Mal Lee and Roger Broadie
Mal Lee and Lorrae Ward published their research on the growing school – home nexus in 2013 in their ACER Press publication Collaboration in Learning: Transcending the School Walls. That work not only examined the nature of the collaboration in case study schools in the UK, US, NZ and Australia and its many benefits, but also the importance of developing a mode of schooling and teaching apposite for an ever evolving digital and increasingly socially networked world.
Lee elaborated upon that work in ‘Digital Technology and Student Learning’ (2014) and fleshed out how schools in their genuine collaboration with their homes could markedly improve the student learning. By
- improving the home – school collaboration
- empowering the parents and students and furthering their understanding of what is being learnt outside the classroom
- making learning more relevant and attractive
- lifting time in learning
- adopting more individualised teaching
- making greater use of peer supported learning
- teaching more in context and
- making apt use of increasingly sophisticated technology
the belief was schools should be able to markedly improve each child’s education.
The intention here is not to elaborate upon that work nor is it to repeat the points made in ‘Home – School – Community Collaboration’ (Lee and Broadie, 2016), but rather to comment on the developments that have occurred since writing the earlier works, and to place the developments in context.
What is increasingly apparent is that genuine home – school collaboration and teaching and learning that transcends the classroom walls is primarily a feature of a higher order mode of schooling. It is likely to be found only in those schools that have a digital operational base, recognise the learning happening outside the school walls and which are of a mind and have a culture accepting of genuine collaboration. While as indicated (Lee and Broadie, 2016) educational leaders and governments have for decades extolled the benefits of home – school collaboration and spent vast monies and efforts in the quest, genuine collaboration – except in some niche school settings – doesn’t take hold until schools have gone digital, begun to socially network and are of a mind to nurture the desired collaboration.
What is also clearer is that genuine collaboration between the school, its homes and community is critical to the on-going digital evolution of schools, the shaping of school ecosystems that merge the expertise and resources of all the teacher’s of the young and in time the development of a curriculum for the 24/7/365 mode of schooling. Until schools are ready to collaborate, to listen to their homes and the young, to value the contribution all parties can make to the 24/7/365 teaching of the young and have in place a culture and digital infrastructure that will facilitate the collaboration they have little chance of creating and resourcing the desired ever evolving school ecosystem or of providing an instructional program for a socially networked community, that successfully involves all the teachers of the young. Rather the schools will continue as insular, site fixated teacher controlled organisations, increasingly divorced from the real world.
Genuine collaboration is thus one of the critical steps in the school’s digital evolution.
With the benefit of hindsight and the opportunity to examine the operations of schools that have moved beyond the Digital Normalisation stage it is also clearer that in genuinely collaborating with the student’s homes and the community in improving the education provided the schools will – without any significant extra effort or expense – also simultaneously enhance the school’s
- social networking
- administration and communication
- marketing and promotion, and
- growth and viability.
Genuine collaboration with the school’s clients in the school’s prime business – the holistic education of its young – will in a digitally based, socially networked school largely naturally fuel the growth of the total school ecosystem.
While the silo like nature of traditional schooling inclines one to consider the teaching and learning – the educational element – in isolation, the situation within increasingly integrated evolving complex adaptive systems obliges all associated with the school, but in particular its leaders to always look at the integrated totality, and how the enhancement of a critical facet of the ecosystem will likely impact all the other parts.
Within an integrated school ecosystem the old division of operational responsibilities largely disappears. The focus is on the desired learning, with the school looking to use whatever it deems appropriate to enhance that learning. It matters not if it makes use of a community organisation, a communications tool, a student team, an online resource or a combination of ‘resources’. What matters, is the desired learning.
Achieve genuine collaboration in the learning and the school will be well positioned to continually grow its total ecosystem and productivity.
- Lee, M and Ward, L (2013) Collaboration in learning: transcending the classroom walls, Melbourne ACER Press
- Lee, M (2014) ‘Digital Technology and Student Learning’, Educational Technology Solutions – July 15 2014
- Lee, M and Broadie, R (2016) ‘Home – School – Community Collaboration’, Digital Evolution of Schooling July 2016 – http://schoolevolutionarystages.net/?m=201607