I came across a phrase recently that has stuck, kinda velcro’d in my brain, ‘conditioned but not determined‘ from Paolo Freire . The signal attached to these words hit me at the heart of my pedagogy.

Often, I analyze my pedagogy solely through a techno-lens.

Like, soley. 

The problem that consistently creeps up from this POV is in the biased assumption that digi-tools are everything and everywhere and for everyone. And I get that in many ways it is the water we swim in, but unlike the fish in the story told by David Foster Wallace we can choose to get out.

The Friere phrase immediately made me think of my daily use of social media.

Bigger brains than mine have deftly fleshed out the everyday concerns of blindly consuming digi content, the professional perils of online interactions, and the inevitable challenges inherent with constantly connected learners.

So I definitely won’t [can’t] try and dish that out here.

But I can try this…

I think that I need to shift sideways, just for a bit. Away from these common concerns
DNULYMUX0AEJVugand begin to focus in on value; pure and simple. In some ways the fact that I have not tried to measure this, so far, is a bit strange to me. Especially because, despite the freemium usage of my many edu-tools, there is a real cost: virtual and actual.

Would I pay a heavy hitter like Twitter to use thier product? The short answer is ‘yes’. The longer negotiation details came out in a convo with Andrew Campbell@acampbell99 on Twitter.

Seeing me in and apart from the labels that I efface my true-self  with, has become a new focus for my personal professional development.

I have started giving hardline scrutinty to the choices of digi-workhorses that I attach to my 21st century teaching bandwagon.

Would I pay to have complete control of my digital self?

Could I pay to have complete control of my digital self?

What does digital agency and ownership mean in social media accelerated learning spaces?

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