makes much more sense than inferring some teachers are laggards or irrelevant. They are taking action — they are not buying into this particular media-text (Twitter) because people’s concerns for their own safety rather than for others’ predict their intention.