Texting/ahas - Revision history

68.107.118.212 at 04:05, 16 September 2011

2011-09-16T04:05:22Z

← Older revision		Revision as of 04:05, 16 September 2011
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	~~'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas” -- the moments when we figured something important out.~~

	~~'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?~~

	~~'''IMPLEMENTATION AHAS. In the process of doing the work, what did the working group realize about implementing these innovations?~~

	~~'''TURNING POINTS. Moments when we redirected the project accordingly, after a communication aha or an implementation aha.~~

	~~We’ll share visual examples and use photos or videos of people whenever we can!~~
	~~-----------------------~~

	[[Image:textingresearchday.jpeg\|thumb\|Students and teachers analyzing (anonymized) examples of student-teacher texts: Research Day at Harvard’s Graduate School of Education, April 2011]]		[[Image:textingresearchday.jpeg\|thumb\|Students and teachers analyzing (anonymized) examples of student-teacher texts: Research Day at Harvard’s Graduate School of Education, April 2011]]

Jc at 09:22, 14 September 2011

2011-09-14T09:22:25Z

← Older revision		Revision as of 09:22, 14 September 2011
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	Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our ~~“ahas~~.~~” We’ll consider OneVille’s research questions:~~		'''Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas” -- the moments when we figured something important out.

	* Who needs to communicate what ~~info to whom, through which media,~~ in ~~order to support young people~~?		'''We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?

	* Which barriers are in the ~~way~~ of ~~such communication~~, ~~and how might~~ these ~~barriers be overcome~~?		'''IMPLEMENTATION AHAS. In the process of doing the work, what did the working group realize about implementing these innovations?

	* How might basic tech help increase community cooperation in young people’s success, ~~by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information and to build relationships?~~		'''TURNING POINTS. Moments when we redirected the project accordingly, after a communication aha or an implementation aha.


	~~We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?~~
	~~IMPLEMENTATION AHAS. In the process of doing the work, what did the working group realize about implementing these innovations?~~
	~~TURNING POINTS. Moments when we redirected the project accordingly, after a communication aha or an implementation aha.~~
	We’ll share visual examples and use photos or videos of people whenever we can!		We’ll share visual examples and use photos or videos of people whenever we can!
	-----------------------		-----------------------

24.60.250.60 at 15:16, 11 August 2011

2011-08-11T15:16:35Z

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24.60.250.60 at 14:05, 11 August 2011

2011-08-11T14:05:33Z

← Older revision		Revision as of 14:05, 11 August 2011
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	[[Image:Textingjuneresearchday.jpeg\|thumb\|Teachers and students analyzing texting again in June 2011.]]		[[Image:Textingjuneresearchday.jpeg\|thumb\|Teachers and students analyzing texting again in June 2011.]]

	Do a Google search for student-teacher texting and most of what you will find is fear: districts considering bans on texting or teachers quietly posting updates about their own personal experiences with trying it. Many view texting as an inappropriate mode of communication between teachers and students, for several main reasons: Even more a year ago than now, texting feels like a “youth” medium. Also, the sort of support texting could offer immediately seems particularly personal, because it really feels like a private “tube” between two people. Texting also extends the boundaries of potential communication with students outside the school day and into teachers’ own “personal lives.”		Do a Google search for student-teacher texting and most of what you will find is fear: districts considering bans on texting or teachers quietly posting updates about their own personal experiences with trying it. Many view texting as an inappropriate mode of communication between teachers and students, for several main reasons. Even more a year ago than now, texting feels like a “youth” medium. Also, the sort of support texting could offer immediately seems particularly personal, because it really feels like a private “tube” between two people. That privacy is exactly what scares some people about misuse: teachers and students somehow seem more “alone together” while texting (even though private classroom conversations after school are equally “alone”). Texting also extends the boundaries of potential communication with students outside the school day and into teachers’ own “personal lives.”

	Instead of just fearing texting, we – teachers, researchers, and students -- rolled out a texting pilot explicitly with 40 students and put our joint findings on the internet. But in some ways, FC/NW is a special school: all teachers work in what Ted called “teacher-counselor mode” and expect personal support relationships as part of their job. Each teacher has a co-counseling group that meets twice a week, where he/she gets to know more about young people’s personal struggles. They work in a “triangle” “between clinician, academic, teacher-counselor, daily.” But really, teachers at FC/NW are simply encouraged by their school to build teacher-student support relationships, something every teacher has to do but may not have the time or the administrative support to do.		Instead of just fearing texting, we decided to learn together what it could offer public school communities. So, we – teachers, researchers, and students -- rolled out a texting pilot explicitly with 40 students across multiple classrooms.

	~~'''COLORED TEXT BOX~~: Over time, our overall COMMUNICATION AHA would be about the benefits of texting for student-teacher relationship. But we want to tell you how we got there! We taped a lot of our conversations and so we talk about ourselves in the third person (Ted and Mo, Mica and Uche).		But in some ways, FC/NW is a special school: all teachers work in what Ted called “teacher-counselor mode” and expect personal support relationships as part of their job. Each teacher has a co-counseling group that meets twice a week, where he/she gets to know more about young people’s personal struggles; they work in a “triangle” with clinicians and students’ other counselors. But really, teachers at FC/NW are simply encouraged by their school to build teacher-student support relationships, something every teacher has to do but may not have the time or the administrative support to do.

			Over time, our overall COMMUNICATION AHA would be about the benefits of texting for student-teacher relationship. But we want to tell you how we got there! Below is a discussion of the “communication ahas” we had throughout the pilot. We taped a lot of our conversations and so we talk about ourselves in the third person (Ted and Mo, Mica and Uche)

	===COMMUNICATION AHA: Texting works when you can’t reach young people any other way for time-sensitive information.===		===COMMUNICATION AHA: Texting works when you can’t reach young people any other way for time-sensitive information.===

24.60.250.60 at 13:52, 11 August 2011

2011-08-11T13:52:06Z

← Older revision		Revision as of 13:52, 11 August 2011
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	~~''Note: all this is being edited by teachers right now.~~

	Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas.” We’ll consider OneVille’s research questions:		Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas.” We’ll consider OneVille’s research questions:

24.60.250.60 at 13:51, 11 August 2011

2011-08-11T13:51:53Z

← Older revision		Revision as of 13:51, 11 August 2011
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	Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas.” We’ll consider OneVille’s research questions:		Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas.” We’ll consider OneVille’s research questions:

	* Who needs to communicate what info to whom, through which media, in order to support young people?		* Who needs to communicate what info to whom, through which media, in order to support young people?

	* Which barriers are in the way of such communication, and how might these barriers be overcome?		* Which barriers are in the way of such communication, and how might these barriers be overcome?

	* How might basic tech help increase community cooperation in young people’s success, by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information and to build relationships?		* How might basic tech help increase community cooperation in young people’s success, by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information and to build relationships?

24.60.250.60 at 13:51, 11 August 2011

2011-08-11T13:51:31Z

← Older revision		Revision as of 13:51, 11 August 2011
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	''Note: all this is being edited by teachers right now.		''Note: all this is being edited by teachers right now.

	~~Tell us~~ how ~~you~~ figured things out, over time.		Here’s where we’ll talk about how we figured things out, over time. Our main goal is to share our “ahas.” We’ll consider OneVille’s research questions:

	~~'''Note~~ to ~~documenters: This is the main documentation section! Main goal is~~ to ~~share your “ahas.” Consider OneVille’s research questions:~~		* Who needs to communicate what info to whom, through which media, in order to support young people?

	* ~~Who needs to communicate what info to whom~~, ~~through which media, in order to support young people~~?		* Which barriers are in the way of such communication, and how might these barriers be overcome?

	* ~~Which barriers are~~ in ~~the way of such communication~~, and ~~how might these barriers be overcome~~?		* How might basic tech help increase community cooperation in young people’s success, by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information and to build relationships?

	* How might basic tech help increase community cooperation in young people’s success, by supporting diverse students, teachers, parents, administrators, service providers, and other community members to share ideas, resources, and information and to build relationships?

	~~Share your: COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?~~

			We’ll share our COMMUNICATION AHAS. In the process of doing the work, what did the working group realize about improving communications in education?
	IMPLEMENTATION AHAS. In the process of doing the work, what did the working group realize about implementing these innovations?		IMPLEMENTATION AHAS. In the process of doing the work, what did the working group realize about implementing these innovations?
			TURNING POINTS. Moments when we redirected the project accordingly, after a communication aha or an implementation aha.
	TURNING POINTS. Moments when ~~you~~ redirected the project accordingly, after a communication aha or an implementation aha.		We’ll share visual examples and use photos or videos of people whenever we can!

	~~Share~~ visual examples and use photos or videos of people whenever ~~you~~ can!
	-----------------------		-----------------------

	[[Image:textingresearchday.jpeg\|thumb\|Students and teachers analyzing (anonymized) examples of student-teacher texts: Research Day at Harvard’s Graduate School of Education, April 2011]]		[[Image:textingresearchday.jpeg\|thumb\|Students and teachers analyzing (anonymized) examples of student-teacher texts: Research Day at Harvard’s Graduate School of Education, April 2011]]

	[[Image:Textingjuneresearchday.jpeg\|thumb\|~~Analyzing~~ texting again in June 2011.]]		[[Image:Textingjuneresearchday.jpeg\|thumb\|Teachers and students analyzing texting again in June 2011.]]

	Do a Google search for student-teacher texting and most of what you will find is fear: districts considering bans on texting or teachers quietly posting updates about their own personal experiences with trying it. Many view texting as an inappropriate mode of communication between teachers and students, for several main reasons: Even more a year ago than now, texting feels like a “youth” medium. Also, the sort of support texting could offer immediately seems particularly personal, because it really feels like a private “tube” between two people. Texting also extends the boundaries of potential communication with students outside the school day and into teachers’ own “personal lives.”		Do a Google search for student-teacher texting and most of what you will find is fear: districts considering bans on texting or teachers quietly posting updates about their own personal experiences with trying it. Many view texting as an inappropriate mode of communication between teachers and students, for several main reasons: Even more a year ago than now, texting feels like a “youth” medium. Also, the sort of support texting could offer immediately seems particularly personal, because it really feels like a private “tube” between two people. Texting also extends the boundaries of potential communication with students outside the school day and into teachers’ own “personal lives.”

98.216.239.14 at 15:25, 19 July 2011

2011-07-19T15:25:41Z

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72.80.195.52 at 15:46, 15 July 2011

2011-07-15T15:46:39Z

← Older revision		Revision as of 15:46, 15 July 2011
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	'''COLORED TEXT BOX: Over time, our overall COMMUNICATION AHA would be about the benefits of texting for student-teacher relationship. But we want to tell you how we got there! We taped a lot of our conversations and so we talk about ourselves in the third person (Ted and Mo, Mica and Uche).		'''COLORED TEXT BOX: Over time, our overall COMMUNICATION AHA would be about the benefits of texting for student-teacher relationship. But we want to tell you how we got there! We taped a lot of our conversations and so we talk about ourselves in the third person (Ted and Mo, Mica and Uche).

	~~‘’’Our first COMMUNICATION AHA about texting was pretty obvious:~~

	===COMMUNICATION AHA: texting works when you can’t reach young people any other way for time-sensitive information!===		===COMMUNICATION AHA: texting works when you can’t reach young people any other way for time-sensitive information!===

72.80.195.52 at 15:46, 15 July 2011

2011-07-15T15:46:04Z

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