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| Notes by Mica Pollock | | Notes by Mica Pollock |
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| ''It’s a new thing for me to share thoughts in progress online. I'm used to agonizing over books that take years. But it seems weird to do that on a project about technology, education, and rapid communication! So, here are some ideas and <font color=red>¡Ahas! </font color> I've been chewing on as PI of the OneVille Project. | | ''At the beginning of the OneVille Project, we decided that as PI of the overall project, one main role for me was Chief Learner. After we had six projects going simultaneously, I was indeed the only person who got to learn from every piece of the project. I learned constantly from everyone I met throughout this work and continue humbly to learn! |
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| (You’ll see '''<font color=red>¡Aha! </font color>''' written in red throughout this website. That means a moment when we figured out something of use about improving communications in education. )
| | ''After many years focusing on face-to-face communications supporting student success in diverse school communities, I still entered this work as a novice -- as a person newly trying technology to support necessary communications in public schools. I'm an equity person first, a communications person second, and now, a tester of technology when it helps get both done. Moreover, I entered this project as a total novice at participatory design research; I typically had watched the world as it is, never worked with others as a co-researcher to actually test solutions. |
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| [[Image:Onevillesocialnetworkslide.jpg|Onevillesocialnetworkslide.jpg]]
| | ''All of us will continue to write and speak about what we each learned. Here, I wanted to offer some initial ideas, '''<font color=red>¡Ahas! </font color>''', and prior research that I've personally been thinking about in conversation with literally hundreds of people featured or mentioned on this website. (You'll see '''<font color=red>¡Aha! </font color>''' written throughout this website. It means a moment when we figured out something useful about improving communications in education.) |
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| You could say that OneVille's work is rooted in antiracism, or progressivism, or a vision of community cooperation. We believe in tapping the potential of every child who shares a diverse community. We believe in community collaboration in young people's success.
| | '''<font color=#0000FF>This first article shares some of my own ¡Ahas! on the project and cites some research that for me undergirded some of this work. It's called "It Takes a Network to Raise a Child." Click below to read it. |
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| But we have been working specifically on concrete projects improving '''everyday communications''' in our diverse community. Why?
| | [[File:PollockIt Takes a NetworkJuly2012finalforpublication.pdf|PollockIt Takes a NetworkJuly2012finalforpublication.pdf]] |
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| Here's the logic: If we can’t communicate successfully in public school communities, we can’t collaborate successfully in student success.
| | [[Image:Onevillesocialnetworkslide.jpg|Onevillesocialnetworkslide.jpg]] |
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| Look at the image above. These are some of the people whose everyday actions affect young people's fates. Let’s call the young person in the middle “Jose.”
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| Substantial research shows that to partner in Jose’s development, Jose and his supporters need to communicate regularly about his progress, interests, and experiences, and about available resources. Beyond offering "high help" to him, they also have to communicate with "high expectations" for his success (Ferguson 2008) -- with the goal of supporting his full talent development. Just communicating "more" about Jose isn't the point. Communicating in the spirit of supporting his success, is.
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| '''<font color=red>¡Aha! </font color> Face to face, on paper, or electronically, people will support children most effectively if they communicate with the goal of enabling young people’s full talent development.'''
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| Ok. So, research shows that IF these people have Jose’s success in mind, they each hold important knowledge that the others need to know if they are to support him successfully (González, Moll, and Amanti 2005).
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| :For example: let's say Jose never tells teacher that he likes to learn science.
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| :Let’s say that teacher knows Jose loves science, but never hears from afterschool provider about a free science fair in the community.
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| :Let’s say that the parent doesn't hear from administrator about how to enroll Jose in afterschool care.
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| :Let’s say the tutor doesn't hear from teacher what young Jose needs to work on. Can she tutor him as effectively?
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| '''<font color=red>¡Aha! </font color>Communication gaps are structural cracks in the foundation of partnership.'''
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| We speak often of students “falling through the cracks” in education, which implies a momentary gap in a human network of information-sharing, relationship, and response. I now think it's more accurate to speak of structural cracks -- communication barriers that routinely block people from knowing and sharing necessary information. Think of rare face to face support team meetings, backpack fliers in English in multilingual schools, and paper portfolios kept in inaccessible cabinets: each communication habit fails to enable supporters to communicate in necessary ways (or in a timely manner) about supporting young people.
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| Examples of structural cracks in education’s communication infrastructure abound: across the country, many administrators serving low-income children remain unable to quickly show parents or teachers basic data on students. Reliant on rare face-to-face meetings that are hard to schedule, many overloaded teachers and afterschool providers rarely communicate about what students need to work on. Due to translation barriers, many immigrant parents remain unaware of educational opportunities available in their schools or community. Many students and teachers rarely exchange information on how students are doing personally or what they love to learn – even as youth of all social groups communicate constantly about both via tech outside of school (see, e.g., Ito et al, 2008: Watkins 2009; Noveck 2009; Shirky 2006; Taveras et al 2010; Mickelson and Cousins 2008).
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| Actually, all of the major things we want to do in education require better communications. Research on data-driven decision-making shows that educators and service providers need to communicate better about student data (Boudett et al 2005). Research on authentic assessment shows that students need to communicate to teachers what they can actually do (Darling-Hammond and Pecheone 2010). Research on youth engagement, mentoring, and "personalization" shows that students and mentors need ways to communicate rapidly about how young people are doing personally (Yonezawa, McClure and Jones forthcoming; Grossman and Bulle 2006). Research on family and community engagement shows that administrators and teachers need to communicate better with families (Mediratta et al 2009, Oakes and Rogers 2006; Henderson et al 2007).
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| All this research suggests that when students’ supporters communicate regularly about things the others don’t know but need to know, they are each more equipped to attend to students’ life experiences, to intervene rapidly to reduce moments of failure and reinforce moments of success, and to offer resources available to help. So,
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| '''<font color=red>¡Aha! </font color> Research makes clear that supporting regular communication between current and potential partners -- with the goal of supporting students' full talent development -- is key to improving today’s schools.'''
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| More specifically, we know that youth do better when they get regular feedback from teachers and peers on improving their work (e.g., Hattie 2008); teachers teach better when youth, other teachers, and administrators offer feedback on improving their teaching (Jones and Yonezawa 2008/2009; Daly et al 2010; Cochran-Smith and Lytle 2009; Boudett et al 2005); parents and teachers support children’s progress better when they communicate about children’s activity in the other setting (Taveras et al 2010; González, Moll, and Amanti 2005; Lawrence-Lightfoot 2003). Families, youth, and teachers tap local resources better when they talk about what’s available (Mickelson and Cousins 2008). Service providers who share regions are realizing that communicating about common issues is key to partnership (http://www.strivetogether.org/. On such efforts in Somerville, google the SomerPromise collaborative.)
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| '''<font color=red>¡Aha! </font color>Teachers, students, and families can add “infrastructure” to make the communications they need, more possible.'''
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| So, here’s what I’ve personally been seeing on the OneVille Project: schools can add communication “infrastructure,” like adding new tunnels or roads connecting people, to enable necessary communications. By “infrastructure,” I mean embedded tools and strategies prompting people to communicate (an eportfolio; a multilingual coffee hour; a parent hotline; texting) and then, people’s habits of actually communicating (posting on eportfolios; using text messaging to discuss school requirements).
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| For example, through OneVille’s pilot work, Somerville High School teachers and students are now encouraging students to communicate examples of their skills, interests, and talents via eportfolios. With the old infrastructure – paper folders of five paragraph essays kept in a locked cabinet -- SHS students could communicate far less about who they were and what they could do. New eportfolios also shape new commuincations because they allow students to record their 21st century skills: they ask students to share skills in “negotiation” and “creativity” rather than just in “English” and “math.” Basically, teachers and students built new infrastructure enabling new communications about teaching and learning! Similarly, teachers and students at Full Circle/Next Wave have been normalizing use of a channel that is often banned from schools – texting. By allowing texting and choosing to use it to talk about school and life, teachers and students have created new infrastructure for student-teacher relationship-building and information-sharing.
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| An eportfolio is just a blank page, after all, and students and teachers could send anything over text message! That’s why helpful communications are those where partners work together to enable students’ full talent development. Eportfolio teachers had to talk to young people face to face, encourage them to present "their best" to a caring audience, and allow time for students to make eportfolio entries. Then students put great entries on their eportfolios. Teachers had to send small, caring text messages to young people encouraging them to talk whenever needed; then students began to use texting to discuss a range of student support issues and in the process, solidified their relationships to teachers and school.
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| All that means that people also have to care about student success enough to communicate about it. But, I've been seeing that communicating about student success can lead TO relationships (a caring text makes you text back) that then can lead to communicating more about student success. If you post a resource about a free science fair on a listserv for other parents, it makes the next parent more likely to post another resource. After teachers saw one student's poem and another student's drawings on eportfolios, they began to praise students for those skills. Then, students shared more -- and both kept communicating about jobs, internships, and more.
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| But people can post meanness on a listserv and send a rude text. So again,
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| '''<font color=red>¡Aha! </font color>The overall underlying point of communication in school is to have student success in mind when you do it!'''
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| Other '''<font color=red>¡Ahas! </font color>'''
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| '''<font color=red>¡Aha! </font color> Various “teams” of people need to communicate if they are to partner in young people’s success.'''
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| People need tools and strategies helping them to communicate about supporting the individual children they share (What does Jose love to learn? How is he doing on credits toward graduation?); about the classrooms they share (what’s the homework? Who has an idea on the assignment?), about the schools they share (what afterschool opportunities are available for children? What actions would improve the school?), and about supporting youth across the community they share (where’s the free science fair? How might we improve education here?).
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| '''<font color=red>¡Aha! </font color> A key challenge in public education today is figuring out what "blend" of face to face communication, technology, and paper enables the most effective youth support.'''
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| Supporting young people also requires a combination of ‘’’channels’’’ -- ‘’’face to face’’’ communications (like a parent-teacher meeting, an afterschool discussion between student and teacher, or a parent coffee hour where people share information and build relationships), ‘’’paper’’’ communications (like a handout in a backpack, a sign on the wall informing a parent of an opportunity, or a copy of student work at a parent-teacher conference), and ‘’’electronic’’’ communications (like a student checking her grades online or a parent posting a local resource on a school listserv).
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| A hybrid of human helpfulness and tech tools seems to work in every case: For example, bilingual parents have been figuring out how they, as volunteers, might be willing to make monthly calls to other immigrant parents as “Connectors” or translate key info from a Googleform onto a hotline.
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| '''<font color=red>¡Aha! </font color> Public school communications particularly require seeding infrastructure for the following ‘’’necessary communications’’’:
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| :'''Ready and reliable''' information on basic indicators of student progress and service (like we tried to offer with the dashboard project); '
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| :'''Robust''' (rather than shallow) information on each young person’s full range of skills, talents, and interests (think Somerville High's vibrant eportfolios, in comparison to the prior paper folders or a test score alone);
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| :'''Rapid''' information on youths’ personal development and well-being (central to Full Circle/Next Wave's pioneering of texting) '
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| :'''Far-reaching''' (rather than exclusive to some) information about public resources, events, and opportunities, and public ideas, circulated to all across lines of language, race/ethnicity, income, and tech literacy (like the Healey School's Parent Connector Network effort).
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| '''<font color=red>¡Aha! </font color> We could do way more in public education to test specific tools and strategies, to see when "adding tech" supports such necessary communications and when it doesn't.'''
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| It seems pretty clear that the communication infrastructure of partnership in public education is pretty underdeveloped, in an era when commonplace and free technology could make necessary communication and information-sharing in education easier than ever.
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| '''<font color=red>¡Aha! </font color> If we’re going to use tech in education, let’s use inexpensive technology so everyone can use whatever works.'''
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| Some schools and districts are investing in expensive technology for information-sharing between partners. We've wanted to test the potential of free and commonplace technology and low-cost communication strategies for supporting diverse partners in young people’s lives to collaborate. So, we’ve been working to test -- and then, only when necessary, try to create -- free, open-source, and low-cost tools and strategies for linking diverse partners in desired communications across lines of income, racial/ethnic background, language difference and tech literacy. So far, we’ve built new tools only when we found no free tool available to test-- our dashboards and hotline.
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| I'm currently agnostic on whether it's better to create tools from scratch, because even "free" tools require reliable tech support that you typically have to pay a bit for. Is it better to buy expensive tools off the shelf that come with tech support built in, or to make your own "free" tools?
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| While the free, open source hotline was made quickly by an experienced technologist, the slow development on the dashboard project indicated that we gave a young local technologist more to do than a young person on a fixed budget should probably do. Our most successful projects have been testing existing free tools: we’ve tested Google Voice in our texting pilot, and tested Google Translate, Googledocs, Google spreadsheets, and Gmail in our schoolwide communication efforts. Students and teachers tested Googlesites in our ePortfolio pilot, as well as Wikispaces and Posterous, and we’ve used Wordpress to blog out and Mediawiki to organize our ideas for this website! We've also been making the case for better and more available hardware and internet access in public schools too.
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| '''<font color=red>¡Aha! </font color> Students, educators, and families can innovate uses of technologies themselves.'''
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| Too often, tech tools and projects rain down on teachers, youth and families. And, we've wanted to test technologies in collaboration with diverse educators, youth, families, and local technologists. I’m now convinced that this is the only way to proceed. Involving “users” in the design makes seeding successful communications way more likely!
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| '''Don't laugh: I only started thinking about tech’s role in school communications in 2009. It's clear to me now that,'''
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| '''<font color=red>¡Aha! </font color> Commonplace tech helps communities connect when they can't meet face to face.'''
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| A listserv, hotline, or Googleform can help people quickly share information with many people at once. People can quickly access and sort online data in a way they can’t do with paper folders. With technology, supportive information can come at faster speeds: paper report cards come three times a year or study teams meet once a month, but tech can make even daily check-ins about and with a young person possible.
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| '''<font color=red>¡Aha! </font color> This means that tech also makes collaboration -- the holy grail of improving schools! -- more possible.'''
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| As Clay Shirky puts it of social media generally, people who can speak back to each other using technologies become “producers” rather than just “consumers” of information, so when you add tech to a community's communications, "here comes everybody." But in schools, you encourage “everybody’s” participation on technology only if you translate information, show people how to use technology, and invite/encourage everyone’s participation.
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| '''<font color=red>¡Aha! </font color> Tech also allows info to come in more forms.'''
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| Posted photos and videos can show a young person’s or teacher’s accomplishments in a way that test scores and grades alone can’t. Instead of a handout in a backpack, knowledge of a science fair can be shared community-wide across hundreds of diverse readers on a well-accessed listserv – if someone cares enough about other parents to post it and translate it.
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| '''<font color=red>¡Aha! </font color> Tech's design can add new topics and partners to a conversation.'''
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| :Think a comment box on a dashboard that encourages a parent to reply: that invites a new partner into the conversation.
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| :Think an eportfolio rubric that asks young people to post evidence of their "creativity" rather than just their "math assignments." That invites a new topic into the conversation.
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| '''<font color=red>¡Aha! </font color>I've been calling all this work "improving the communication infrastructure of public education." '''
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| That's because we're seeing that if you give free/low cost communication tools and strategies to people working to support the success of every student, you can make it more normal for the partnerships you want, to happen. To me, improving communication infrastructure means working to ensure that on a daily basis, the people who need to communicate information and ideas so they can collaborate in young people’s success can do it.
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| [edit] '''<font color=red>¡Aha! </font color>''' Here’s a logic we all share: It takes a network to raise a child!
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| Some final overall '''<font color=red>¡Aha!s </font color>''':
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| '''<font color=red>¡Aha! </font color> To support young people, schools can focus on improving information-sharing between the supporters in young people’s lives.'''
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| At any moment, each supporter in a young person's life (and particularly, the student, parent, and teacher) knows something that the others need to know in order to promote student success. Can they share it? If not, what needs to happen?
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| '''<font color=red>¡Aha! </font color> To build the motivation, trust, and ability to communicate, schools can focus on strengthening relationships between the people in young people’s lives.'''
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| A Parent Connector put a repeated ¡Aha! this way: “My main conclusion is that relationships matter and they are what makes everything work.”
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| '''<font color=red>¡Aha! </font color> Sometimes, people need relationships in order to communicate''' (you won't send a text until you know someone). '''Sometimes, they need to share information in order to build a relationship''' (an early text about the start time for class can lead to banter, jokes, and then, more texts).
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| '''<font color=red>¡Aha! </font color> Basic, free, low-cost tech can help people in schools build relationships (a text makes you smile) and share information (a text tells you about a resource).'''
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| '''<font color=red>¡Aha! </font color> Making new communication tools available in schools (e.g., allowing texting) can help spark communications that spark relationships that buoy the motivation to communicate further.'''
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| '''<font color=red>¡Aha! </font color> But only IF people communicate in the spirit of supporting young people's success together. Not all communication is good!'''
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| Consider a parent listserv. Without the listserv, people can't so quickly share resources with all. Sharing a resource can lead a next parent to share a resource. But consider a listserv where parents just sling accusations at other parents.
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| '''<font color=red>¡Aha! </font color> Tech doesn't inherently improve communication: the people using the tech do. That means that human beings need to shape tech use in schools.'''
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| :Students and teachers set ground rules for texting to clarify to each other how they wanted to use the channel. No inappropriate texts were sent.
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| :Eportfolio teachers sat down with young people and encouraged them to share their skills on the online tool. Students started to share.
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| :Even if you get student data rapidly off a dashboard, you have to then use the data to support a young person more effectively.
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| '''<font color=red>¡Aha! </font color> The same issues that undermine partnership in schools, period, undermine partnership when you “add tech.”''' Throughout, we've seen core issues that need to be addressed proactively if “adding tech” to school life is to increase inclusion in public education rather than exacerbate inequality.
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| These include money; time; privacy and trust; information access; translation; participation inequality; and the quality and accuracy of the information people share. More on these throughout this website!
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| '''<font color=red>¡Aha! </font color> We've also seen that tech is more inclusive when it is low cost and simple, when access to technology is made more possible by use of common-denominator tools like cell phones and computers put in public places, and when tech’s use is explained and invited.'''
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| '''<font color=red>¡Aha! </font color> We've also been seeing that innovating communication solutions together in a community itself helps unite people, because people start to treat each other as necessary partners in young people’s success.''' People start to ask: what are the barriers to working and talking together, and how can those be overcome?
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| '''<font color=red>¡Aha! </font color> Those of us who do research for a living -- me! -- have also been learning that improving communications in a community involves community organizing as much as it involves basic research.''' No strategy gets seeded, and no tool gets used, unless people are inspired to communicate.
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| '''<font color=red>¡Aha! </font color> Major innovation energy exists in every school community. Unleash it!'''
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