tag:blogger.com,1999:blog-1375119813464573832024-02-20T02:14:34.193-08:00Teaching in a Wired WorldA. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.comBlogger21125tag:blogger.com,1999:blog-137511981346457383.post-40215095549398716042013-09-27T05:58:00.000-07:002013-09-27T05:58:27.709-07:00Running Digital Signage through Google Apps EDU - UPDATEIn the world of technology everything changes and changes quickly. What worked yesterday might not work tomorrow. And in our case, what worked for our digital signage last school year doesn't work any longer this school year or so we thought.<br />
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Originally, we had been using Auto Refresh Plus to automatically refresh our Chrome browser at set intervals. Then Google changed the way Google Presentation operates and each slide became its own URL which reset Auto Refresh Plus every time the slide changed!<br />
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After a bit of aggravation and brainstorming, we figured out a new solution. My band teacher and fellow tech enthusiast came across the following blog, <a href="http://www.istartedsomething.com/20130618/work-hack-use-google-docs-to-create-an-automatically-updating-tv-kiosk-presentation/">http://www.istartedsomething.com/20130618/work-hack-use-google-docs-to-create-an-automatically-updating-tv-kiosk-presentation/</a>, that had the same issues we were having. Their solution was to embed the presentation in a website and using the script provided it would update the frame at set intervals.<br />
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We thought this would work for us as well UNTIL we realized that our school website does not allow us to remove the header or column. Therefore, we had had to figure out a Plan B.<br />
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After some brainstorming, the idea hit us. Why not write the code in Notepad, save the file as a HTML file, upload it to the district website as the HTML file, and then create a GOTO link to the file. It'll automatically open it in full screen through kiosk mode and read the file like an HTML page. The code will allow us to embed the Google Presentation and run the reload script.<br />
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It sounds way more complicated than it actually was and it works as good as ever. I now have my clerical staff in the office updating the Google Presentation for me throughout the day and the script refreshes the presentation every 10 minutes.<br />
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So after several days of confusion and frustration, everything is right with the world again and our digital signage is working like a pro.<br />
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The next step is to get another setup installed in our cafeteria!A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com10tag:blogger.com,1999:blog-137511981346457383.post-3126184280216382872013-05-14T17:09:00.001-07:002013-05-14T17:09:27.624-07:00Running Digital Signage through Google Apps EDUA few months ago, I had a goal in mind and set off to figure out how to harness Google's capabilities to create low budget, easy to use digital signage for my high school. Ultimately, I wanted to run daily announcements including upcoming events, sports scores, photos of class projects, reminders, lunch menus, etc. etc. etc. on a flat screen TV in our main lobby.<br />
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At first, the trick was getting everyone else to understand and support my goal. I spoke to several colleagues in neighboring districts and all had purchased fairly expensive presentation software to run their signage off of networked Mac Minis. That was too much for us. I wanted something simple, something cheap, and something repurposed.<br />
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This week, I got one step closer to my goal. We purchased a flat screen TV that was versatile enough to meet my needs and well as future needs down the road. We were able to repurpose a computer tower that could be used for my greeter as well as the TV. The next step was setting up Google Apps to run the presentation.<br />
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It took most of the day with a little investigative Googling, brainstorming with interested staff, and a few attempts and reattempts, but it is coming together.<br />
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That being said, here are a few tips/tricks I learned along the way.<br />
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<b><u>Going Wide S</u></b><b><u>creen! </u></b><br />
If you are going to run Google Presentation on a wide screen TV, you'll want your presentation to match. To get started, create the first few slides in Microsoft PowerPoint. If you go to <i>Design </i>followed by <i>Page Setup</i> and then <i>On Screen Show 16:9 and </i>you'll be able to change the aspect ration from 4:3 to 16:9. Once you have this set up, upload your PowerPoint to Google Drive. Once in Drive, simply duplicate each slide to create matching slides.<br />
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<b><u>Go to your Home!</u></b><br />
Originally we embedded the Google Presentation on the high school website, set the slide transition time, and set the presentation to loop. It worked, but we came up with an even better idea. Rather than embedding the presentation, we created a "Go To" link from the website that would automatically link directly to the presentation link.<br />
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https://docs.google.com/our_daily_present/d/1-u8vVnBPy1yxggcCuU6TTZkY83gmpYnBtfxw2BqkW-w/pub?start=true&loop=true&delayms=<b><u>6500</u></b>#slide=id.p16<br />
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At first, we were concerned that we would be able to manually adjust the slide transition timing. However, by adjusting the number in bold above we could easily adjust the timing (6500 = 6.5 second per slide). Just make sure you make this adjustment in the link that you post on your website.<br />
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<b><u>Automatic Updates</u></b><br />
The next task is actually two-fold. Google Apps is great in the fact that changes are automatically saved to your "living" document. However, a Google Presentation will not automatically refresh while playing forcing the user to manually refresh the browser to load updates, <i>or so we thought. </i>This is where a little brainstorming and Google driven investigation/research came into play. First we had to figure out how to get the browser to automatically refresh. A quick Google search lead us to <i>Auto Refresh Plus</i>, which is a Chrome Extension found in the Chrome Web Store. It's a quick and easy install that can be done without administrator rights (bonus!). Auto Refresh Plus allows you to set the refresh rate for the Chrome Browser; it also allows you to set a designated amount of time and start whenever a particular URL is loaded. Make sure you make the appropriate adjustments in the Options Settings or the following setup won't work!<br />
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We set our system to run whenever the browser went to presentation link, which would refresh every 15 minutes. We could still manually refresh if we wanted, but we figured 15 minutes was sufficient for our needs.<br />
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Keep in mind, the presentation will jump back to the beginning whenever the browser refreshes regardless of where it is in the presentation. Based on our setup, this will happen once every 15 minutes and we doubt anyone will notice anyway.<br />
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<b><u>Auto Refresh in Full Screen?!</u></b><br />
This next step (part II of our two-fold problem) is what threw us off a bit. We discovered that Auto Refresh Plus kept kicking our presentation out of full screen. This wouldn't do. This wouldn't do at all. We could have left the presentation in regular mode with the address bar sticking out like a sore thumb, but we knew there had to be a better way.<br />
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Enter Kiosk Mode. Did you even know that there is a Kiosk Mode? I didn't either - <i>until today</i>! Let's see if I can explain this as simply as possible:<br />
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<ol>
<li>Copy the Chrome Browser Icon on your Desktop and Paste it back to the Desktop. </li>
<li>Rename the second Icon to whatever you want. </li>
<li>Right Click the Icon and go to <i>Properties</i></li>
<li>In <i>Target</i> you will find the code extension to run Chrome. At the end of that code write <i>--Kiosk </i>followed by the link to your presentation </li>
</ol>
<u style="font-weight: bold;">Example</u>s:<br />
C:\Users\Liquidsnowman\AppData\Local\Google\Chrome\Application\chrome.exe <b>--Kiosk </b>https://docs.google.com/our_daily>present/d/1-u8vVnBPy1yxggcCuU6TTZkY83gmpYnBtfxw2BqkW-w/pub?start=true&loop=true&delayms=6500#slide=id.p16<br />
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Doing this will allow the user to launch the link in Kiosk Mode, which means the presentation will be in full screen mode and all buttons will be hidden from sight. This is great if you want to run a presentation on a device without granting other users access to options such as searching, home, bookmarks, etc.<br />
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This will also allow the full screen presentation to automatically refresh using Auto Refresh Plus without dropping out of full screen!<br />
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<b><u>In Summation</u></b><br />
This may seem like a lot of work, but the above tips and tricks will save you a day of wrestling with the system. In all actuality, it took us under an hour to figure out everything I mentioned above. As any school day, that hour happened to be stretched out across most of the day.<br />
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Tomorrow, we'll swap out the greeter's computer tower, set the system up for dual screens, and launch the application. I'm hoping that we can add the Kiosk Icon to the startup menu so that it will launch automatically without the greeter having to manually click on the icon.<br />
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In total, this system cost us a TV. We repurposed a computer and obviously Google is free.<br />
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Now I just need to train my front office on how to use Google Presentation and we'll be all set!<br />
<br />A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com23tag:blogger.com,1999:blog-137511981346457383.post-60478460884387287332013-04-25T15:14:00.002-07:002013-04-25T15:14:42.299-07:00Ending the Radio SilenceIt's been nearly a year since I've gone anywhere near this blog. Admittedly, work had worn me out and I wasn't nearly as driven as I had once been. We've all been there at one point or another and we all know what impact that can have on everything around us.<br />
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Nevertheless, I made a rather profound career change in December. I left the world of tech integration, professional development, and classroom teaching to take on a position as an Assistant Principal in a nearby high school. And although my role did not explicitly involved tech integration, I have quickly found myself back in the forefront.<br />
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Prior to arriving, the district lacked any and all wireless access points in either of its two buildings. Nearly every teacher had an interactive whiteboard in the classroom with two full computer labs in the high school as well as two additional labs in the tech ed. classroom as well as the art room. Unfortunately, the district also had a rather strict network filter, which hindered teachers from accessing countless resources.<br />
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After getting a feel for the building and my new surroundings, I started laying the ground work for a few initiatives that I had in mind.<br />
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<b>Laying the Foundation | Edmodo </b><br />
You always have to start with some sort of foundation and Edmodo was going to be our foundation. After introducing the concept during a staff meeting, I had several teachers who were interested in testing out its capabilities. In the first few weeks, I had a handful of teachers rolling out Edmodo with one or two class periods as they got acclimated to the process. Within a month, I started to see more and more growth. Nearly three months in, we've had over 3,500 hits; half the building (staff and students) currently have active accounts. In the past three days alone, students have visited their courses 250 times which is over 83 times a day. Imagine what September will look like when teachers are able to start the school year off with Edmodo in hand?!<br />
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I have teachers using Edmodo with their classes. I have coaches using Edmodo with their teams. I have committees setting up Edmodo to share resources. I even have district administrators collaborating through Edmodo!<br />
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One recommendation that I have always told other districts - set up a district-specific sub-domain through Edmodo. IT IS FREE! Each building in your district will be provided with an unique pass code to ensure the safety and security of your internal professional learning community. It also allows the system administrator to track usage, change forgotten passwords, and send out district/building wide messages directly through Edmodo. It's definitely worth it and highly, highly, highly recommended.<br />
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<b>Filling in the Gaps</b><br />
Once I had a foundation in place, I needed content. I needed STUFF! Having come from a professional development background, I had a plethora of resources sitting in my back pocket. Lucky for me, New York State Computers and Technology in Education (NYSCATE) had a regional conference coming up. It was time to advertise! Of course, being on the planning committee and facilitating a workshop at the conference had absolutely nothing to do with the push to build attendance. Never. Who would do such a thing.<br />
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Nearly a dozen of my staff, including the building principal attending the conference on a Saturday nevertheless. Every single one of them will tell you that it was well worth it. The conference was broken down into a series of one-hour workshops that were facilitated by local tech minded educators, leaders, and in some cases, students. Participants got to see what people were using in their classrooms, how they were using them, and why they were using them. My faculty all walked away with a number of ideas and resources that they could bring back to their classrooms.<br />
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I was thoroughly impressed in the weeks that followed the conference when I stopped by various classes to see the teachers incorporating what they learned with their classes. I was even more impressed when I found my teachers turn-keying what they learned and sharing that knowledge with their colleagues.<br />
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<b>Making Strides</b><br />
My building has made some serious headway in just a few short months. Nevertheless, we still have a ways to go. Just this week, we made some drastic changes to the district's filtering settings and removed a number of restrictions that had been hindering classroom teachers.<br />
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We will be installing a wireless network system this summer providing full coverage for our two buildings.<br />
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We have a BYOD draft policy sitting in the wings.<br />
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We are reviewing Google Apps for Education as a possible district-wide solution.<br />
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We're rolling out a STEM Academy starting with next year's incoming freshman class.<br />
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Teaching in a wired world has taken on a whole new meaning. In actuality, it's taken on it's true meaning. For so many years I always spoke of integrating district and/or building wide initiatives; now I actually get to facilitate real initiatives and develop these programs alongside my staff and students. We've done quite a bit in just a few months; I can't wait to see where the next school year takes us!<br />
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<br />A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-76770771363168109912012-05-09T10:03:00.000-07:002012-05-09T10:03:00.066-07:00Google Apps for Education Certified Trainer<br />
I have received notification from Google that I have qualified to become a Certified Google Apps for Education Trainer.<br />
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"This program is designed for organizations and individuals who provide professional training and support to schools using Google Apps for Education. The Google Apps for Education Certification is an official “stamp of approval” from Google, and gives you access to additional marketing support, training opportunities, and business visibility in the Google Apps marketplace. Meanwhile, your customers can be assured that your expertise and learning materials meet high quality standards set by the Google Apps team."<br />
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Last summer, I had taken it upon myself to complete the Google Apps for Education courses and corresponding exams. Six tests and many weeks later I became a Google Certified Teacher. Shortly thereafter, I began putting together my application packet to become a Google Apps for Education Certified Trainer. I had to include various workshops samples, background information, and two videos among other things.<br />
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I received an email four months ago stating that I did not qualify at that time and that I could reapply in six months. However, unbeknownst to me Google re-evaluated my application and I was granted certification.<br />
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Regardless, I am stoked. I enjoy using Google and I am proud to say that I am now a Certified Trainer!<br />A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com2tag:blogger.com,1999:blog-137511981346457383.post-942116868306956342012-04-18T10:26:00.001-07:002012-04-18T10:26:40.086-07:00Difficulties Teaching in a Wired World<span style="font-family: inherit;">As I was taking a look at Katherine Brindley's article, T<i>eacher Texting Students: Should Schools Ban or Encourage, </i>which had been published in the Huffington Post (article: <a href="http://www.huffingtonpost.com/2012/04/16/teachers-texting-students_n_1427418.html">http://www.huffingtonpost.com/2012/04/16/teachers-texting-students_n_1427418.html</a>), I made the mistake of reading the reader comments at the end of the article. I've generally trained myself to avoid reader comments as a general rule. However, my curiosity and interest in the topic lead me to go against my better judgement. Note to self - do not read the reader comments! </span><br />
<span style="font-family: inherit;"><br /></span><span style="font-family: inherit;">Regardless of the reader comments, Katherine Brindley raises a number of interesting and valid points in her article. The topic of student-teacher communication via text, email, and/or social networking has been an hot topic as of late. School districts and state education departments alike are reviewing various policies seeking to ban student-teacher electronic communication. Some have gained traction; others have been overturned and abandoned after legal intervention. </span><br />
<span style="font-family: inherit;"><br /></span><br />
Should we have blanket policies banning student-teacher communication outside the school day? Absolutely not. I believe we should encourage and support blended learning environments and collaboration through educationally sound social mediums such as Edmodo, Google Apps for Education, and others. I believe we need to adapt our teaching styles to meet the demands of our students' learning styles and infuse technology to foster communication and collaboration.<br />
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Nevertheless, I found myself reading reading through the reader comments. <span style="background-color: white; font-family: inherit; line-height: 16px; text-align: left;">One user's comment in particular made me cringe. This individual who's username is </span><span style="background-color: white; color: black; font-family: inherit;"><span style="border-color: initial; border-image: initial; border-width: initial; line-height: 16px; list-style-image: initial; list-style-position: initial; list-style-type: none; outline-color: initial; outline-width: initial; text-align: left;">FunctionOfTheCrisp, wrote:</span></span><br />
<div style="text-align: left;">
<span style="line-height: 16px;"><br /></span></div>
<i><span style="font-family: inherit;">"When I was in school (the ancient 1990s) students didn't call their teachers. Business was handled during the class period and resumed the next class period. The ability of a teacher to accomplish that was standard leadership and classroom management. This was true for standard academic classes. Extracurriculars were a little different because of the logistics, mostly. It was considered reasonable that </span><span style="line-height: 16px;">students</span><span style="font-family: inherit;"><span style="line-height: 16px;"> </span></span><span style="line-height: 16px;">would</span><span style="font-family: inherit;"><span style="line-height: 16px;"> call their band directors, coaches, etc. if necessary. </span></span></i><br />
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<span style="line-height: 16px;"><i><br /></i></span></div>
<i><span style="font-family: inherit;">
Am I to understand that this is no longer the way things are? I can tell you that if I ever became a K-12 teacher, I would </span>continue<span style="font-family: inherit;"> the policy of my youth. There would be no </span>texting<span style="font-family: inherit;">, e-mails or phone calls with me unless it was an emergency." </span></i><br />
<span style="font-family: inherit;"><span style="background-color: white; color: black;"><span style="border-color: initial; border-image: initial; border-width: initial; line-height: 16px; list-style-image: initial; list-style-position: initial; list-style-type: none; outline-color: initial; outline-width: initial; text-align: left;"><br /></span></span></span><br />
<div style="text-align: left;">
<span style="line-height: 16px;">As a former student of the 1990s and now a teacher of today, I take offense to the last part of this comment. "<i>If I ever became a K-12 teacher, I would continue the policy of my youth</i>." Really? You graduated public school so that apparently makes you an expert of K-12 education? </span></div>
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<span style="line-height: 16px;"><br /></span></div>
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<span style="line-height: 16px;">Having graduated in 1997 and now teaching in 2012, I can attest that things have changed drastically. In 1997, cell phones were practically non-existent. Dial-up internet was the status quo. Forget about wireless access points or 3G access. It was Netscape all the way! Google, Facebook, Twitter were not household names and would not be so for some time. </span></div>
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<span style="line-height: 16px;"><br /></span></div>
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<span style="line-height: 16px;">Unfortunately, these sort of comments tend to highlight the difficulties of teaching in a wired world. These comments are not uncommon - hence the reason I avoid most reader comments. These same comments pop up in the districts I work with as well. </span></div>
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<span style="line-height: 16px;"><br /></span></div>
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<span style="line-height: 16px;">Technology has changed how we do things. What has worked for the past 10 or 20 years won't necessarily work for the next 10 or 20 years. We need to change. We need drastic change. </span></div>
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<span style="line-height: 16px;"><br /></span></div>
<div style="text-align: left;">
<span style="line-height: 16px;">As an educator and a technology specialist, I know the value in integration technology in the classroom. I have seen how communication and collaboration have improved the learning environment. There is value in technology and we need to harness it, foster it, and support it. We should stand up against these blanket policies and redirect our energy on digital citizenship and properly use of technology rather than sheltering our students from it. We need to instill change in our teachers; we need to instill change in our students. </span></div>
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<span style="line-height: 16px;"><br /></span></div>
<div style="text-align: left;">
<span style="line-height: 16px;">We need to get beyond the mindset of what worked for me then will work for them now. You didn't have what we have today. Yeah you got by and did well. Imagine how much better our students will do when you present them with the opportunities that you didn't have!</span></div>
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<br /></div>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-20482386302144464572012-04-02T10:54:00.001-07:002012-04-02T10:54:43.641-07:00Education Reform from the eyes of a 14-year-old.<div style="font-family: inherit;">
<span style="font-size: small;">This afternoon, I came across the guest post, <i><a href="http://theinnovativeeducator.blogspot.com/2012/04/teen-who-left-school-explains-its-flaws.html">Teen Who Left School Explains It's Flaws</a>, </i><br />written by Line Dalile on the blog, <a href="http://theinnovativeeducator.blogspot.com/">The Innovative Educator</a>. </span></div>
<div style="font-family: inherit;">
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<div style="font-family: inherit;">
<span style="font-size: small;">Here was a 14-year-old student with a much clearer perception of education and its flaws. It was impressive to say the least; even more so seeing that it was coming from such a young individual. </span></div>
<div style="font-family: inherit;">
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<div style="font-family: inherit;">
<span style="font-size: small;">Line affirms that she doesn't<span style="background-color: white;"><span style="line-height: 22px; text-align: left;"> "claim to be an expert in education, I am still a student and I
speak for myself. I believe that students should have a voice in the
education system today, because mainly they are the ones who are being
educated. Education is falling in the wrong hands. </span><br style="line-height: 22px; text-align: left;" /><br style="line-height: 22px; text-align: left;" /><span style="line-height: 22px; text-align: left;">I’m
not writing about the flaws of education; everyone wrote about them
years ago and claimed to start a “real” learning revolution. Years have
passed, students have graduated. Our education system is a dictator
that’s not willing to step down and give its [throne] away yet."</span></span></span></div>
<div style="font-family: inherit;">
<br /></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span style="background-color: white;"><span style="line-height: 22px; text-align: left;">After sharing this post through my social networks followed by a sudden surge in debate and discussion. One individual stated "</span></span><span class="commentBody" data-jsid="text">Poor work is poor work and
techniques exist for a reason. Everyone loves to cite the true geniuses
as examples of how people don't "get" creativity without realizing just
how rare those examples truly are. For every Einstein out there who
was thought of as "slow", there are THOUSANDS of kids who truly are slow
and no amount of "creative freedom" will change that." </span></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text"><br /></span></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text"> I agree in the fact
that we cannot and should not assume that those dreamers would have
grown up to be Einsteins and Edisons. However, I think motivation and
creativity are intercha<span class="text_exposed_show">ngeable in this
example as well as many others in recent educational literature. That
being said, we are literally sucking the motivation out of our students.
We have becoming a test bubble factory. We expect that our students
will sit through these tests and do their absolute best and for what? Do
these tests impact their GPA? No. Do these tests impact their ability
to graduate? No. Will they win a pizza party or ice cream party? No. So
what's the point of the test factories? To rate teachers, principals,
and districts while tossing more money in the vendor coffers.</span></span></span></div>
<div style="font-family: inherit;">
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<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text">Thanks to programs like No
Child Left Behind and Race to the Top, we have now added mandatory ELA
(English Language Arts) and Math Assessments to all grades 3-8 plus the
regents testing for all students 9-12 (where applicable). To to<span class="text_exposed_show">p
that off, we also need to conduct "localized growth assessments" K-12
in order to assess our teachers as part of their new APPR/Observations.
The local growth assessments must be conducted at the beginning and end
of the year to determine student growth. So that's 2 localized tests,
the ELA test, the math test, regents where they apply, and let's not
forget all the practice tests as well. There is no longer a regents
tract vs. non-regents tract either. The assessments for the 3-8 students
are not reflective on their GPA. They get what they get - it's an
assessment of their ability. However, they are still moved on even if
they fail with some remedial assistance if offered by the district. Yes -
you still need to pass the regents to graduate in 9-12. That being
said, we test the snot out of kids throughout elementary and middle
school, but we don't hold them accountable. Therefore there is no
motivation to do as well as they should. At the same time, we are so
focused on ELA and Math assessments that everything else is put to the
side in the name of test prep.</span></span></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text"><span class="text_exposed_show"><br /></span></span></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text">Home schooling is not
necessarily the answer either. This kid is apparently intelligent and
has quite the portfolio even at 14. The kid has already published 2
books, speaks 4 languages, and<span class="text_exposed_show"> is
obviously ahead of most. A traditional public school program would not
make sense for her whatsoever. No doubt, her parents are well educated,
supportive, and able to provide those opportunities for their kids as
well. Home schooling is only as successful and enriching as the parents
involved. I have three degrees in education, one in history, and another
in environmental studies plus numerous certificates and other nonsense.
However, I do not feel that I could or should home school my kids.
There are services, experiences, and other programs that I cannot offer
my kids nor would I pretend I could. Therefore, my kids will attend
public school. By all means, I will be involved in every facet and will
advocate for my kids as any parent should because we as parents should
be and need to be involved in our kids learning.</span></span></span></div>
<div style="font-family: inherit;">
<span style="font-size: small;"><span class="commentBody" data-jsid="text"><span class="text_exposed_show"><br />
</span></span><span class="commentBody" data-jsid="text">In my opinion, we need to go
back to a system where we can redirect those who are college
ready vs. those who are career ready. The percentage of those graduating
and going to college should not be our ultimate goal. <span class="text_exposed_show">Those
who graduate and are sustainable should be though. Not every kid is
going to grow up, go to college, and graduate. Some just aren't made for
that. Maybe they will grow up, graduate, and become a master tradesman.
Why not give them the option?</span></span></span></div>
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<span style="font-size: small;"><span class="commentBody" data-jsid="text"><span class="text_exposed_show"> </span></span><span class="commentBody" data-jsid="text"><span class="text_exposed_show"> </span></span></span></div>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-33307078680941257292012-03-14T12:41:00.001-07:002012-03-14T13:58:00.746-07:00Sharing my Thoughts on the Khan AcademyI had been sitting back, watching the discussion and ultimate backlash against the Khan Academy following the 60 Minutes Episode with little opinion one way or the other.<br />
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For those that haven't seen the episode, you can watch it on their website (<a href="http://www.cbsnews.com/8301-18560_162-57394905/khan-academy-the-future-of-education/?tag=contentMain;cbsCarousel">Khan Academy: The Future of Education?</a>) Not for nothing, I can see both sides of the argument. Does applications like the Khan Academy provide students with additional resources to help them get through difficult content? Yeah - it does. Will applications like the Khan Academy revolutionize education as a whole? No - not really.<br />
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Therefore, I sat back and watched the backlash go one direction and then the other without much thought until I came across Stephanie Sandifer's post <i>Khan Academy, TED-Ed and the new leaders in education reform - REALLY?! </i>(<a href="http://ed421.com/?p=2069">http://ed421.com/?p=2069</a>). For the record, it was not Stephanie Sandifer's post that made me cringe, but the quote from The Washington Post that she shared regarding Khan Academy and the need for educational reform (Jena McGregor - The Washington Post: <a href="http://www.washingtonpost.com/blogs/post-leadership/post/khan-academy-ted-ed-and-the-new-leaders-in-education-reform/2011/04/01/gIQARWmU7R_blog.html">Khan Academy, TED-Ed, and the new leaders in education reform</a>).<br />
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In the final paragraphs of the article, Jena McGregor stated:<br />
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<i><span style="font-size: small;">The large public-school education system, although not quite a big, slow company, is not really that different. Teachers are at the center of a system that has long relied on lecturing in classrooms and homework at home. No matter how good their intentions might be, it is hard for them to think about their own jobs differently, much less step outside the predominant teaching methods that have been used for hundreds of years. You can’t exactly study methods that haven’t been invented yet, and as difficult as it can be to get companies to experiment, doing the same on school children is even harder.</span></i></div>
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<i><span style="font-size: small;">Who knows how much Khan’s video-based, “flipped-classroom” approach will truly change what ails American (and global) public schools. But whether it is Khan or someone else, my guess is that the most revolutionary—and potentially, most effective—educational reform will come from leaders outside the system.</span></i></div>
What the...! Seriously? You truly believe that the educational reform will most likely come from leaders outside the system? Have you not seen what those leaders have already done to the system. You think those that penned No Child Left Behind and Race to the Top really know what they are doing? Do you honestly think that Michelle Rhee has the answers? Obviously, you have no idea what is going on in education much less the classrooms of those that should be considered leaders in educational reform!<br />
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I stand behind Stephanie Sandifier on this one. Those that are leading the change are those in the classroom; they are the ones working, building, developing, and educating day in and day out. They are not looking to sell their model to the highest bidder or the next district over. They are helping students grow; they are helping students learn.<br />
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Change needs to come from the inside. We need to find those leaders from within the system who understand what needs to be done, is willing to make that change, and is willing to model that change. There are a lot of teachers out there doing great things, but they being overshadowed by the current political witch hunt in education.<br />
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Does the Khan Academy hold merit in education? Absolutely - don't get me wrong this is not an attack on the Khan Academy. I don't think it's the answer, but I definitely think it can be part of the solution. Nevertheless, we cannot allow outsiders like Jena McGregor to think that they have the answer because they watched a 13-minute segment on television on a random Sunday evening. We cannot continue to allow Washington or state education departments to reign down upon education with this one-size-fits-all, pre-packaged programs thinking they have the answers either.<br />
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Maybe 60 Minutes should run a segment on teachers making a difference and highlight those that are doing more with less and who are bringing change to the classroom. Maybe then we'd get a bit more attention.A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com3tag:blogger.com,1999:blog-137511981346457383.post-42798663131706458592012-03-09T10:20:00.000-08:002012-03-09T10:20:30.662-08:00Random thoughts on Student Learning<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">There are days I forget how truly involved I am in technology and education among other things. </span><br />
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<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I oversee my department, schedule professional development workshops, facilitate those workshops, and also handle several vendor contracts.</span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Twice a week I am in one particular district as their Tech Coach. </span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I facilitate several local online courses through our Moodle platform. </span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I am the co-chair of our Technology Committee</span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I am our Title III (ESL) Grant Coordinator</span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I am our Senior Enrichment Coordinator</span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I host two separate blogs, including this one. </span></li>
<li><span style="font-family: Arial, Verdana, Helvetica, sans-serif;">I try to keep up with my Twitter profile. </span></li>
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">And let's not forget about my family commitments as a father of three very young children and a husband to a very patient wife. </span></div>
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Therefore, I don't always feel much sympathy for those who complain that they don't have enough time to learn about technology and/or incorporate it into their classrooms. I do everything that I have listed plus whatever else I am called upon to do AND I still find time to research, review, and practice. </span></div>
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Now that I have that out of the way, I can get on with my original plans for this post....</span></div>
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">As the final assignment in my Internet Safety course, I pose the following questions</span></div>
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<i>This course has addressed various topics regarding the integation of technology in education. These key factors are all pieces of a much larger goal which is ultimately student learning.</i></div>
<ol style="background-color: #fafafa; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">
<li><i>Of all the topics, articles, and videos discussed what is the most important thing(s) that stood out to you?</i></li>
<li><i>How do you plan on incorporating this information into teaching?</i></li>
<li><i>Where do we go from here?</i></li>
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">There was and always is very good dialogue that goes along with this assignment. Many teachers share their "Ah Ha" moments as they begin to reassess their philosophy on education going forward. </span><br />
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">One teach in particular, raised a number of interesting points which spurred further conversation among the group. Here is that teacher's original response: </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;"><b>(Teacher 1)</b></span><br />
<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">1. The most important thing that stood out to me was the video with Kevin Honeycutt [side note: this video was from the 2011 NYSCATE Conference where Kevin Honeycutt was one of the keynote speakers]. This video discussed the importance of inspiring passion to learn in students. He reinforced how critical it is to provide the tools for these students and teach them how to utilize them to enhance their love of learning. It stresses how teachers need to change their classrooms into dynamic environments where students enter and want to expand their horizons. We need to start having students recognize their innate powers that they are born with rather than mold them to fit into what we feel is the ideal language learner. When we start to create an environment where students feel important and where they see that we believe in them will we create a generation of learners that believe in themselves and challenge themselves to be "great".</span><span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;"> </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">2. It is very important to incorporate this information into teaching. At my level and subject (Spanish) the use of new technology is not a luxury but a necessity. Alot of language acquisition is based on modeling and our society does not have enough models for my students. However, all of the new technology opens up the world for my students and gives them the models that they need. I plan on connecting my students to others in other countries a lot more now .</span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">3. In terms of where we go from here I think that the challenge becomes attempting to utilizing these new tools in environments where financial strains somewhat limit what we can have. It is important to stress the importance of opening up their world through new technology and how, financially, this is essential to our future economy. We need to enhance education and refocus how we view education in our society. We cannot look at technology as supplemental but as a tool we have to open up our educational world and keep up as a society with the incredibly rapidly changing world. Only when our schools change can we become part of a global economy and compete in such an environment.</span>
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;"><br /></span><br />
<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;"><b>(Teacher 2 | In Response)</b> </span><br />
<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">I too think we need to "light the fire" of learning in our students. I am still having difficulty helping my reluctant learners to realize that they do have the power, despite the use of various technologies. I continue to plug away in the hopes that I will find the magic bullet that will wake up those students who haven't yet found the value in challenging themselves.</span>
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;"><b>My Response (and the foundation of this post!)</b></span><br />
<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">It's difficult to light that fire, when we are so focused on testing and data collection. </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">The system is literally killing the desire to learn among our students and our teachers as well. A recently New York Times article stated that teacher morale is at a all time low with a third of teachers seeking to leave education in the next five years. </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">The system doesn't encourage our students to learn. it encourages them to takes tests and a lot of tests. It encourages them to take tests that have no implications; they don't receive a real grade. They aren't held accountable for that grade. We bring them in, sit them down, test them, test them again, and test them a third time. Somewhere in between we try to instill content on them and teach them to be good students. We never ask them what they want to learn or how they want to learn. </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif; font-size: 16px;">Our system needs to focus on student learning, portfolio development, and career exploration. Why not incorporate the necessary skills in a student engaged environment that allows the students to choose from a variety of options?</span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif;">Both individuals raised several very good points. (1) For many technology is a necessity. It's not a game that we've introduced to our students. It's not a toy that we play with on Friday afternoons. It's the gateway to learning; it's key to unlocking new opportunities and experiences that would not have been possible otherwise. (2) Technology a large component of 21st century learning and education as a whole. We cannot fool ourselves into thinking that we can continue to prepare our students to be "college and career ready" while ignoring and/or underestimating technology. Society has steadily adapted to the influx of technology and social media. The private sector has acknowledged this and embraced this. However, a large number of educational institutions continue to stick their heads in the sand or downplay the potential of technology. Others will try to throw out one excuse or another. <i>If we had more money and our budgets weren't being cut blah blah blah - Not every student in my district has technology; there is a discrepancy among students, therefore we are putting them at a disadvantage when we use technology - etc. etc. etc. </i>(3) The system has killed the desire to learn. The system is so focus on student assessments, student growth, and quantifying the qualitative nature of learning that we've killed the passion for learning along the way. We aren't willing to admit it, but we know our teachers are teaching to the test. Our students are onto us. They know these tests have little to no impact on their grades nor graduation. </span><br />
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<span style="background-color: white; font-family: Arial, Verdana, Helvetica, sans-serif;">So how do we reverse the process? How can we reinvigorate learning among our students? We need to change the system and we as TEACHERS need to change the system. Yes - I know. That statement is easier said then done. Nevertheless, we need to take back education; we need to take back the ability to educate, to assess, and to teach, we need to our state and federal governments to support education rather than dictate education, and we need to establish a process that holds students accountable for their successes and properly prepares them for "career and college readiness." </span><br />
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;">Otherwise, we will be stuck here treading water waiting for the imminent failure of the latest alphabet soup of programs that have been handed down by our government "leaders."</span><br />
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<span style="font-family: Arial, Verdana, Helvetica, sans-serif;"><br /></span>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-17136402546041120792012-03-08T08:26:00.002-08:002012-03-08T08:49:31.713-08:00Applying Game Theory to the ClassroomWe teach a generation that lives in a world that is self-configured to meet their individual wants and needs. It is a world that our classrooms have yet to understand or adapt to - until now.<br />
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I've begun working with an ELA teacher who has devised a somewhat unconventional twist on classroom learning and game theory applications. Rather than implementing a traditional linear approach to learning and instruction, Kevin wants to infuse game theory applications that infuse a "Skill Tree" of achievements, levels, and pathways within his curriculum.<br />
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In his own words, Kevin wants to develop:<br />
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<i>A "Skill Tree" or a "Tech Tree" is a gaming mechanic in strategy computer games that allows for players to progress through a hierarchical pathway, unlocking more sophisticated and complex skills or technologies as they go. The tree acts as a visual representation of what players have accomplished, as well as acts as an indicator of the necessary means by which to further progress. They offer players an option to see how often mundane or repetitive tasks lead to more potent rewards and greater ability. Lastly, they lend the sense that one is in control of shaping one's development, often allowing players to choose how they will make their avatar or minions grow in order to meet the game's objectives.<br />
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I want to adopt a "flipped classroom model," as championed by Bergmann and Sams. With my lectures and lessons thus recorded, I would like to use web-based assessment tools to build activities that help students learn, practice, and demonstrate their understanding. With the course fully articulated, the intention is to open up time for greater and more in-depth project-based learning activities. <br />
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The tech-tree would serve as a pathway for each individual student's learning, somewhat akin to the Khan Academy. However, the lessons will be bound as well by narrative, for as a gamer and English Language Arts instructor myself I've seen the driving power of storytelling to compel and motivate. This would package my course into a complete game, replete with missions, XP, bonuses, rank titles, avatars, and boss challenges. The goal is to fully implement a game-based learning model that is motivating, differentiated, student-driven, and which satisfies the literacy and technology standards of the Common Core as defined by New York State.<br />
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Together with my students, we will plan out pathways to meet each students needs. I will implement recursive pathways for remediation, re-enforcement, and re-teaching, and utilize the data gathered from my students progress through the tech tree in my design and implementation of project-based lessons demanding long-term commitments and high order cognitive tasks.</i><br />
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Although Kevin has developed his skill tree and is currently working on incorporating his content within the process, we are lacking a platform. We have begun to look at a variety of options, but we are seeking a RPG-like environment that we can build from. Kevin has developed the vision, the materials, and the process. However, we are lacking the foundation and that is where we are stuck.<br />
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If you have recommendations, suggestions, and/or know of someone that may be able to direct us towards the "light" please let us know. <br />
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As Kevin has stated:<i> Please help me to make this vision a reality. </i>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com2tag:blogger.com,1999:blog-137511981346457383.post-19835894875049741862012-03-06T09:47:00.000-08:002012-03-06T09:47:27.157-08:00The Death of LearningThe more I visit my local school districts, the more frustrated I have become with the new APPR (Annual Professional Performance Review) that has been handed down by the New York State Department of Education and our Governor, Andrew Cuomo.<br />
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Like most, I am all for teacher evaluations and observations. I honestly believe that our teachers need to be observed and evaluated on a regular basis. I get that and I am all for that.<br />
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However, the new APPR process that has been implemented will be the death of learning!<br />
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For those not familiar with the new initiative, teachers will ultimately be rated on an 100-point scale with 60 points coming from direct observations and another 40 points coming from local and state assessments. Truthfully, I do not have an issue with the 60 point observation mechanisms. In fact, they are very similar to the previous observation tools we had in place with a few tweaks to the language. My angst does not lay within the observation, but the acquisition and implementation of thse tools. <br />
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Are we allowed to use our previous observation tools? ABSOLUTELY NOT! Apparently we're only allowed to use state approved observation tools that have been supplied to us by a number of third party vendors. Of course, each observation tools also comes with a professional development training package all for a hefty price. Let's not forget that most districts are also going to purchase an observation recording tool such as OASYS or Teachscape, which jacks up the price even more!<br />
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Nevertheless, the core of my anger does not lay within the observation tool, it's third party vendor pricing, or the packaging deals that fail to impress. There's still the other 40 points that relies on local and state assessments that have become the thorn in my side.<br />
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Of the 40 points, 20 points must come from a state assessment exam and the other 20 points must come from a district directed assessment. Again, districts have turned to third-party vendors to purchase various assessment tools such as NWEA MAP and STAR Enterprise. These tests must be conducted two to three times a year, which takes buildings two to three weeks at a time to complete. During a 40-week school year, this shuts down computer lab resources for 6 to 9 weeks!<br />
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Districts have implemented these programs under the pretense that we are going to pre and post-test our students to chart their progress throughout the school year. Are students provided with study materials? Do we know what the test is going to cover? Does it align with our current curriculum? No - No - Most likely NO. Therefore, we are "testing" our students progress on material that may or may not be covered. What happens when that student scores poorly? Does their success/failure on the test have any impact on them? Are they held back? Are they put in remedial classes, AIS, RTI? No - Like the grade 3-8 assessment, these tests are a "measurement" of student progress. Therefore, it has very little impact on them whatsoever.<br />
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However, these tests have everything to do with the teacher. A teacher can and will be rated poorly if his/her students do not show adequate growth. The system holds the teacher responsible for the success/failure of the students, but the students are not held accountable for their own actions. Pass or fail - it doesn't matter to the student. Pass or fail - means everything to the teacher including his or her job!<br />
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Is this the death of learning? It is absolutely the death of an educational system that I was once familiar with. Within a single year, I have watched our educational system make dramatic changes that will profound implications. You think teachers won't teach to the test more so now then ever? You think this new system will actually call out the bad teachers and not affect the good teachers?<br />
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What ever happened to learning? What happened to exploring new ideas, new topics, and new projects? When did the school year become a testing schedule of pre-tests, mid-year tests, post-tests, and state assessment tests? When are we supposed to teach? When are students supposed to learn?<br />
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How much is 40 points on a teacher evaluation really worth? <br />
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For those interested, please read Diane Ravitch's article <i>No Student Left Untested</i>, which can be viewed at: <a href="http://www.nybooks.com/blogs/nyrblog/2012/feb/21/no-student-left-untested/">http://www.nybooks.com/blogs/nyrblog/2012/feb/21/no-student-left-untested/</a>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com0tag:blogger.com,1999:blog-137511981346457383.post-60650588870449248482012-02-14T09:52:00.002-08:002012-02-29T16:11:40.427-08:00No Shirt, No Shoes, No iPads<div>I received an email this afternoon from a colleague who wanted to share a story and raise a number of questions. <br />
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</div><div></div><div><i>A teacher just told me that someone she knows has a daughter who is part of the LPN program. The girl pays tuition because she is an adult. Well, they were asked to purchase a bunch of books and the girl did, but on her iPad. Well, when she went to class the teacher told her that she could not use it, that she needed the books. So, they had to re-purchase the books and a rolling suitcase to carry them around.</i><br />
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</i></div><div></div><div>It's taken me a bit of time to wrap my head around this. I have found myself debating this situation as both a parent and as an educator. The parent side of me would have demanded to speak with the principal/director/supervisor. I would have raised hell for a lack of better words. Why can't my child use his/her iPad to access their textbook, class notes, etc.? What's the difference between the ebook and the regular textbook? Where in the syllabus does it say that the textbooks have to be actual printed textbooks? </div><div></div><div><br />
I can assume that the supervisor and or teacher would have begun pointing to various policies and procedures that have been set forth by the learning institutions. "We're sorry - such and such learning institution has a strict ban on student-owned technology devices in the classroom. This policy includes the use of cell phones, laptops, tablets, and other devices."<br />
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</div><div></div><div>This drives me absolutely insane! In my opinion there is no reason why that student could not use his/her iPad to access the ebooks that they downloaded for his/her course. It's even more infuriating that this is a continuing education/adult education program and the instructor has an issue with another adult using his/her iPad to access their ebook. </div><div><br />
</div><div>This happens in continuing education programs; this happens in K12 public programs. Again, we expect our students to walk in, unplug, and go to class. Why? Why do we have to unplug? Why do we have to leave our computers, our tablets, our smartphones at home, in our lockers, in our bags? Why can't we download our textbooks onto our iPad, take notes on our laptops, and look up answers on our smartphone? </div><div><br />
</div><div>Obviously, we need to have a plan in place. We need to figure out the particulars before allowing the students to stay plugged in. However, we should not limit our students from accessing technology - from learning! </div><div><br />
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</div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div><div></div>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com0tag:blogger.com,1999:blog-137511981346457383.post-62622711536824404152012-02-07T19:02:00.000-08:002012-02-07T19:02:35.790-08:00A Day of Encouragement/A Day of FrustrationWhat would your ideal classroom look like? Would it consist of several work stations? Maybe a full laptop cart? Would you like a closet full of iPads? What if we threw in a few iPod Touches? Obviously there would be WiFi access and an interactive whiteboard to top it off. <br />
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I discovered that classroom today - sitting empty. <br />
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It was frustrating. Here sat an ideal classroom environment geared for exploration, collaboration, and research going to waste. Unfortunately, those in charge focused on developing a fully integrated classroom without focusing on the classroom. And there sat their ideal classroom - empty.<br />
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The day was not a total loss though. Although the computer lab set relatively empty, there was a steady stream of teachers stopping in to ask questions, learn more about this or that, share what they have done with their classes, and discuss what they could do with their classes. We experimented with Moodle, took a look at Edmodo, and shared several lists of apps that we could install on those iPads sitting in the close.<br />
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So how do we get these teachers into the computer lab? How do we take their ideas and bring them to life? They obviously had all the tools in place, so what was missing? Why wasn't the lab being used?A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com0tag:blogger.com,1999:blog-137511981346457383.post-13749576242820507602012-02-02T12:28:00.000-08:002012-02-02T12:28:33.647-08:00New Technologies vs. New BehaviorsI spend most days developing and facilitating professional development workshops focused on this device, that application, or a combination of something else. I develop projects that incorporate latest trends; I devise ways to implement and integrate applications into various classroom environments. I facilitate a multitude of workshops with a multitude of teachers in a multitude of districts. Such is the life of a Technology Integration Specialist.<br />
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And then I came across a recent blog entry by Dr. Scott McLeod on his site <a href="http://www.dangerouslyirrelevant.org/">http://www.dangerouslyirrelevant.org</a> in which he shared the following quote:<br />
<br />
<i>Revolution doesn’t happen when society adopts new technologies - it happens when society adopts new behaviors.</i> - Clay Shirky, <a href="http://www.amazon.com/dp/1594201536/ref=as_li_ss_til?tag=scottmcleod05-20&camp=0&creative=0&linkCode=as4&creativeASIN=1594201536&adid=1X8XM9WFGKDBZ4M48GMN" target="_blank">Here Comes Everybody</a>, p. 160<br />
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<br />
<div class="entry-body"><div><div class="item-body"><div> Like myself, Dr. Scott McLeod, visits a number of schools. And he noted that "many schools that have <i>new technologies</i>, but not enough of them also have <i>new behaviors</i>.<br />
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And with those words the preverbal light bulb went off as these words rang so true to my own experiences.<br />
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We tend to focus on the technology. We tend to gear our instruction towards this application or that process without looking at the grander scale of the program. We want to integrate technology into the classroom without focusing on the classroom. We want to explore new ideas without addressing old ideas. We want to change the face of education, but we don't want to change how we teach.<br />
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Technology is part of the solution; it is not the sole solution. Rather than micromanaging the implementation of this or that, we need to think globally. What behaviors do we want our teachers to model in the classroom? What applications can we integrate to support that model? How would you structure your classroom - your building - your district to meet the demands of 21st century learning? What applications, programs, tools, training, resources do we need to make this dream a reality?<br />
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The success of new technology lays within the adaptation of new behaviors. It has been said that the whole is more than the sum of it's parts. We must address education as a whole if we are to succeed in the classroom. We must focus on the <i>how</i> if we expect to see success with the <i>what</i>.<br />
<span class="Apple-style-span" style="font-family: Verdana, sans-serif; font-size: 12px; line-height: 12px;"><span style="background-attachment: initial; background-clip: initial; background-color: transparent; background-image: initial; background-origin: initial; background-position: initial initial; background-repeat: initial initial; border-bottom-width: 0px; border-color: initial; border-left-width: 0px; border-right-width: 0px; border-style: initial; border-top-width: 0px; font-size: 12px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-color: initial; outline-style: initial; outline-width: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"></span></span></div></div></div></div>A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com2tag:blogger.com,1999:blog-137511981346457383.post-12890774615021622682011-03-16T14:34:00.000-07:002011-03-16T14:34:06.140-07:00Tech. Integration vs. Traditional EducationRecently, I was facilitating a workshop on "Building an Online Classroom." In addition to discussing the adaptability and flexibility of Moodle environments for various classroom models, I also reviewed several characteristics of the 21st century student.<br />
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Our students are Digital Natives. They innately know how to use and infuse technology in every aspect of every day. It's what they know; it's who they are. Most people will agree - our students are unique. They learn differently than their counterparts five or ten years ago. For the most part, there is a profound gap between their technological expertise and the expertise of their teachers. Not in all cases, but in most cases.<br />
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Nevertheless, I was going through the workshop when a single hand raised from among my audience. "<i>Aren't we focusing too much on this technology stuff? This <u>stuff</u> really doesn't have a place in education. We need to focus on traditional skills; we need to focus on writing, on textbooks, and doing stuff in class not online; not on the internet." </i><br />
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</i><br />
Where do I go from there? Do I dive into a diatribe on technology integration and the advancement of society? Do I address the impact of technology on student learning? In actuality, I first had to take a moment to gather my thoughts and quell my frustration before briefly addressing the need to teach job ready skills that are adaptive for the 21st century. I spent no more than three or four minutes addressing this state before continuing on with my workshop. Regardless, it irked me for the remainder of the day.<br />
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I cannot fathom that we still have a faction out there who is against the implement of technology into the classroom environment. They see no reason why they should use <u><i>that stuff</i></u> in their class. I know these individuals are out there, but at the same time it boggles my mind.<br />
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What do we do about these individuals? True - they may be very good teachers who are successful in their own right. However, are they actually all that successful if they are not adequately preparing their students for future? How do we handle/work with these teachers. We all have these teachers. There is at least one in every building if not more. What do we do with them? We can't necessarily ignore them; you can't bury your head in the sand until they leave/retire. You can attempt to work with them and/or encourage them to infuse technology, but how successful is that? Unfortunately, I do not think that there is a clear, easy answer to this question. However, this scenario is played out time and time again day in and day out in our buildings/districts.<br />
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We waste time and energy trying to work with these teachers. Sometimes it's not teachers but building administrators. Sometimes it's district administrators. Again, what do we do? How do we convince these individuals that there is value in technology integration?<br />
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I honestly wish I had an answer to this question. If you have thoughts or comments please share. This is a "problem" that I know many of us have addressed; I know it is something that we will continue to address. Your insight would be greatly appreciated.A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-5396131930346757342011-01-06T07:55:00.000-08:002011-01-06T08:16:26.877-08:00Defining 21st Century EducationMore days than not, I find myself living between two very unique educational spectrums. The first being a "traditional" teacher driven learning environment plagued with dated lesson plans and assignments. They are not hard to miss. You tend to find the teacher standing in front of the class reciting the same lesson that they have recited year in and year out. The students are seats in rows or clustered groups, taking notes, and haphazardly paying attention. There is little connection between content and student; what is learned, unless used for something meaningful, is lost days and weeks later.<br />
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Unfortunately, this accounts for a majority of the classrooms that I pass during my visits for various districts in my region. It's even more frustrating when I see interactive whiteboards and other equipment littered throughout the room going unused day after day. <br />
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And then there is the other side. There are the teachers who have embraced 21st century education. They have acknowledged and accepted the integration of technology in their daily activities. The students are moving about; they are working together. They are conducting research, asking questions, solving problems. The students are engaged; they are learning!<br />
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There is a profound divide between these two examples. Blame it on experience, years in education, professional development or the lack there of, availability of resources, time constraints, educational backgrounds, etc. etc. etc. In the end, there is still a divide. Schools spend a lot of money and even more time providing resources, equipment, and professional development opportunities for both groups. As a Technology Integration Specialist, guess which ones I see more often and which ones I see less often? Again, you can blame it on this, that, and the next thing. <br />
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Our educational systems are in a state of flux. We are standing before profound changes that can and will completely alter the educational process within the next five years. Wisconsin has already begun to adopt "progress-based groupings; dropping standardized practices in favor of customized learning plans; phasing out print textbooks in favor of dynamic digital resources; and shifting from teacher-led instruction to a blend of face-to-face and online approaches" (full article: <a href="http://bit.ly/fkBx9r">http://bit.ly/fkBx9r</a>). Others will surely follow suit.<br />
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Would your current staff be able to follow suit? Do the have the qualifications/skillset to keep pace? Better yet, would they even be willing to adapt? We've provided them with numerous opportunities in the past; how often have they embraced these opportunities then? Do you think they will embrace these opportunities in the future?<br />
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Going forward, what skillset should be reflected in education? What defines a 21st Century Education?<br />
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21st Century Schools (<a href="http://www.21stcenturyschools.com/">http://www.21stcenturyschools.com/</a>) outlines a wide array of 21st Century educational definitions from the 21st century student to green initiatives.<br />
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Edtech Digest has developed "<a href="http://edtechdigest.wordpress.com/2010/09/22/21-definitions-for-a-21st-century-education/">21 Definitions for a 21st Century Education</a>."<br />
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Education Week asked a wide array of "educational experts" their thoughts on 21st Century skills in their article "<a href="http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html">How do you Define 21st Century Learning?</a>"<br />
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There is a common theme between each of these definitions, which include:<br />
<ul><li>Collaboration</li>
<li>Effective Communication</li>
<li>Relevance to the real world/work place </li>
<li>Effective Information Analysis</li>
<li>Technology Integration</li>
</ul>How would you definition the 21st Century Education within your district and/or building? Could you define 21 Century Education within your district and/or building?<br />
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Has your district and/or building begun to implement change? Have you as an educator implemented change in your classroom? If not, why haven't you?<br />
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The 21st Century model has embraced technology as part of the educational process. It's something we can opt in or out of. It is a vital component to education; it is a vital component to society. At the same time, we've moving towards an open collaboration model where we are able to share our ideas and collectively solve problems and complete assignments. The school building and the school day has expanded. It has expanded into cloud computing and collaboration where students are able to work from wherever whenever.<br />
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Change is happening. It's going to continue happening.<br />
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Where will you be at the end of the day?A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-31589368303543647852011-01-05T08:38:00.000-08:002011-01-06T07:56:26.183-08:00Changes in Leadership?In recent weeks, we have seen a change leadership selection. Mayor Bloomberg appointed Cathleen Black, a former magazine publisher, as Chancellor of NYC schools. Against various protests and potential lawsuits, the Board of Regents approved Black's appointment. This week, New Jersey Governor, Chris Cristie announced that he has asked the Board of Education to lower the requirements for school administrators thus allowing non-academic "managers" an opportunity to function as superintendents.<br />
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Under current guidelines, superintendents in New Jersey must hold a master's degree "including a 150-hour graduate internship in educational leadership and passing a superintendent’s assessment." Under the new guidelines being proposed by Governor Christie superintendents would only need a bachelor's degree. The state education commissioner would have ultimately determine the candidate's qualifications. <br />
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The full story, published in the New York Times, can be read at <a href="http://nyti.ms/h6Ps5Q">http://nyti.ms/h6Ps5Q</a>.<br />
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I have very mixed emotions about this as an educator and as an aspiring administrator who is one semester away from graduation. First and foremost, what would these individuals be able to bring to the table? Yes - they know how to manage and lead a team in the private sector, but how will these skills translate in our educational systems? This is not corporate America. We are not playing with profit margins and stock entities. We are here to foster learning; we are here to guide future generations and prepare them for whatever comes next. <br />
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How will this impact our transition away from the archaic factory-based educational model? We have realized that it doesn't work; we are steadily moving in a new direction that has shown promise. Wouldn't this be a step back in progress? Wouldn't this go against everything that we have been working towards?<br />
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Maybe I'm wrong; I don't think that I am though.<br />
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I honestly believe that we need to remodel education, but I do not believe that these changes are part of the equation. Instead, we should focus on our students and our students needs rather than attempting to fit a corporate mold focused on single output models.<br />
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I do not believe that there is one perfect model. I wish I had that answer, but I do not. I definitely believe that we should be developing student-focused curriculum maps that provide opportunity and availability. I believe technology will continue to transform the role of schools in education. I believe that our system needs to change and will change - hopefully for the better.<br />
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In the meantime, we need to reassess our own roles in education. Are your teachers providing your students with the skills necessary for tomorrow? What do you see when you walk around your building? What are your students learning? What aren't they learning? What are your teachers teaching? What aren't they teaching? <br />
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Your responses might surprise you; hopefully they don't scare you....A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-79955830192709920402010-12-23T08:29:00.000-08:002010-12-23T08:29:19.011-08:00Going GoogleIt seems like you cannot go a day without using Google or hearing Google used in a sentence.<br />
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I have been using Google Apps for a solid year now and I must say that it has definitely had a profound impact. My entire department (a whole three people) have adopted Google Docs and Google Calendar in order to track our daily activities in district and collaborate on projects/presentations while not in the office, which is almost every day.<br />
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I was recently asked to pilot Google Apps. for Education by our Regional Information Center, who has been working with my organization to migrate our email services to a new client. We're currently using Lotus Notes and had been exploring Outlook and Groupwise.<br />
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Nevertheless, we've decided to run with Google Apps. for the time being and examine gmail as a possible mail client. That being said, we created a domain and created usernames for several teachers/administrators who were interested in piloting the program.<br />
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As the lead, I received several emails pertaining to our pilot program. Ironically, our filters blocked access to our new gmail domain thus blocking our users from accessing their new accounts. Hopefully, my techs will be able to work that out in due time i.e. during the holiday break.<br />
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However, I also received several troubling emails that said:<br />
<br />
"I've been talking with some of my colleagues about the proposed gmail system, and have been trying it out at home. As we discussed at the meeting, I've tried to note some concerns I'm hearing and I have have about the new system:<br />
<ul><li>Who will own the data stored on the gmail server—BOCES or Google? Will that apply to information on personal email if it is merged into school gmail? </li>
</ul><ul><li>Since our personal agreements with gmail and other accounts permit them to mine our data, how will that be separated from school gmail? </li>
</ul><ul><li>School email often contains private information about students, sent by parents or students themselves. How will Google safeguard this privacy against hacks and other invasion? If privacy is breached, will a teacher be liable for an exposed conversation about a student? </li>
</ul><ul><li>How does Google’s privacy policy comply with FERPA regulations? </li>
</ul><ul><li>BOCES has the right to view anything on our school email accounts; how will this work if our personal gmail (and other private email) accounts are connected with our school accounts? </li>
</ul><ul><li>When we migrate to the new system, what will happen to messages stored on the old server? Will we have time to access and copy information we need from the old email system before it disappears? Will mail for @ouboces accounts be forwarded, or will we have to restart subscriptions? </li>
</ul><ul><li>Will our email still be @ouboces.org? If not, many of us will have to change a lot of subscriptions, enews and professional contacts. </li>
</ul><ul><li>Will smartphone access to gmail involving other service providers (Verizon, AT&T, Blackberry, etc.) raise more privacy issues? It might be an advantage to be able to check school email on your phone, but then there will be a lot more companies in a position to view and use our data."</li>
</ul>Where to begin? These were not easily answered questions to say the least. Fortunately, Google has recognized and addressed many of these concerns on their website. Those sections can be found at:<br />
<ul><li><a href="http://www.google.com/a/help/intl/en/edu/privacy.html%20">http://www.google.com/a/help/intl/en/edu/privacy.html </a></li>
<li><a href="http://www.google.com/apps/intl/en/terms/education_terms.html%20">http://www.google.com/apps/intl/en/terms/education_terms.html </a></li>
</ul>Are their risks with using Google Apps to collaborate and share information? Yes. However, you also run the risk when using Lotus Notes, Outlook, and/or Groupwise. There is always a risk; such is life in a wired world.<br />
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As previously mentioned, Google has outlined their privacy policies as it relates to school data and FERPA regulations. However, the question was posed regarding personal mail that is merged into one's work email. Rather than going through an entire explanation and review of Acceptable Use Policies, I can sum it up in one response - don't merge your personal mail data with your work mail! If you don't want your employer archiving and reviewing your personal data then don't merge it through your work mail and don't access it while on work computers!<br />
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Nevertheless, I am excited to be moving forward with Google Apps. As we continue with our pilot, I have a feeling that I'll post a few more thoughts about the matter. I am optimistic that this will go well, but I will have an uphill battle with some individuals who are Google-shy.A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com2tag:blogger.com,1999:blog-137511981346457383.post-47600133366199687642010-12-22T06:46:00.000-08:002010-12-22T06:46:50.909-08:00Empowering StudentsAs a follow up to "Becoming Obsolete," I'd like to pose a few ideas that would help us empower our students, especially for those who are contemplating the idea, but don't know where to start.<br />
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<b>1. Establish a Technology Advisory Council</b> - you can't take on this project by yourself. Devise a group of interested teachers, administrators, PTO members, and students who are willing to develop a plan, oversee its integration, and regularly assess the impact of said plan.<br />
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<b>2. Mobile Learning Device Agreements </b>- are you going to allow students and teachers to bring their own mobile learning devices to school? Who will be responsible for said equipment? What will happen if something breaks or is stolen? Will your techs be responsible for maintaining and repairing the equipment if something happens to it?<br />
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I'd suggest creating a "Mobile Learning Device Agreement" that would be signed by all parties who bring in their own equipment. The agreement should include, but not be limited to: <br />
<ul><li>Appropriate use clause. </li>
<li>An understanding of the risks i.e. theft and/or damage.</li>
<li>A clause stating that the maintenance and repair of student/teacher personal equipment is the sole responsibility of said student and/or teacher. </li>
<li>Repercussions for those who fail to adhere to the building's agreement. </li>
</ul>I'd also suggest having the students fill out the make, model, and serial number of their device(s) on the form as well for a reference point. If something is stolen or misplaced, you have identifiable information on record. <br />
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Both students and their parents would need to sign the agreement, which would remain on file and available if and when necessary. <br />
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This agreement must be approved by building and district administrators and may need to be reviewed by the school board and/or district lawyer. <br />
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<b>3. Student Accessable WiFi</b> - What's the point of bringing these devices into the building if they can't access the cloud? There are differing opinions in terms of content filtering and permissions. I'll leave that discussion for another day. In the meantime, go with your gut.<br />
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<b>4. Powering Stations </b>- As your roll out your plan, make sure that there are locations and/or available power strips for students to plug in during the class day. At some point in the day, their batteries will start to run low and they're going to need to plug in, recharge, and continue working.<br />
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<b>5. Re-purposing Equipment</b> - Every school will have a number of students who do not have their own mobile learning devices. Why not establish a loaner policy? You already have a number of netbooks and/or laptops available that are not being used as much as you'd like. Why not set up a program where students can sign them out in the morning or during class and use it for a set amount of time? In classroom of 20-25 students, you may only need 5 loaner computers. You may have your tech(s) distribute devices prior to first period and collect them at the end of the day. Be creative. Do what works best for your building.<br />
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Those that have adequate equipment may also consider extended loaner programs where students would be able to loan the device out for the semester and/or school year. I know a few of you just cringed. It's okay. The students will respect the equipment. It'll come back in one piece. However, if you go this route, you'll want to establish another "loaner agreement" that will outline appropriate use, maintenance, theft, etc.<br />
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<b>6. Professional Development Workshops</b> - Empowering your students and allowing the integration of student-owned devices in your building is going to change how you conduct business one way or another. The learning process is going to be different. Therefore, you're going to need to prepare your teaches for change.<br />
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You may want to consider devising workshops to help teachers transition. You may want to consider the following workshops or similar programming: <br />
<ul><li> Integration technology in the classroom.</li>
<li>Web-based Applications and Projects.</li>
<li>Project/Problem-based Collaboration.</li>
<li> Google Applications for Educators</li>
<li>Internet Safety</li>
<li>Digital Privacy, CyberEthics, and Netiquette</li>
</ul>Here's another novel idea - include your students in the workshops! (1) They need to be involved in internet safety, digital privacy, cyberethics, and netiquette workshops (2) It's a great way to get their insight (3) they can learn alongside their teachers as active learners.<br />
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<div style="text-align: center;">---------------------------------------------------------------------------------------------------------</div><br />
In rolling out this program, I'd suggest starting small. Set up a couple pilot classrooms - maybe one or two per grade level. Maybe start with the high school first and then introduce it to the middle school. You may or may not want to roll this out with your elementary students - I'll leave that decision up to you.<br />
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I'd also suggest putting together a student/parent survey prior to rolling out this new initiative. Find out how many students have mobile learning devices? Do they have internet capability at home? Are the parents responsive to the idea?<br />
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From your survey you might want to run a few informational session for the parents so that you can explain the plan and respond to any concerns that they have. Also be sure to explain that parents WILL NOT have to run out and purchase devices for their child and that a loaner program will be in place for those who need one during the school day. <br />
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Hey - It just might work!A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-80208372929782988412010-12-21T17:01:00.000-08:002010-12-21T17:01:50.289-08:00Becoming ObsoleteThe Daily Riff recently released a list of "<a href="http://www.blogger.com/goog_1080535754">21</a><a href="http://www.thedailyriff.com/articles/21-things-that-will-become-obsolete-in-education-by-2020-474.php"> things that will become obsolete in education by </a><a href="http://www.thedailyriff.com/articles/21-things-that-will-become-obsolete-in-education-by-2020-474.php">2020</a>." There of those of us that will sit back and simply say "and....?" There are others whose knuckles turn white as they dig their nails into the armrests of their chairs in fear and/or anger.<br />
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Think about it though. Take a look at your students - what do they know - what are they using now that we never imagined?<br />
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I have a four-year-old at home. She has grown up in a world with digital cameras, DVRs, Netflix, various mobile learning devices, and constant access to the internet. At age two, she had learned to navigate YouTube and click on her favorite recommended videos (i.e. anything with Disney princesses). By age 3, she is able to navigate around on a computer, access her favorite apps, and can operate her mom's digital camera better than many adults. <br />
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Education is changing; it has been changing. Our students know more and do more than we give them credit for. Unfortunately, many of our learning institutions have failed to effectively integration technology and learning. They have added this, that, and the other thing. They have put together workshop after workshop, but there's still a profound gap between integration and learning.<br />
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I honestly hate to say this, but part of the blame lays among teachers. Now I cannot blame all teachers. There are those who actively engage their students and integrate technology into their lessons. However, there is a much larger majority that do not. My department conducts up to six workshops a semester. I am lucky to get an average of seven people per workshop. Next semester we are pushing out up to six workshops a month and I fear our enrollment numbers will be weak at best. Mind you, these workshops are offered to seventeen districts and I still can't fill a class.<br />
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So what can be done? If we can't rely on the teachers, who can we rely on? In a recent meeting with one of my districts, I simply suggested empowering the students. (1) Allowing them to incorporate their own technology will equate to less equipment the district has to purchase. (2) The students eat, sleep, and breathe technology. Why not letter them stay connected in the classroom? Why not let them incorporate their skill set in the classroom? Why not transform education and put the power in the hands of the student? Maybe our students will embrace the opportunity, especially seeing that many of our teachers are still lagging behind.<br />
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I also encourage districts to run pilot programs with their more capable teachers who are willing to integrate technology and work with their students. Devise usage policies where students can bring in their own mobile learning devices, access the building's WiFi, and engage themselves. Districts could also establish loaner programs where students without mobile learning devices can borrow one for the day or the term depending on availability.<br />
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If the teachers aren't going to use the equipment, why not put it in the hands of those who will?A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-88008214496520129282010-12-08T10:13:00.000-08:002010-12-08T10:13:32.540-08:00Deciphering the Laws of CyberbullyingAfter completing a case study for my Educational Law course that I am taking for graduate school, I discovered that there is a great deal of confusion among educators, lawmakers, and everyone else for that matter.<br />
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What laws are in place to protect our students?<br />
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What are our rights and responsibilities as educators?<br />
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What policies and/or programs do we have in place to educate our parents, students, and teachers? <br />
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These are questions that I have not necessarily found all the answers to. However, I have put together a few resources to help individuals learn more about Cyberbullying and its impact on education.<br />
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The first is a link to my case study review, "Deciphering the Laws of Cyberbullying" where I have reviewed several incidents and the court's ruling on the matter. This can be found at:<br />
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<a href="https://docs.google.com/document/d/18c9CBW6h-iGm_X2kibnFmtNIHHgJcKkmgP7oyTrKkjA/edit?hl=en">https://docs.google.com/document/d/18c9CBW6h-iGm_X2kibnFmtNIHHgJcKkmgP7oyTrKkjA/edit?hl=en</a><br />
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A second piece is a presentation that I put together for a faculty workshop pertaining to Internet Safety and Digital Citizenship:<br />
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<center><iframe frameborder="0" height="342" src="https://docs.google.com/present/embed?id=d46j3vc_128gk4krdfj" width="410"></iframe></center><br />
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Feel free to share this information with other interested parties. I just ask that you quote your sources.A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1tag:blogger.com,1999:blog-137511981346457383.post-54490343481643104152010-12-08T10:03:00.000-08:002010-12-08T10:03:44.529-08:00IntroductionsI'd like to take a moment to introduce myself and share a few thoughts on "Teaching in a Wired World."<br />
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My name is Art Schouten and I am the Lead Technology Integration Specialist for a BOCES program in New York State. I oversee our Model Schools Consortium and eLearning initiatives for 17 component programs as well as several BOCES programs.<br />
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I entered this program in November 2009 and since then I have been put in charge of overseeing our program, vendor licensing, troubleshooting, etc. I have two additional Technology Integration Specialists who "work with me." In actuality, we spend roughly 95% of our time in district meaning that we almost never see one another and we see our offices even less. <br />
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As the Lead Technology Integration Specialist and an aspiring administrator, I have begun to look at various topics, programs, changes in education that have or will have a profound impact on our learning institutions. That being said, I hope to share some of my thoughts and ideas as well as thoughts and ideas of others.<br />
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The opinions expressed are those of myself and are not the opinions of my districts or the organization whom I work for. These are simply observations made, thoughts hashed out, and ideas that may spur further dialogue among other educators.A. Schoutenhttp://www.blogger.com/profile/00489219457151348478noreply@blogger.com1