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In the sweltering gym of my local high school, very deserving seniors collected trophies, plaques and scholarships during the senior awards assembly/graduation practice. I spent this morning with the other picture-snapping parents in the bleachers watching the festivities. A few deserving students needed help carrying their treasures as their names were read repeatedly, but in contrast the majority of students sat passively, observing and following the rules. Today was a time to sit still, but looking at those bored students I wondered how many times they sat in classrooms passively consuming content during the past four years. To get students college- and career-ready, we need more than passive listening in our classrooms; we need students using the tech tools they will be using in the real world. I am a flag-waving fan of the bring-your-own-technology model — BYOT — for many reasons, but student engagement is No. 1. read more...
8 Free Collaboration Tools for EducatorsBy Bridget McCrea06/05/13 Ready to bring collaboration into your classroom? Here are eight free apps and tools you can use to get students working -- and learning -- together, in and out of the classroom. (Note that while some of the app developments may charge for "premium" versions of these products, all of the following apps are free to use at a basic level). Flowboard. A free touch-publishing mobile app, Flowboard lets students create, publish, and share their work and ideas via their iPads. Users choose a template (Flowboard offers free ones, or students can customize their own) and then use it to create vacation photo journals, classroom presentations, and other publishable content. Flowboard also pulls photos and videos directly from camera rolls, Facebook, Instagram, and YouTube.Google Drive (formerly Google Docs). Google’s free online document creation and editing app is popular among instructors that want to collaborate with students, colleagues, and other individuals in “real time” online. Users with editing and review privileges (granted by the original creator of the doc) can view all changes and contribute their own edits to the documents.Google+ Hangouts. This free app lets users connect with friends, students, professors, and others who want to “hang out” online. Tara Ross, a political science professor and chief academic officer in Sarasota, FL., likes the app’s video chat and group chat features, which she uses on her laptop or iPhone (via a mobile app). "I can use Hangouts to videoconference with several people at once,” said Ross, “and because it’s mobile, I use it a lot while traveling."Join Me. A free screen sharing tool that instructors like Ross use to share their computer desktop with students and colleagues. The free version of the app accommodates up to 10 meeting participants and includes screen sharing, Internet calling, chat, and other features. "It’s useful if a student is struggling with an assignment,” said Ross, “or if I need to collaborate with a colleague on a project."OpenClass. This is a free and open learning environment that helps stimulate social learning and the free exchange of content. OpenClass integrates with Google Apps for education and serves as a learning management system (LMS) for instructors who want to organize their scheduling, course management, gradebooks, social learning environments, and educational content.Citrix Podio. Free to users who have a verified university email address, this app provides a collaborative platform that can be used on a computer or through the iOS, Android, and Blackberry mobile operating systems. Students can work in real-time with classmates to coordinate student groups, complete class projects, and organize research. A student at Fordham University RETC in New York used Podio to create custom apps that help the school track and monitor its technology assets. (Read more about the student’s use of Citrix Podio here.)ResearchGate. Developed by a scientist who had a hard time collaborating with fellow researchers, this free social network allows scientists, professors, and students to share and collaborate on research projects, build their reputations, and advance scientific progress.SocialFolders.me. Calling itself a “Dropbox for social,” this free tool helps students manage their content across various social networks. The app connects to the user’s favorite social sites and allows him or her to manage, back-up and sync photos, videos, docs, and other items in a centralized place. About the Author Bridget McCrea is a business and technology writer in Clearwater, FL. She can be reached at bridgetmc@earthlink.net.
Tuesday, 6/25/2013, 5:15pm–8:15pm, SACC 006CD
Larry Anderson, National Center for Technology Planning with Kathy Anderson
An audit shouldn't be feared, but enjoyed. Join us in this workshop as we learn how to make a technology audit fun! Fee:$99 ($109 after May 1)Lab Environment:No LabTheme/Strand:School Improvement—Assessing Technology Integration ProgramsAudience:Technology Coordinators/Facilitators, Chief Technology Officers/Superintendents/School Board MembersGrade Level:PK-12Audience Skill:AllNETS•S:2- 5NETS•T:2, 4, 5NETS•A:1- 5NETS•C:1- 4E-mail:larry@nctp.comPurpose & Objectives As a result of attending this workshop, participants will:
•• understand the basic meaning of a technology audit
•• understand the purpose of a technology audit
•• be able to delineate a comprehensive technology audit from a simple, routine technology audit
•• comprehend the steps needed in order to achieve a meaningful technology audit
•• perceive the benefits that come from a comprehensive technology audit Far too often, we "run scared" when we hear the word, "audit." It holds a very negative connotation. Somehow, we have come to believe that there is the element of fault or wrongdoing associated with an audit. Such is not the case -- not at all! Thus, the purpose of this workshop is to demystify the notion of audit, specifically with regard to technology. Further, we shall seek to change the common feeling of fear toward audit to one of welcoming, anticipation, and positive excitement. The presenter will take a methodical step-by-step approach toward looking at the technology audit as an activity associated with school improvement. Participants will be helped to see the positive benefits, as well as the many ways that the entire school community can participate in this activity--all for the betterment of the education society. The presenter wrote a highly-sought book, "Technology Audit Survivor's Guide," in late 2004. It is currently under revision, based upon feedback from school-based practitioners. Free copies of this book will be offered to participants in this session. I watch the program material each year at the ISTE conference to see if the concept of technology audit is covered--and find nearly nothing available for attendees. This is crucial information that simply MUST get into the hands of ISTE members! The audit is essential to educator accountability; thus, it seems only right that ISTE will take the lead in ensuring that members know the best strategies for ensuring a meaningful audit of their technology usage. Outline I. Introduction of the presenter II. Introduction of the topic III. History/Background of technology audit IV. Who wants an audit, anyway?
• Legislative mandates
• Accountability V. What triggers an audit?
• Internal triggers
• External triggers
• Incidental triggers VI. Where do you begin?
• Logical steps
• Personnel involvement VII. Types of audit
• Internal audit
• External audit VIII. Levels of audit
• Level I
- Components
- Frequency
- Contents/schedule
- Level of preparation
- Relative cost
- Length of on-site visit
- Letters of assurance/compliance
• Level II
- all elements of Level I, plus...
- Completely comprehensive
- Extensive & more expensive
- Components IX. Phases of an audit
• Phase One: Getting Ready
• Phase Two: On-Site Visit
• Phase Three: Results & Follow-Up X. Scope of an audit XI. Data Collection & Analysis
• Data collected by auditors
• Tools
- Forms
- Software
• Data collection process XII. Roles/Responsibilities
• Superintendent
• Principal
• Technology Coordinator/Director
• Classroom teacher(s)
• Parents/Community
• Students
• School Board Member(s)
• Support staff
• Auditors
• Summary XIII. Choosing an auditor
• Auditor team
- Lead auditor
- Auditor assistant
- Data manager
- Others XIV. What does an auditor do?
• Expectations
• What does an auditor NOT do?
• How does an auditor prepare for the audit? XV. Results/Reports
• Results categories from auditors
• Reports filed by auditors
• First reports, then action XVI. Benefits of a technology audit XVII. Resources Supporting Research Unfortunately, so little has been written on this topic, specifically relating to technology audits in education, that the research list is practically non-existent. However, a rather healthy body of research has been reported in the world of information technology, especially in the corporate world. Anderson, L.S. (2004). Technology Audit Survivor's Guide. NCTP Press: Tupelo, MS. ISBN 0-9764901-0-2 Gallegos, F. et al. (2004). Information Technology Control and Audit, Second Edition. Boca Raton: CRC Press. Kennedy, Gregor E. (September 2003). An institutional approach to the evaluation of educational technology. Educational Media. Vol. 40, Numbers 3-4, pp. 187-199 Presenter Background As Founder/CEO of the National Center for Technology Planning, I have worked with thousands of schools around the world on not only their technology plans, but also the accountability piece - to help them ensure that they are making best use of the technology facilities, resources, and plans in place. Too, I have presented at NECC/ISTE each year since 1994; thus, have a great many people who show their faith in the high-caliber materials written and distributed by NCTP. I do not take this responsibility lightly. I am the author of the premier, definitive book on educational technology audit ("Technology Audit Survivor's Guide") that is in use in hundreds of schools, colleges, and universities around the world. I bring this expertise to the workshop arena and share not only the concepts I have learned, but also engender opportunities for practitioners to discuss their situations, needs, and solutions. This process is relished in each venue in which this workshop is presented.
Three core elements that often mean the difference between high-performance success and eventual failure: innovation, customer centricity and collaboration.
How love fuels creativity and 6 other ways to free your mind to do its best work. Creativity can seem innate, but like many things, it is actually a delicate balance of nature and nurture. In other words, creative thinking can be enhanced by external forces, and isn’t necessarily reliant on “good genes” or natural ability. Luckily, new research points the way to a variety of mental and environmental approaches that can help us improve our creative output: Read about: 1. Restrict yourself 10. Re-conceptualize the problem 11. Separate work from consumption 100. Stay positive 101. Use counterfactual thinking 110. Daydream...after getting started 111. Think about others
Transforming Data to Information in Service of Learning
Tuesday, May 21, 2013, from 10:00-11:30 am ET
National Press Club
Murrow/White/Lisagor Room
529 14th St, NW | Washington, DC 20045 #data4learning Reserve your seat Register to watch it live While states, districts, and schools have long collected certain education data for accountability purposes and in an attempt to be more data-driven, there is growing interest in leveraging new digital learning tools, online services, educational "apps," and other technologies in the classroom. Yet, for all the data available to us through technology, school leaders and educators still lack the ability to easily transform that data to information to help guide decisions about instruction, school administration, and operations. Simply put, education data and information systems need to be in service of learning.
SETDA developed this new report, "Transforming Data to Information in Service of Learning," to raise awareness about the major K-12 data standards and interoperability initiatives underway to address this gap and to offer recommendations for how K-12 education can become more responsive to educators and better targeted toward individual student success. The report will help education leaders understand the context for these interoperability initiatives and their relationship to teaching and learning. The widespread implementation of new and emerging interoperability initiatives will be instrumental to realizing the full potential of technology in education. Speakers include: Douglas Levin, Executive Director, SETDAChristine Fox, Director of Educational Leadership and Research, SETDARichard Culatta, Acting Director, Office of Educational Technology, US Department of Education Neill Kimrey, Director of Digital Teaching and Learning, North Carolina Department of Public InstructionKayla Siler, Policy and Planning Analyst, North Carolina Department of Public InstructionJames Yap, Director of Technology, Byram Hills School District, New York Read more or register
Apple’s app store and its thousands of iOS education apps have long dominated the K-12 education market, but this may not be the case for long. Today at the sixth annual Google I/O event, the company announced their Google Play for Education, an app store designed for teachers, to launch in the fall just in time for back to school season. Developers can submit apps for the store this summer. Read more...
A couple of days ago, I got into one of those short-ish yet interesting Twitter back and forths with a few folks in my network. In a nutshell, it revolved
Design Thinking is a mindset. Design Thinking is the confidence that everyone can be part of creating a more desirable future, and a process to take action when faced with a difficult challenge. That kind of optimism is well needed in education.
Google Executive Chairman Eric Schmidt says mistakes people make when young can haunt them forever. Read this article by Shara Tibken on CNET News. ------ The Internet needs a delete button, Google Executive Chairman Eric Schmidt said Monday. Actions someone takes when young can haunt the person forever, Schmidt said, because the information will always be on the Internet. He used the example of a young person who committed a crime that could be expunged from his record when he's an adult. But information about that crime could remain online, preventing the person from finding a job. Related stories:Google execs' 'New Digital Age' resists cyber-siren songGoogle's Eric Schmidt zeroes in on new digital ageGoogle Glass for everybody a 'yearish' away "In America, there's a sense of fairness that's culturally true for all of us," Schmidt said. "The lack of a delete button on the Internet is a significant issue. There is a time when erasure is a right thing." Schmidt made the comments during an event at New York University in Manhattan. He and Jared Cohen, director of Google Ideas, spoke with NYU professor Nouriel Roubini about their new book. Cohen said that in the future, an ecosystem will evolve around protecting and monitoring people's online images. Meanwhile, Schmidt said that even with the proliferation of wearable devices, people will still have privacy. Each country will make a decision about how to address the issue, he said, and each nation's policy will be different. Shara Tibken
A leading expert explores the new relationship between man and machine and the challenges that emerge when innovation is decoupled from growth in jobs and incomes. A McKinsey & Company article. “We’re finally getting at that seminal moment in human history when we can talk to our machines and our machines will understand us in regular, natural language,” says Massachusetts Institute of Technology (MIT) professor Erik Brynjolfsson. In this video, he explores the role of big data in business performance, the rise of robotics, and the decoupling of the historical relationship between gains in productivity, incomes, and jobs. He is the coauthor, with MIT research scientist Andrew McAfee, of Race Against the Machine (Digital Frontier Press, October 2011). This interview was conducted by McKinsey Publishing’s Rik Kirkland. What follows is an edited transcript of Brynjolfsson’s remarks.
April 2013 | Volume 70 | Number 7
The Principalship Pages 84-85 Power Up! / The Changing Role of the Technology Director Doug Johnson Like many educators in my current position—school technology directors, chief technology officers, or others who have responsibility for all things that plug in, use batteries, beep, or depend on a digital network—I never imagined this as a job when I was growing up. My high school guidance counselor in 1970 did not suggest this as a career choice because such a job did not exist then. Even when I was hired by my current school district in 1991, my title was "audiovisual director," and I replaced a fellow whose primary tasks were silk-screening school logos on record players, developing black-and-white film, stocking overhead projector lamps, and supervising the guy who fixed 16mm film projectors. Although my previous experience in education was as an English teacher and librarian, my same-age peers have come to technology leadership positions through a number of pathways, with math and science teaching being the most common. As networks and large data systems became mission-critical in the late 1990s, schools began to hire technology directors with computer degrees, often with business rather than education experience. The entire leadership team needs to thoughtfully consider the selection, placement in the organizational structure, job description, and performance expectations of this relatively new job in education. The efficacy of the technology department and its head affects every student, staff member, and parent in the district. Evolving Challenges The job description of the chief technology officer is certainly a moving target. In the last 20 years, technology leaders have never really had the same set of challenges, frustrations, and successes two years in a row. And these shifts will continue, according to Robert Moore of the Consortium for School Networking. His advice to K–12 information technology (IT) leaders: Forget about IT as you know it today.Get ready to outsource IT.Let go of the desire to control.Embrace diversity in the IT environment.Blow the lid off storage limits.Quit saying things like, "A wired network infrastructure will always be necessary because wireless will never be fast enough for everything."1 Outsourcing, loss of control, diversity? Anathema to many formally trained IT folks. But as school leaders who are facing budget crunches come to realize that real cost savings can be had by moving to the cloud and contracting for maintenance, these uncomfortable realities will be the new normal in schools. read more...
Teachers, Youth, and Social Media: Experiments
Teachers, Youth, and Social Media: Experiments (Jon Barilone) A short video interview with Amy Stornaiuolo, a 2012 participant inthe DML Hub?s Research Associates Summer Institute, on challenges thatarise in adapting social networking to an educational setting,especially when young people are interacting with others whom they'venever met before: http://bit.ly/ZBcXlL. ------------------------Excerpt from "Teachers, Youth, and Social Media: Experiments" The teachers needed to take a more facilitative role where theyactually got in and worked with the students and tried to developcritical digital literacy practices around the network. But theydidn't feel comfortable doing that, and it really linked to theirbelief that social networking and these kinds of social practices?werethings that were separate from that traditional academic work.------------------------ To learn more about the DML Hub's Research Associate Summer Instituteprogram, visit http://dmlhub.net/initiatives/summer-institute.
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A Minnesota district's ed-tech professional-development strategy emphasizes how-to videos and support from technology-integration specialists. Anna Wilcek was comfortable instructing her students on how to interview residents of a nearby retirement community and write biographies of those people. How to integrate technology into the project was another story. The 6th grade teacher recalls asking, "What ideas do you have for me?" during a recent face-to-face workshop with Wayne Feller and Kristin Daniels, the technology-integration specialists in the 8,500-student Stillwater Area Public Schools, in Minnesota. The collaborative, technology-driven nature of the relationship between teachers and the technology coaches is the hallmark of what the Stillwater district calls "flipped professional development." Known as job-embedded coaching in educational leadership circles, flipped PD offers face-to-face support and personalized online resources, such as how-to videos on using interactive-whiteboard software or the iPad's multi-tasking bar. Teachers watch the videos to find new or better approaches and then discuss developing those approaches with the technology-integration specialists. read more,,,
The Computer Information Systems department at Bentley University (MA) transformed an old computer lab into a collaborative learning space known as the CIS Learning and Technology Sandbox.
DataWind completed the delivery of Aakash-II tablets to IIT-B students recently. Edex caught up with Suneet Tuli, CEO and president, on the miracles technology can churn in the education space. Tell us about latest developments at DataWind and what Aakash-II offers to Indian students? We have recently completed the delivery of one lakh Aakash-II low-cost computing access devices to IIT-Bombay much before the deadline — June 6. Aakash-II has all the necessary content and applications embedded required for teaching and learning purposes.... Read more...
Conference Registration Fee: $ 125.00 June 19-20,2013 Conference Registration fee covers: both conference days, lunch and snacks, vendor exhibits, keynotes/featured sessions and access to all breakout sessions.
Arkansas Department of Education recognizes Hot Springs Technology Conference as a source for teacher "technology" in-service hours. Attendees will be provided a certificate of attendance at the conference.
List of initiatives to help districts and states work with data from "Data to Information" report.
FOR IMMEDIATE RELEASE Transforming Data to Information in Service of Learning
– Attention to Privacy and Security of Student Data Critical to Advancing K-12 Education, Personalizing Student Learning in Digital Age – May 21, 2013 (Washington, DC) – School reform and improvement efforts require an information technology infrastructure in service of learning and student success. Yet, digital learning tools and services can frustrate educators. Consider that: Teachers may have to remember multiple logins and passwords to access classroom resources or compile data on student activities, since each tool employs its own authentication process;Online and digital learning resources abound, but it can be difficult for teachers and students to sort through them to find the ones that are high-quality and standards-aligned; and,Educators lack a simple way to display potentially useful data in real-time, in insightful ways, when it is most relevant. To raise awareness about many of the major K-12 data standards and interoperability initiatives underway to address these and related issues, the State Educational Technology Directors Association (SETDA) today released a new report entitled, Transforming Data to Information in Service of Learning. SETDA developed this new report to help education leaders understand how technical interoperability initiatives relate to teaching and learning and to offer recommendations for how states, districts, and schools can become more responsive to educator needs and personalize learning for students. The initiatives profiled in this report focus on ensuring consistent data definitions across schools, enabling the sharing of information across school data systems, and facilitating the search and discovery of education resources on the internet. “The widespread implementation of new and emerging interoperability initiatives will be instrumental to realizing the full potential of technology in education,” said Douglas Levin, SETDA executive director. “Our intent is that this report serve as an opening to a deeper and sustained conversation about how to make this happen.” “Data holds tremendous power to unlock tools and resources for teachers and students to better personalize teaching and learning,” said Illinois State Superintendent of Education Christopher A. Koch. “In Illinois, we are pursuing initiatives that make technology more accessible and effective for our schools, and I applaud SETDA for their efforts to examine how we can bring the digital experience more safely and effectively into the classroom.” In a context where there is growing interest in leveraging new digital learning tools, online services, educational "apps," and other technologies in and out of the classroom for learning, the SETDA report offers three recommendations: Develop a consensus-based, long-term vision and roadmap for interoperability to ensure investments in technology and digital learning are cost effective and meet educator and student needs.Establish an ongoing mechanism to certify best practices and address transparency related to the privacy and security of student data.Address data standards and interoperability issues with vendors as part of state and district procurement processes for educational technology and digital learning solutions, including for the adoption of free solutions. “Getting the right information to educators and families at the right time is vital to the learning experience of every student,” said New York Education Commissioner John B. King. “New York is committed to bringing education technology resources to our schools and classrooms to help our students develop the skills and knowledge they need to succeed. SETDA’s report illustrates the need for states and districts to work together to make sure educators and parents understand and participate in measures to safeguard student data.” While there are many organizations working on these issues now, the report asserts that new leadership will be required from the federal government, state governments, school districts, nonprofits, and the technology industry to make needed advances.
In a new TED talk, Adam Frankel, creator of Digital Promise, discusses how technology can help scale-up personalized learning and scale school innovation.
SIIA Announces Top Innovators in Education Technology Four technology solutions receive top honors in SIIA’s Innovation Incubator Program WASHINGTON, D.C. (May 8, 2013) – The Software & Information Industry Association (SIIA), the principal trade association for the software and digital content industries, this week recognized four education technology solutions with five key awards for their originality, innovation, and industry promise.
During SIIA's bi-annual Innovation Incubator Program, held in connection with this week's SIIA Ed Tech Industry Summit, simCEO and See.Touch.Learn. were voted by 350 attendees as being the Most Innovative and Most Likely to Succeed, respectively. Citelighter was voted runner-up for Most Innovative, and scrible was voted runner-up for Most Likely to Succeed. Citelighter also earned the Educator’s Choice Award based on votes from educators across the country.
The Innovation Incubator Program supports innovation in the education technology industry by raising the profile of promising new technologies while connecting these innovators with captains of industry for mentorship, expert advice, investment opportunities, and partnerships to support growth.
Applicants were assessed for the Innovation Incubator Program on a broad range of criteria, including the education focus, end-user impact, market need for the innovation, representation of K-12/postsecondary market levels, and the level of originality and innovation. Ten finalists were selected for the program.
“This field of Innovation Incubator participants shows tremendous promise for shaping the future of technology in education,” said Karen Billings, vice president for SIIA’s Education Division. “These companies are true leaders in developing the technology-rich teaching and learning solutions educators need and want.” Read winner descriptions...
OET is piloting a new Learning Registry "viewer" to make it easier to find digital resources. The viewer makes it easier to navigate the ocean of educational resources, but we need your feedback!
Ten Keys to Facilitating Authentic Learning Posted by Drew Schrader on May 6, 2013 If you have had to spend more than 15 minutes with me in a professional setting recently, you have probably heard me make a distinction between principles and practices. I've had the chance lately to have a lot of conversations of this sort lately about PBL, PrBL, inquiry, and leading professional learning. For what its worth, here's my list of principles to leading authentic learning: 1. Engage them in meaningful problems and give them the work 2. Give them the time 3. Help them articulate criteria for success read more...
As an online community of practice, epic-ed provides a dynamic environment where educators can collaborate, share their expertise, and have access to resources to strengthen their ability to plan, implement, and sustain technology-enabled learning initiatives. The Initiative map is a web-based tool for identifying schools and districts who have launched successful initiatives in digital transition, i.e., 1:1 computing. This form is designed to collect and share insights about your visioning, planning, and implementation processes. The results of your data can be immediately seen via epic-ed’s Initiative map. This tool will help you to share your experience while gaining insight into experiences of others around the nation.
Nine in 10 elementary, middle and high school students believe mobile devices will change the way kids learn, Pearson survey finds.
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