>Input >Output

"The one who puts the most into it is the one who gets the most out of it," said one of the teachers I met this week during my Thermal Biology course at MSU. And this is exactly how I would summarize my learning for the week with every tool we've explored.

Google Reader, for example, is an amazing collection tool that provides links in an efficient manner, but was I expecting 50 links from one place to immediately pop up? No. I can see how the influx of information can be overwhelming; but I can also see how aggregators will serve as a great science education resource for me to find the latest, cutting-edge topics, videos and news for my programs. I've already applied this tool by pulling one of the articles and linking it to my blog. Also, I can see using this tool to find out the latest information quickly and sharing that with teachers through my biannual newsletter and other communication pieces. But my Google Reader needs work. (It's like cleaning my bedroom - yuck!) I need to put more input into organizing items so that I can get the output I want in the way I want it.

Classroom 2.0 is intriguing because of its offering on web tool professional development and discussion, but the verdict on this one is still out for me. I combed through a lot of information, but saw very little content on science. Once I take my professional development course, I will better be able to determine if the input I'm receiving from this site is improving my personal output.

Twitter annoys me. There, I said it. I can barely remember what I did yesterday. So keeping tabs when someone crosses the state lines or reports in on the latest sport scores is not something I want to find room for in my brain, nor is it what I consider value-added content (guiding principle no. one). But let me also say this: Twitter holds real value for my education position. When I need to let teachers know something, this is the perfect tool. For instance, if I am holding a professional development event, I can send out a tweet to let teachers know and provide information on where to sign up. If I'm offering science programs for the school year, I can send a tweet reminding teachers it's time to schedule their programs. And when those programs fill up (withing two and a half business days like last year), I can send another tweet saying programs are booked and provide other alternatives. Twitter also holds real value with students. This tool could increase science inquiry skills, with promoting open questioning and communication - and even data collection. Can you imagine a student scientist's tweet? Look what I found in the field here...data...data...data. This tool could serve as a quick way to report world-wide data. What I'm reluctant to do though is build my twitter network at a high-speed rate. Here again, I want to be thoughtful about who I network with in a strategic, selective way (better input) so that I can achieve greater output (what I need to hear to increase science interest, opportunities and learning).

So what I'm wondering is how to build a reliable network, as one of our resources stressed as an important component or stage. And if we network with someone, can we un-network later? Or is that connection always out there?