Response to Class 10/26

One of the most important messages of tonight is the importance of collaboration.  Working together across organizations, and taking the egos out of things is the ONLY way we are ever going to get anything done.  It is heartening to see that adults have worked together effectively in the San Ysidro case.  Another take-a-way is recognizing and building on strengths of different players.

In the collaboration I was part of with One Economy--200 Migrant families received refurbished computers and wireless internet for 2 years.  Unfortunately, whereas Computers 2 SD Kids has been a great partner, and willing to follow-up with service, repair, training...Cricket, which was the company One Economy got the wireless from, has not been so cooperative.  When we have had issues with modems, or needed modems transferred, they have been very difficult to work with.  It seems like they don't understand the point of the project--I am not sure if they donated the service, or if One Economy paid them for it, but they seem to be angry about the whole thing.

So the take-home from my experience would be clarifying with partners ahead of time--especially with the for-profit side of things (it is hard for me to understand for-profit people, having never been one)...are they going to continue to provide support? Because getting people connected is just the first step.

"some people have more resources than other people--like kids with Legos...you get more Legos...and as you learn, you get even more Legos and you can teach"--Abraham

Futurist Scenario

My futurist scenario for Migrant Education is providing Migrant students with mobile devices they can use for schoolwork. We have been working to get refurbished computers for students at home, and internet access, but this presents many problems. Even if families can afford broadband in the home, it is often difficult to open an account because a credit check is required. Many families simply cannot afford to pay for broadband.

If we were able to provide Migrant students with mobile devices, such as tablets, then students could connect to the internet wherever free access is available, such as libraries, McDonalds, school, etc. These devices would also be transferable from student to student.

1. If you were to implement this practice, strategy, idea today, what specialized skills, resources, and dispositions would you need to obtain for yourself, your colleagues and staff?

First of all, we would need to research available devices and choose one--maybe an iPod touch, or a Kindle Fire. Then, we need to learn how to use the device, so we will be able to support students in using them. We need to survey our students and teachers as to the types of work that needs to be completed out of class, so that we can ensure the appropriate applications are available on the device.

Based on the research, it seems like the best group to begin with may be middle school students.

2. What skills will your colleagues and those you supervise need in order to be successful in this scenario? Of those skills, which ones are currently being supported through resources such as professional development in your setting? Which ones are missing or minimal? What is currently being supported in your setting that would likely be obsolete in 2020?
We need access to and practice with mobile devices such as smart phones and tablets. We don't have any of these available at present. Certainly, no PD around the use of these devices is available. However, we are using a variety of web-based programs, both for our own data collection and PD, as well as programs designed for students such as ST Math and Rosetta Stone. Staff in my organization require more practice with these programs. Most staff I supervise are not very comfortable using technology. I even have one person on my staff who has difficulty double-clicking (and she's under 40!).

3. In what ways are we unprepared, lacking in resources and staffing, or to what degree are our strategies and underlying values unable to respond effectively to the conditions this scenario represents?

I think we have the staff, and as far as resources, it is a matter of diverting money from one expense to another. These devices are getting cheaper.  iPod touch and Kindle Fire are $200 each. I am concerned, though, about SDCOE policies--would this purchase be allowed? For example, if we purchase computers with Migrant funds, SDCOE has to provide service, and they probably will deny providing such service for mobile devices. Also, there would likely be concern about students accessing content that is dangerous. I don't know if we can configure the settings so this is not an issue. That would be an important point to research.

4. What could we be doing now to leverage this trend to our advantage?

It would be possible for me to purchase a couple of devices right away, choose two students, and conduct a very small pilot to see how/if it works. In addition, we could investigate whether our students who HAVE smartphones, iPads, etc. (I am sure there are a few) are using their devices for school work, and if so--how are they using these devices?

5. What would need to happen internally and in the external environment for preparing yourself and those you lead to navigate in this strategic vision? What changes should your organization begin to make? What should it start doing? What should it stop doing?

I think SDCOE should review its policies related to the BYOD phenomenon. I need to investigate the ramifications if I provide devices for students. Are there liability issues? Could these be cleared with a permission slip? Also, those of us who have tablets and smart phones for our personal use could begin exploring ways students could use these for school work.

In addition, I think we need to begin collecting students' and parents' email addresses as a matter of course, and using email (I know, so last-decade) to communicate. Maybe twitter as well--and Facebook--I don't even know how many of our students use these platforms, but they could really be useful for us, as we don't meet regularly with our students, who are spread over a large geographical area.

Project Tomorrow

Take a look at these great videos on the Project Tomorrow website. These would be helpful to show to administrators who need more motivation to integrate technology at their schools. I especially like the one with students talking about the need for better use of ed tech. Students are the point after all--we need to listen to what they're saying! (Be warned! At first it may appear the video links don't work--but they do!)

Also, check out this handout about student perceptions of Going to School in 2015. This is really eye-opening student voice!

Project Tomorrow Question

How do the surveys reach the hard-to-reach populations, for example, those who are non-English speaking, low literacy levels...is the survey online only for parents--if so, then how do you reach parents who don't use computers?

If I had funds to spend to help migrant students get connected, what would be the best use of funds? iPod touches? Laptops?

Visitor or Resident?

I am definitely a visitor--I related to the description of students who are concerned about privacy. I aspire to be more like David White: a visitor in my private life and a resident in my professional life. Because I prefer to keep my private life private. I wouldn't mind having a "brand" or being a "micro-celebrity" professionally, but I hate the idea of doing that with my personal life.

When White talks about a "post-digital" age, I think we need to always remember those who have no digital age at all because they have NO access. Today I asked our tech guru people for a list of low-cost internet providers I could offer to families who ask us about internet access. He mentioned that internet providers require credit checks. Nevermind.

Disruptive Innovation

Disruptive innovation is when a new product competes against non-consumption then improves until it can take the place of the standard. This is what happened when the personal computer was created--there was no alternative for individuals who wanted computers in their homes. Then the technology improved to where businesses chose to use PC's as well.

Areas of non-consumption in schools include credit-recovery, tutoring, specialized courses, home schooling.  This means there is a vacuum where student-centered technology can take the place of instruction by teachers. Companies who create applications to offer these courses will have little to no competition from schools.

In Migrant Education, we have offer the PASS program where students recover credits through independent study.  http://www.capassprogram.org/ Many of the courses fulfill a-g requirements. Some are offered in Spanish as well as English and they are free to migrant students. The PASS program is popular in districts that don't have other options for kids like Plato. One of my districts will be offering online courses, but charging students to take them. In that district, I anticipate more students requesting PASS, as they won't be able to afford to pay for the district-run program.

Oh, and here are some notes Joel and I took from the book

Creating my PLN

I really enjoy Diigo and looking at websites others have bookmarked and highlighted. I look forward to finding more wise people to follow.

Twitter: I still have never tweeted. I was frustrated this morning when I heard about an NYT article on the radio, then I found it on my phone and read it, but when I wanted to tweet it, I couldn't because NYT wanted me to log on to their site and I don't remember my log on info (if I even have an account).

What is up with tweetdeck on the iPad. I haven't been able to figure that one out. Probably because it has something to do with adobe?? Don't know. But a bummer I can't do tweetdeck on the iPad.

This class motivated me to download google chrome at home and at work. I still have to use internet explorer for some things at work, but google chrome and igoogle are really coming in handy.

Reflections on Pink

Wow...the learning environment would have to change A LOT to support design, symphony, and innovation in general.  It is hard to picture schools doing this (realism, not skepticism).  We would have to really commit to encouraging creativity, divergent thinking, and we would need to have a much more student-centered, human approach.  The best place to begin is at the beginning...with preschool and kindergarten.  Unfortunately, the trickle-down of accountability takes its worst toll at these levels, where we penalize children who can't memorize fast enough, who speak languages other than English, and those who are not auditory learners.  Maybe instead of initiating young learners into a culture of conformity, we could create environments where children can explore their world using all of their senses, and delight in learning, guided by their own interests, wonder and curiosity.

For adults in the workplace to develop these skills, there needs to be a work environment of trust, safety and collaboration.  So as a leader, it is important to create a climate where people feel comfortable taking risks, voicing innovative ideas, trying new things, etc.  Clearly the climate of fear created by external accountability measures is detrimental to creating such a climate.

What do people need to be motivated to care about symphony and design in the workplace?  People will be more motivated if they have ownership--so delegating responsibility for decision-making and honoring everyone's contributions is important. In my work, we hold a lot of meetings and events for students and families, and I think we need to look at their experience from an aesthetic, design-oriented perspective. Often, because we are working with a very limited budget, we do not pay much attention to how the environment looks--however, we could probably improve the experience without spending much more money.  One place to start, I think, is to work on our organizational skills.

Reflections on My Story

When I first became aware of my race/ethnicity:

My parents moved from L.A. to Cleveland in 1968.  My father took a position teaching English at a community college in downtown Cleveland.  Shortly before I was born in 1971, they bought a home in Cleveland Heights.  They had to switch realtors because a couple tried to counsel them away from the area they wanted to a "whiter" neighborhood.  We ended up in a great house around the corner from Caledonia Elementary and a few doors down from the public library.  I don't remember any other white families living on our block.  There was one other white child in my kindergarten class.  That may be when I first became aware of my race.

***

This isn't my Cultural Autobiography, but it is my response to one of the first questions in the book (How much do you know about equity issues...?):

I work with students and their families in the Migrant Education Program (MEP). Our students attend school in many districts throughout San Diego county.  Although not a requirement for eligibility, all of the students in the MEP in San Diego county are Latino--the overwhelming majority are Mexican or Mexican American.  During 18 years working in education, all of my students have been Mexican or Mexican American, except for 1 year I spent teaching in Virginia, when my kindergarten class was 100% African American.

Most of the families we work with in the MEP struggle to make ends meet.  Many are doubled, tripled, even quadrupled-up in apartments; parents work incredible hours for low wages; lack of transportation is a constant issue; internet access is growing--slowly--but still not the norm.

My students face many equity issues at school.  They are tracked into lower-level classes.  They are over-represented in Special Education.  They miss out on opportunities like field trips and camps because their families can't afford it.  They don't get to play sports or musical instruments in high school.  Counselors don't believe they can go to college, and may believe they and their parents don't care about school.  Teachers assign homework that requires the use of technology students don't have at home.  I am sure Harry Bloom will tell us wonderful stories about the access projects at SDCOE, but believe me--it is a very SLOW process.

My students' primary languages (not just Spanish, but indigenous languages too) are not valued and are even degraded by the culture of the school.  As a result, their culture is devalued.  This is devastating on many levels: it lowers self-esteem; kids miss out on learning about their rich historical and cultural heritage; a wedge sometimes forms between parents and children as children lose their home language.