Do the math
Scott McLeod, J.D., Ph.D., is an Associate Professor of Educational Leadership at the University of Kentucky. He also is the Founding Director of the UCEA Center for the Advanced Study of Technology Leadership in Education (CASTLE), the nation’s only academic center dedicated to the technology needs of school administrators, and was a co-creator of the wildly popular video series, Did You Know? (Shift Happens). He has received numerous national awards for his technology leadership work, including recognitions from the cable industry, Phi Delta Kappa, and the National School Boards Association. In Spring 2011 he was a Visiting Canterbury Fellow at the University of Canterbury in New Zealand. Dr. McLeod blogs regularly about technology leadership issues at Dangerously Irrelevant and Mind Dump, and occasionally at The Huffington Post. He can be reached at scottmcleod.net.
Update: As of October 2010, I now have about 22,000 subscribers to this blog. Alter my calculations accordingly...
According to Feedburner, I currently have about 2,100 subscribers to my blog. While that's obviously not a huge number compared to many other blogs (see my Technorati rank, which is slightly below that of the TechLearning blog), let's do the math for a minute...
Let's say I average 4 posts a week for 50 weeks a year. 4 x 50 x 2,100 readers equals 420,000 person contacts each year. In other words, through my blog I have the opportunity to have 420,000 interactions with my audience every twelve months. These are folks who have actively sought me out and are voluntarily reading what I write (which, by the way, still blows my mind). Over 10 years, that's over 4 million opportunities for me to spread my message to others, assuming that my current reader totals don't improve at all (which, obviously, I hope they do).
Now, let's compare this with a journal article. According to the information sent to me by the editors, the most prestigious peer-reviewed educational leadership research journal, Educational Administration Quarterly (EAQ), has approximately 160 individual subscribers and 1,630 institutional subscribers (i.e., libraries), for a total of about 1,800 subscriptions. Because EAQ serves folks interested in a broad range of educational leadership issues, at best only a small fraction of the individual readers will be interested in an article on technology leadership-related issues. This also is true for anyone doing a literature search for a research article or dissertation. For argument's sake, let's say that each technology-related EAQ article might have 60 readers a year, or 600 readers a decade (this is probably quite generous): a very rough ratio of one-third of the subscription total. [Note: this is obviously not very scientific. I'm engaging in some very loose back-of-the-envelope calculations here. There's probably a better way to come up with a more accurate estimate.].
Now of course faculty don't publish in only one journal. An unbelievably productive faculty member might publish 5 to 10 articles a year, each in a journal with roughly 500 to 5,000 individual and institutional subscribers. For this example, let's assume the faculty member is super-productive and is publishing in journals with the widest reach. Using the same rough ratio I used for EAQ (i.e., about 1/3 of the subscription numbers over a decade), 10 articles per year x 10 years x 5,000 subscribers x 1/3 = 166,667. Again, I think this is quite optimistic. Few faculty members are this productive and, even if true, it's pretty likely that readership of a faculty member's articles is nowhere close to this total.
Okay, let's review:
The blog wins hands-down from a numbers perspective, even assuming what I think is probably the absolute best case scenario for the peer-reviewed journal path. If we also consider
the case for a blog seems even stronger.
So this raises the question... Why would anyone who wishes to actually reach educators and hopefully influence change in schools not be blogging?
Also... why haven't more faculty caught on to this?
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