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Bloomin' Apps

Bloomin' Apps | Educational Technology: Leaders and Leadership |

Attempt to align updated Blooms Taxonomy with some common SM and web applications

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Educational Technology: Leaders and Leadership
Leaders, Leadership and Best Practice in K-20 Educational Techonology
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New School Leaders' Standards Released for Public Comment->ISLLC

New School Leaders' Standards Released for Public Comment->ISLLC | Educational Technology: Leaders and Leadership |
By Denisa R. Superville on September 15, 2014

A heavy emphasis on instructional leadership, along with a focus on the social aspects of learning—such as a recognition of factors outside of the classroom that impact students' education—are among the major changes included in the revised school leaders' standards released on Monday.

The standards, known as the Interstate School Leaders Licensure Consortium Standards—or ISLLC—describe what school leaders (principals, assistant principals, superintendents, and other district heads) should know and demonstrate in order to prepare students for college and the workforce.

Spearheaded by the Council of Chief State School Officers and the National Policy Board for Educational Administration, the ISLLC "refresh" is meant to ensure that "the current roles of leaders as well as the current research are reflected in the standards," said Michelle D. Young, the executive director of the University Council for Educational Administration and a professor of educational leadership and policy at the University of Virginia, who serves on the National Leadership Preparation Standards Committee.

The benchmarks are used  nationally to guide state and district policies, forming the basis of principal preparation programs, professional development, and evaluations, among others.

The standards, first released in 1996, were last updated in 2008. In the intervening years, the job of the school leaders, primarily that of principals, has become increasingly more complex, largely due to changes in state and federal policies, through the waivers to the No Child Left Behind Act, the Race to the Top competitive grant program, and initiatives aimed at increasing principal and teacher effectiveness, assessment, and graduation standards.

"The primary goal of these standards is to articulate what effective leadership looks like in a transformed public education system," according to the draft released for public comment on Monday. "The standards envision public schools that empower every learner to take ownership of his or her learning, that emphasize the learning of content and application of knowledge and skill to real-world problems, that value the differences each learner brings to the learning experience, and that leverage rapidly changing learning environments to maximize learning."

The revised set of standards has increased to 11 from six. They include all of the broad categories contained in the 2008 version—vision, mission and goals; teaching and learning; managing organizational systems and safety; collaborating with families and stakeholders; ethics and integrity; and the educational system.

But the new version responds to the increasing volume of research and emphasis that have been placed on the social aspects of education, with the addition of categories like community of care for students, communities of engagement for families, and equity and cultural responsiveness.  There is also a renewed focus on ethical leadership.

The revised standards are "very, very explicit about the complexity of the job and all the things that school leaders are dealing with, today in 2014, and moving forward," said Jacquelyn Wilson, the director of the Delaware Academy for School Leadership at the University of Delaware, and a co-chair of the committee that oversaw the "refresh" of the ISLLC standards.

Adoption of the standards is voluntary. Some states adopt them as written; others tinker with them to fit their states' vision. In the last go-around, 45 states and the District of Columbia adopted or adapted the ISLLC standards. The others—Alaska, Colorado, New Mexico, Oklahoma, and Texas—adopted their own set of leaders' standards.

That, according to Jody Spiro, the director of educational leadership at the New York City-based Wallace Foundation, which donated $1 million toward the revision efforts and the development of the first ever standards for principal supervisors, is still an improvement.  Before the initial release of the ISLLC standards in 1996, there were no uniform standards.

In the previous version, instructional leadership was addressed mainly in Section 2. Now, it  is incorporated into three categories: instructional capacity,instruction, and curriculum and assessment.

Each  category then delineates the functions that a principal or school leader should engage in. For example, under instructional capacity, school leaders are expected to recruit and hire effective teachers, develop the capacity of the staff, both individually and collectively, and provide human, financial, and technological resources to help the staff develop.

"What we have tried to do in this version of the ISLLC standards is to really begin to unpack what the expectations [are] for practice in a way that principals can have a much better sense of what they should be [doing] with their time," Young said.

Three other categories address the care of teachers and students.  Under "communities of engagement for families," school leaders are expected to promote an understanding and appreciation of the school's cultural, social, and intellectual diversity and build positive relationships with families and students' guardians.  Under "equity and cultural responsiveness," school leaders are expected to address issues of "student marginalization; deficit-based schooling;" limit "assumptions about gender, race, class, and special status," and promote cultural understanding.

"We have been talking a lot more about personalizing learning in order to help all students learn and to address the achievement gaps that we have in different groups of students," said Janice Poda, the strategic initiative director at the CCSSO, "and so the beginning of that is to think about understanding what those needs are, understanding the different cultures that students come from, and the next step would be to provide the kind of instruction they need in order to learn at higher rates. It's our attempt to make people more aware of those needs, to understand those needs, and to then be able to address them."

For the first time, the public will be able to comment on the standards before they are adopted. The public comment period begins today and continues through Oct. 10.

Spiro, from the Wallace Foundation, said that the foundation was pleased with the comprehensive nature of the process, which involved every stakeholder—from researchers, policymakers, practitioners, and, now, the public.

"It's such a nice mix of making sure that the standards are grounded in the research, that [they] are also grounded in the realities of the lives of the practitioners and those who use these standards, and then the third part of  it is, of course, what's happening now—opening this up for public dialogue and discussion and vetting and then taking the reactions that come from this vetting period to improve the standards and make them even better."

The standards are expected to be released early next year.  Here is a copy of the refreshed standards: Draft 2014 ISLLC Standards 09102014.pdf. The survey can be found here.

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ConnectED Splash Page

ConnectED Splash Page | Educational Technology: Leaders and Leadership |

In February 2014, Sprint joined the White House and other leaders in the technology and telecommunications community to announce its participation in the ConnectED initiative – a collaborative effort designed to reduce the digital divide. Sprint has committed to provide high-speed wireless broadband service for up to 50,000 students at schools across the country starting in August 2014 and over the next four years. These students will have access to Sprint's high-speed wireless broadband Sprint Spark service outside the classroom – allowing them to take advantage of the mobile learning curriculum and resources of their educational institutions.

Schools and school districts interested in applying for a Sprint ConnectED Grant that will provide their students with 4 years of free Sprint Spark service to use outside the classroom click HERE to apply.

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Adobe Education Exchange

Adobe Education Exchange | Educational Technology: Leaders and Leadership |

Adobe has committed over $300 million in software and professional development services to theWhite House's ConnectED initiative. As part of this $2 billion+ effort from the private sector, Adobe will deliver creative tools and teacher professional development to schools across the United States—all with the goal of helping youth express their creativity and build their skills for future success.

Adobe's donation includes:

Creative tools: Adobe Photoshop Elementsand Adobe Premiere Elements (30 licenses for each product per school)eLearning tools: Adobe Presenter 30 licenses per school) and Adobe Captivate (10 teacher licenses per school)Electronic signature tool: Adobe EchoSign(20 seats for teachers and administrators


In addition, Adobe is providing a range ofteacher training resources from the Adobe Education Exchange and Adobe Youth Voices

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ASCD EDge - Against Technology (the word)

ASCD EDge - Against Technology (the word) | Educational Technology: Leaders and Leadership |


Ubiquitous in every sphere of education; the word “technology” is splattered loosely.    No subliminal messaging here, the term is to mean that schools with wifi, tablets, one to one laptop programs, and  smart boards are preparing students for the future.   Simply having a computer doesn’t mean that the curriculum and instruction are contemporary and relevant.    Students can be using the internet to research irrelevant and dated content. A word processor does not ensure quality writing competence.    When a group of middle school students runs around campus with flip cameras, it is unlikely they will produce a first rate documentary.    Perhaps there is some kind of magical thinking, that digital tools will prompt innovative outcomes.   I share this concern as a firmly committed advocate for the modernization of learning opportunities.    

 Most telling is our current obsession with dated assessment forms.  Teachers are not encouraged to innovate when their institutions are pushing time traveling to the past.  Although mission statements are packed with phrases like “tomorrow’s school” and “careers of the future” and “global preparedness”, the truth is that all fifty states in my country value assessments that are basically identical in format to those used thirty years ago.   Multiple choice, short answer essay prompts to de-contextualized paragraphs are the raison de vivre.   Some national publishers are creating on-line testing, but the items are still the same type as those used when standardized testing first was developed.    Certainly our learners need ACCESS to the global portals and dynamic applications available through digital media in order to become literate and connected, but access is insufficient. 

We should pay attention to school faculties, leaders, and individual teachers who are actively and boldly upgrading curriculum content to reflect timely issues and problems and crafting modern assessments such as digital-media-global project based learning opportunities.   Website curation, app design, global network research, and video/audio production are indicative of modern learning environments not only for students but for their teachers as well.    What might happen if in our discourse we replace the loose use of the word technology with the phrase contemporary learning environments?

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Organizing Algorithms, Calculated Publics in Digitally-Mediated Education | DMLcentral

Organizing Algorithms, Calculated Publics in Digitally-Mediated Education | DMLcentral | Educational Technology: Leaders and Leadership |

Recent news reports have begun to reveal how various analytics companies are now data mining millions of children. The learning analytics company Knewton, for example, claims that 4.1 million students are now using its proficiency-based adaptive learning platform, which has served 3.5 billion total recommendations between May 2013 and May 2014 alone. The role of these predictive analytics platforms and recommender systems in education is increasingly causing political and parental concerns, largely related to privacy. Less acknowledged, however, is the increasingly autonomous and automated capacity of the software algorithms working in the background of these platforms.

Algorithms have become powerful devices in digitally-mediated education. They are present not only in the predictive analytics and recommender systems of adaptive learning platforms, but in the social networking sites where ‘networked publics’ hang out, in the information practices deployed in inquiry learning, in techniques of digital making, and in the ed-tech software promoted in classrooms. To put it bluntly, algorithms are now deeply embedded in the governance of education and learning—where governance means the techniques by which people’s actions, thoughts and ways of conducting themselves are evaluated, shaped and sculpted.

So what do algorithms do, how much power do they have in the social ordering and governance of education, and how might they be influencing the lives of learners? Some recent publications can help us to begin addressing these questions.

What Algorithms Do

In the recent book "9 Algorithms that Changed the Future,” the computer scientist John MacCormick defines an algorithm simply as “a precise recipe that specifies the exact sequence of steps required to solve a problem.” In computer science specifically, he explains, algorithms are the fundamental entities that computer scientists grapple with to accomplish a task, and without them, there would be no computing.




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Why Some Schools Are Selling All Their iPads

Why Some Schools Are Selling All Their iPads | Educational Technology: Leaders and Leadership |

For an entire school year Hillsborough, New Jersey, educators undertook an experiment, asking: Is the iPad really the best device for interactive learning?

It’s a question that has been on many minds since 2010, when Apple released the iPad and schools began experimenting with it. The devices came along at a time when many school reformers were advocating to replace textbooks with online curricula and add creative apps to lessons. Some teachers welcomed the shift, which allowed their students to replace old poster-board presentations with narrated screencasts and review teacher-produced video lessons at any time.

Four years later, however, it's still unclear whether the iPad is the device best suited to the classroom. The market for educational technology is huge and competitive: During 2014, American K-12 schools will spend an estimated $9.94 billion on educational technology, an increase of 2.5 percent over last year, according to Joseph Morris, director of market intelligence at the Center for Digital Education. On average, he said, schools spend about a third of their technology budgets on computer hardware.

Meanwhile, the cost of equipment is going down, software is improving, and state policies are driving expectations for technology access. “It’s really exciting,” said Douglas Levin, executive director of the State Educational Technology Directors Association, “but at the same time it’s really challenging for schools to have confidence when they make a decision.”

iPads have so far been a gadget of choice at both ends of the economic spectrum: in wealthier schools with ample resources and demand from parents, and in low-income schools that receive federal grants to improve student success rates. Last fall, enthusiasm for the Apple device peaked when Los Angeles Unified Schools, the second largest system in the nation, began a rollout out of iPads to every student.

However, the L.A. district quickly recalled about 2,100 iPads from students. At the end of the school year, leaders announced that schools would instead be allowed to choose from among six different devices, including Chromebooks and hybrid laptop-tablets. L.A. schools weren’t the first to falter: At the beginning of the 2013-2014 school year, Guilford County Schools in North Carolina halted an Amplify tablet program, and Fort Bend, Texas, cancelled its iPad initiative.

Hillsborough took a different approach. During the 2012–2013 school year, the district executed a comparative pilot, giving iPads to 200 kids and Chromebook laptops to an almost equal number. As other schools rushed into programs they would later scrap, Hillsborough took a more cautious approach, hedging its bets and asking educators: How can we get this right?



J. Mark Schwanz's curator insight, August 6, 11:38 AM

Hillsborough took the more balanced and comparative approach. "How can we get this right?" is the key question. Which device is best all depends on the teachers and students use.

Rebeckah Winans's curator insight, August 8, 10:45 AM

With funding low, schools can't afford to make shift midstream and yet we can't throw out the ipad with the bath water!

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The Future of Education |

The Future of Education | | Educational Technology: Leaders and Leadership |
What the education of the future will look like -- online classes, tablets, etc.
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5 Things Successful People Do That Others Don't

5 Things Successful People Do That Others Don't | Educational Technology: Leaders and Leadership |
Are your actions leading you to success or failure? Try emulating the 5 characteristics of successful people to achieve long-lasting success.
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ALA Report | Digital Inclusion Survey 2013

ALA Report | Digital Inclusion Survey 2013 | Educational Technology: Leaders and Leadership |

The ubiquity of the Internet poses challenges and opportunities for individuals and communities alike. These challenges and opportunities, however, are not evenly distributed across or within individuals and communities. Equitable access to and participation in the online environment is essential for success in education, employment, finance, health and wellness, civic engagement, and a democratic society. And yet, communities and individuals find themselves at differing levels of readiness in their ability to access and use the Internet, robust and scalable broadband, a range of digital technologies, and digital content.The Digital Inclusion Survey addresses the efforts of a particular set of community-based institutions – public libraries – to address disparities and provide opportunity to individuals and communities by providing free access to broadband, public access technologies, digital content, digital literacy learning opportunities, and a range of programming that helps build digitally inclusive communities.

Below are selected findings from the 2013 Digital Inclusion Survey. Findings are expanded upon in the:

2013 Digital Inclusion Survey National Report, which presents detailed findings from the 2013 survey at the national level, and2013 Digital Inclusion Executive Summary, which offers an analysis of key findings from the 2013 survey.

Also available are an interactive mapping tool that combines community level data with 2013 Digital Inclusion Survey data, specific state pages that offer a state-level view of the interactive map along with selected state data analyis, and issue briefs that offer perspectives on key community issue areas such as broadband, access, employment, digital inclusion, digital literacy, and e-government.

Study Highlights

Public libraries report an overall average of 19.8 public access computers. While city libraries average 40.5 public access computers, rural libraries average 10.1, which is half of the overall average. Suburban libraries average 25.2 computers, while town libraries average 17.6 computers per library outlet.Public libraries report an average download speed of 57Mbps. City libraries report an average subscribed download speed of over 100Mbps and subscribed, as compared to an average subscribed download speed of just over 21Mbps for rural public libraries.Two-thirds of libraries overall report a desire to increase broadband connectivity. However, 58.8 percent of libraries report that budgetary constraints affect their ability to increase bandwidth while slightly less than one-third of libraries report that outside entities make the decisions regarding their branch’s bandwidth.

Nearly all (98.0%) public libraries outlets offer some form of technology training to patrons. City libraries are more likely to offer formal technology training than other libraries. For example, 77.6% of city libraries offer formal computer skills training as opposed to 57.9% of suburban libraries, 47.7% of town libraries, and 32.5% of rural libraries.

Nearly all public libraries (99.5%) reported offering education and learning programs. Almost all (98.4%) offer summer reading programs.A vast majority (95.0%) of libraries assist patrons with important employment resources.Nearly 80% of libraries offer programs that aid patrons with job application, such as interview skills and resume development.A majority of libraries (72.2%) help patrons to access and to use employment databases, as well as to access and use online business information resources (58.9%).Three-fourths of libraries overall offer community, civic engagement, or E-government programs. While 85% of city outlets offer these programs, 70% of both town and rural libraries offer them. Nearly all libraries offer patrons assistance in completing online government forms.An overall majority (57.9%) of libraries conduct health and wellness programs. Nearly half (46.3%) of rural libraries offer these programs, contrasted to the nearly three-fourths of suburban libraries that offer them.Over half (55.9%) of libraries offer programs that promote the development of healthy lifestyles.
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The Educator and the Growth Mindset

The Educator and the Growth Mindset | Educational Technology: Leaders and Leadership |
I am facilitating an in-service on Growth Mindsets for Educators.  I created an infographic, Thinglink, and Slide Presentation of resources that I am sharing below: Thinglink that contains links to...

Via Beth Dichter
Beth Dichter's curator insight, July 26, 11:08 PM

Do you teach your students about growth mindset? Is this a topic of discussion with other staff in your school? Jackie Gerstein has shared three excellent resources in this post that focuses on growth mindset.

She has created an infographic (image above) that looks at fixed mindset and growth mindset, showing how a student may identify based on their mindset.

The next step was putting the infographic into ThingLink and creating links to over 15 resources. Here is the link: ThingLink version of the infographic.

There is also a slideshow that provides additional resources (although some may be repeated in the ThingLink). The slideshow is split into four sections:

* Mindsets

* Historical Background

* The Educator with a Growth Mindset

* Teaching the Growth Mindset to your Learners

Since this post is based on a workshop she provided it is a great resource to share with teachers at your school (or other teachers whom you know). Make sure to check out the resources for students. You may find yourself creating a poster to help your students learn more about growth mindset.

Nancy J. Herr's curator insight, July 28, 4:10 PM

Another nice infographic on mindset

David Baker's curator insight, July 29, 5:32 PM

This will be a valuable tool to share in seminar with my new teachers as we look at their students and how the teacher views their classroom.

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What to do when district mistakes go viral

What to do when district mistakes go viral | Educational Technology: Leaders and Leadership |
At one point or another, school districts find themselves in the glare of a harsh media spotlight. Sometimes a well-intentioned decision backfires.
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Mobile Broadband Equity Poses Challenges for Schools

Mobile Broadband Equity Poses Challenges for Schools | Educational Technology: Leaders and Leadership |
Georgia's Forsyth County Schools district shares what it's doing to provide learning resources to students outside of class.
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What is Learning Analytics? – Infographic

What is Learning Analytics? – Infographic | Educational Technology: Leaders and Leadership |

"Learning Analytics is the measurement, collection, analysis and reporting of data about learners and their contexts, for purposes of understanding and optimizing learning and the environments in which it occurs."

Via Beth Dichter
Jan MacWatters's curator insight, July 20, 1:51 PM

This is definitely something that has piqued my interest to read more. about this topic..

Kiruthika Ragupathi's curator insight, July 20, 7:47 PM

a simple but useful infographic!

John Lemos Forman's curator insight, July 20, 10:55 PM

Muita expectativa mas ainda poucos resultados concretos ... De qualquer modo, esta se formando uma percepção de que o modelo educacional vai ser fortemente impactado nos próximos anos

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Future Ready District Pledge | Office of Educational Technology

Future Ready District Pledge | Office of Educational Technology | Educational Technology: Leaders and Leadership |

United States Department of Education
Office of the Secretary


Dear Superintendent,

As one of more than 14,000 superintendents leading school districts across the nation, you are on the forefront of the transformation of public education. Technology now allows for personalized digital learning for every student in the nation so long as leaders have the technological infrastructure and human capacity in place to ensure success.

The Future Ready District Pledge is designed to set out a roadmap to achieve that success and to commit districts to move as quickly as possible towards our shared vision of preparing students for success in college, careers and citizenship. The U.S. Department of Education seeks to encourage and support superintendents who commit to taking a leadership role in this transition with recognition and resources to help facilitate this transition to digital learning.

In June of 2013, the President launched the ConnectED Initiative to provide 99% of students in the nation with access to high-speed Internet connectivity at the classroom level. Coupled with two billion dollars from the federal E-Rate program, increased flexibility in the use of federal funds, and billions of dollars in additional commitments from the private sector, progress towards improving the nation’s physical infrastructure has already been dramatically accelerated.

However, in order for these resources to leverage their maximum impact on student learning, schools and districts must develop the human capacity, digital materials, and device access to use the new bandwidth wisely and effectively. The Future Ready District Pledge establishes a framework for achieving those goals and will be followed by providing district leaders with additional implementation guidance, online resources, and other support they need to transition to effective digital learning and achieve tangible outcomes for the students they serve.

The U.S. Department of Education is calling on superintendents like you who lead district, charter, and private schools to join us in taking the Future Ready District Pledge and working to develop, implement, and share your technology plan with other districts so they can learn from your successes and challenges along the way.

Thank you for all you are already doing to improve the education for our nation’s students. Do not hesitate to reach out to us for support. We stand ready to help you become a Future Ready district.

Richard Culatta
Director, Office of Educational Technology
Office of the Secretary

Seth Andrew
Senior Advisor & Superintendent in Residence
Office of the Secretary

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Free Software for STEAM Projects | Design the Future - Autodesk

Free Software for STEAM Projects | Design the Future - Autodesk | Educational Technology: Leaders and Leadership |

US secondary schools now have a wealth of resources to inspire students in science, technology, engineering, arts, and math (STEAM) subjects with Autodesk’s Design the Future program, which includes:

Free* Autodesk design software (Autodesk Education Master Suite and Autodesk Entertainment Suite Ultimate)Free project-based curricula (aligned to Common Core, ISTE and many state standards)Free etraining for educatorsFree certification for educators

Autodesk’s Design the Future program empowers educators to help students develop a lifelong love for STEAM subjects with resources developed by educators, for educators. Get started today to introduce your students to the world of design and help students prepare for successful careers! 



President Obama recognizes Autodesk for ConnectED

President Obama discusses the #ConnectED initiative, and how Autodesk and other tech and telecom leaders are helping bring classrooms into the 21st century. Learn more.



Supports creativity and the teaching of critical thinking and problem-solving skills through the use of 2D and 3D software tools.

Helps students see a dynamic connection between science, technology, engineering, arts, and math topics to prepare them for higher education and careers in design-related fields such as architecture, engineering, and digital arts.

Supported by the Autodesk® Digital STEAM Workshop, which aligns to Common Core and ISTE standards, curricula offers educators a new way of teaching project-based learning through technology that supports the design thinking process to introduce students to projects through real-time 3D, storytelling, and short, easy-to-follow videos.

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LinkedIn's SlideShare Goes Completely Free

LinkedIn's SlideShare Goes Completely Free | Educational Technology: Leaders and Leadership |
SlideShare, a platform owned by LinkedIn for sharing presentations, documents, infographics and other files, is now completely free to use. As TechCrunch notes, the optional Pro tiers that existed before... Keep reading →

Via Tom D'Amico (@TDOttawa)
Dr. Gordon Dahlby's insight:


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Leadership through conversations

Two weeks ago, I had the privilege of facilitating a discussion for a webinar for alumni of Georgetown University titled, “Conversations are the Work of a Leader.”

In spite of my limitations as a presenter, there was a lot of appreciative feedback about the messages conveyed: that as senior managers and leaders we need to be connected with our people, and not just through e-mail, newsletters and town hall meetings. We need to get out of our offices, off our executive floors and speak with the people who are doing the work of our companies.

There were poignant comments and questions during and after the webinar, such as, “I wish my boss was listening. He doesn’t get it,” and, “How do we get this message to our senior managers? They spend most of their time talking to each other, not to us.”

There were many similar comments and questions. Clearly this subject sparked interest; people feel strongly that conversations are vitally important. We need to understand that conversations truly are the work of a leader.

There is the adage, “Managers focus are results; leaders focus on people.” That really should be “leaders focus on results and people,” as in today’s hyper-competitive business environment, we must hit our financial goals or we may not keep our jobs. But how are we going to keep our good people energized and engaged if we don’t invest the time to know them as our team members and what is important to them?

Every business is a people business. Our relationships with our clients are essential to our success — with external clients and, equally important, with our internal clients, our people. Yes, we must think of our people as our internal clients. They are the ones doing the work of our companies and they deserve our attention and respect. And the better the quality of our relationships, the better we’ll do as leaders and in our businesses.

Here’s compelling background: Morale in business today is low, witness that 40% of the workforce does not feel appreciated and 70% of the workforce does not feel fully engaged!

In my leadership consulting and coaching work, I repeatedly hear comments like, “I see our top people occasionally — in the lobby of our building. They seldom come out of the executive wing.”

Senior managers spend up to 50% of their time in meetings, and much of their remaining time speaking with each other, on calls, and in front of their computers. Most of their communication is through e-mails and or is delegated to those who report to them.

We have to free ourselves up. We have to make our meetings shorter, more efficient and more productive, and then take the time for conversations with our people.

Read the book “The 100/0 Principle: The Secret of Great Relationships” by Al Ritter. Al tells his story about how he lost his team members. They didn’t want to work for him any longer because he was driving them hard without relating to them as people.

Our people need to feel they are:

Appreciated and valuedHeard, and their ideas matterAn important member of a teamLearning, growing and advancing

Everyone wants to be successful, and their professional development is our responsibility as well as theirs.

Servant leadership is worth studying, as it is a philosophy that can help us be most effective with our leadership responsibilities. It is about serving first, serving those with whom we work, and that is more important than the power and perhaps material possessions that result from our position.

A test of our being a servant leader is whether or not our people feel they are learning, growing and succeeding.

The way we help our people learn, grow and succeed is by being there with them — mentoring, teaching, encouraging, coaching them, helping them feel appreciated, inspired and empowered.

There is a wonderful quotation, “To become truly great, one has to stand with people, not above them.”


Read more


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OpenStax Aims To Bring Free Digital Textbooks to High Schools -- THE Journal

OpenStax Aims To Bring Free Digital Textbooks to High Schools -- THE Journal | Educational Technology: Leaders and Leadership |

OpenStax, which provides free, peer-reviewed undergraduate textbooks and supporting materials for colleges and universities, has set its sights on K-12 education for the first time.

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Leaders Can Change the Mood and Raise Morale

Leaders Can Change the Mood and Raise Morale | Educational Technology: Leaders and Leadership |
Holding the balance between the things that need to be done and the attitude with which they are accomplished is our work. Leaders are the models. And while we cannot control the things that come at us, we do have control over how we feel and react.
Nancy J. Herr's curator insight, August 6, 11:34 AM

Excellent article about how you can affect  teachers and students from day 1. 

NASSP Community of New Principals's curator insight, August 10, 9:14 PM

Teacher morale has an influence on student achievement.  As a new principal, you need to be sure you have the pulse of the morale builders and killers in your building, and do all that you can to raise morale and sustain it at a high level.  Change is difficult, and teachers fear failure. As an instructional leader you  will bring in new ideas, so  be sure you are addressing the emotional needs of teachers in the process.

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Schools Set to Adjust to Revamped E-Rate Policies

Schools Set to Adjust to Revamped E-Rate Policies | Educational Technology: Leaders and Leadership |

The Federal Communications Commission’s recent makeover of the E-rate program is billed as a step toward transforming the fund from one focused on supporting 1990s-era telecommunication tools to one that accommodates 21st-century technologies. Now, school officials are trying to gauge what the new policies will mean for teachers, students, and their districts’ bottom lines.

The changes, approved in an FCC order on July 11, represent what some longtime observers of the E-rate describe as the most sweeping revisions in the program’s 18-year history.

At their core, the new policies will channel more E-rate funding, which is now capped at $2.4 billion a year, toward high-speed broadband and other technologies that can provide schools and libraries with fast and reliable Web connectivity, while phasing out support for various types of phone and “legacy” services that the FCC says are outmoded.

If the order works as planned, the application process for funding will become smoother, and the prices schools and libraries pay for services will become more transparent.

As ambitious as some of the changes are, FCC officials say they are only a first step—and that other revisions, possibly including boosting the program’s overall funding, could be coming.

The FCC says the new policies respond to a clear need. Over the past year, the commission has heard myriad accounts from school officials describing a K-12 system overtaxed by surging demands for Internet connectivity, results from the proliferation of mobile devices, the shift from print to digital materials, the growth of online testing, and rising demand for video streaming and other, heavy-bandwidth content.

Ninety-five percent of U.S. classrooms have some kind of access to the Internet today, FCC Commissioner Jessica Rosenworcel said at the panel’s public hearing last month. But basic access is no longer enough.

“The challenge is no longer connection—it’s capacity,” she said, adding, that “we have moved from a world where a connected computer lab down the hall is nice-to-have, to a world where high-speed broadband to the classroom is need-to-have.”

Wi-Fi in Focus

Established by Congress in 1996. the E-rate’s funding is derived from fees on telecommunications providers—charges that are typically passed on to consumers. The program provides discounts on telecommunications services in schools and libraries, giving preference to applicants with higher poverty levels.

The five members of the FCC, which oversees the program, are appointed by the president, though no more than three members can belong to one political party. The White House also selects the chairman, who is currently Tom Wheeler, an appointee of President Barack Obama.

While all five FCC commissioners voiced support for increasing students' access to technology, the 3-2 vote broke down on partisan lines.

All three Democrats on the commission—Mr. Wheeler, Ms. Rosenworcel, and Mignon Clyburn—supported the measure, with Republicans Ajit Pai and Michael O’Rielly opposed. Both GOP commissioners said they were blocked from making meaningful changes to the plan. But they also raised specific worries, arguing that the order would not reduce program bureaucracy, and that the promises of new Wi-Fi funding are not sustainable.

The school and library community was “promised E-rate modernization,” Mr. Pai said. “What did the FCC give them? The status quo.”

The FCC’s order devotes an additional $1 billion annually over the next two years to Wi-Fi technologies, and sets the same per-year funding target after that. The FCC says the immediate infusion of money for Wi-Fi will come from savings from other program areas—savings Mr. Pai says are overstated.

Benefits to Schools, Libraries

The support for Wi-Fi marks a major shift in how the E-rate supports schools and libraries. In recent years, demand for services providing external Internet connections to districts, labeled Priority 1 under the old program, sucked up nearly all funding, leaving little to nothing for internal connections, such as Wi-Fi.

As it pours more money into Wi-Fi, the FCC is phasing out support for phone services, and eliminating funding for others, such as paging, e-mail, and the hosting of websites.

Critics say those costs will be pushed back on schools. But agency officials, in their order, cited testimony from education groups that many K-12 purchases of those services are neither cost-effective nor necessary as districts shift to newer technologies, such as phone services delivered via broadband.

Districts like the 16,000-student Red Clay Consolidated School District, in Delaware, are sifting through the order and evaluating where their E-rate funding will rise and fall as a result of FCC’s change of policy.

Red Clay received about $170,000 last year for voice and other service that will be phased out, estimated Ted Ammann, the assistant superintendent for district operations. Those losses will sting, Mr. Ammann said. Another could, too: The new policy requires a districtwide calculation of eligibility for E-rate funds. That change could cost Red Clay money, because its poverty levels vary enormously from school to school, and the previous, school-based E-rate calculation recognized those needs, he said.

(FCC officials say the districtwide formula simplifies the application process for districts, provides more consistent funding across districts with different characteristics; and increases the accuracy of awards.)

Yet Mr. Ammann also praised the Wi-Fi expansion, which he said could bring more funding predictability—potentially important, as Red Clay pushes forward with a 1-to-1 computing plan.

Any district can have an impressive array of computing devices, he said, “but if you don’t have the wireless to connect them, you’re sunk.”

Overall, the potential infusion of Wi-Fi funding, balanced against the possible reduction of other E-rate funds, amounts to a “mixed blessing,” Mr. Ammann said.

Keith Bockwoldt, the director of technology services for Township High School District 214, in Arlington Heights, Ill., said he’s heard concerns from some school systems about the loss of voice and other services. It’s not a concern for his district, which he said moved to a Web-based phone service several years ago, saving money in the process.

He was enthusiastic, however, about a new policy that makes the prices that E-rate recipients pay for telecommunications more publicly available. Mr. Bockwoldt, who has researched Internet pricing across numerous districts in Illinois, said he knows of too many with similar broadband needs that pay vastly different costs. The new rules, he argues, should help hold providers to account.

“What we’re saying as school districts is that the pricing is not equitable,” Mr. Bockwoldt said.

The Next DebateIn the months ahead, FCC officials have their eye on other, potentially volatile issues affecting E-rate. Some education advocates are calling for the program’s overall budget to be increased to as much as $5 billion a year, to meet overflowing demand.

The FCC, as part of its order, issued a rulemaking notice asking for input on that question. The current funding cap was set in 1997 and only began receiving inflation adjustments in 2011.

Commissioner Pai, who has criticized what he sees as over-spending within the E-rate program, predicted at the July FCC hearing that Democrats on the commission will push for an increase in the program’s budget after the November mid-term elections, when doing so is more politically palatable.





by Sean Cavanagh 8/1/2014

Dr. Gordon Dahlby's insight:

we’re moving from an environment in which every classroom had to be connected to the Internet, to every student needing to have access

Rebeckah Winans's curator insight, August 8, 10:47 AM

E-rate funding is not something that schools can count on based upon the last few years of experience, and current times do not allow schools to move forward on unreliable ground. Help Feds!   We are trying to help students learn with the best and this shaking ground does not help!

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Fencing Out Knowledge: Impacts of the CIPA 10 Yrs Later

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Habits for Success in School and Life

Habits for Success in School and Life | Educational Technology: Leaders and Leadership |
Take a moment to join us in a snapshot of a classroom we recently observed: Students are hard at work designing a travel brochure as a part of their study of Ireland. They need to think about how m...

Via Tom D'Amico (@TDOttawa)
colleen demille's curator insight, July 26, 5:14 PM

Cultivating a growth mindset is key!

Ivon Prefontaine's curator insight, July 26, 7:05 PM

I used these habits in my classrooms almost 20 years ago. They are excellent and students play a substantial role in their learning.

Cynthia Day's curator insight, July 27, 11:21 AM



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Privacy & Transparency: New Resources for Schools and Districts | Blog

Privacy & Transparency: New Resources for Schools and Districts | Blog | Educational Technology: Leaders and Leadership |
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Ed Sector Worse than Others in Virtual Machine Security -- Campus Technology

Ed Sector Worse than Others in Virtual Machine Security -- Campus Technology | Educational Technology: Leaders and Leadership |
Nearly every large organization has experienced some kind of "significant" IT security incident in the last year, such as a phishing attack, compliance policy violation or unsanctioned device or application use.
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How to Prepare for an Office 365 Migration

How to Prepare for an Office 365 Migration | Educational Technology: Leaders and Leadership |
Although Software as a Service (SaaS) applications such as Microsoft Office 365 hold wide appeal, migrating is not simply a matter of moving to the cloud — it takes time and effort. As with all projects, the more planning and preparation IT managers can do, the more likely they are to succeed. What follows is some advice for organizations that are about to embark on an Office 365 implementation. Tackling Domain Verification One of the first steps in an Office 365 migration is a domain verification. Office 365 can be configured to use an existing domain name, but the organization has to prove to Microsoft that it owns the domain name. The domain verification process involves adding a record to the DNS server. This record is typically a TXT record and contains text provided by Microsoft. Once the DNS record has been added, Microsoft verifies its existence and uses the record as evidence of domain ownership. Next, verify that the organization is running supported versions of Exchange and SharePoint on premises. Those who are running Exchange Server 2003 will need to update to a newer version before migrating to Office 365 unless they have a third-party tool that supports legacy migrations. How to Approach Exchange Server Migration Exchange Server migrations can be involved, primarily due to the relationship between Exchange Server mailboxes and Active Directory user mailboxes. The first decision to make involves choosing a migration method. There are two main approaches to Exchange Server migrations. One option is to perform a cutover migration. Cutovers are the easiest type of Exchange Server migration, but are only suitable for organizations with fewer than 1,000 mailboxes. Furthermore, cutover migrations require all of the mailboxes to be migrated as a part of a single migration batch. Although cutover migrations are intended to be simple, a number of different tasks must be completed first in order to prepare for the move. For instance, IT managers must configure Outlook Anywhere for an on-premises Exchange Server environment. This will make it easier to redirect Outlook clients once the mailboxes have been migrated. Incidentally, organizations will need to make sure they’re running a supported version of Outlook. Microsoft provides instructions for making a cutover migration at TechNet. The other migration method is a staged migration, which involves setting up a hybrid Exchange Server deployment. This method is more difficult, but supports long-term coexistence and the ability to move mailboxes back and forth between Exchange and Exchange online. Choose this method for migrations involving more than 1,000 mailboxes. According to some estimates, there are 200 steps involved in planning for and working through a staged migration. Microsoft offers a free online tool that can assist with the Office 365 migration process as it pertains to Exchange Server. The Exchange Server Deployment Assistant asks several questions about deployment goals and then provides instructions for working through the migration process.
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