TQ #10

From November 4, 2008

I don't think the current education system in place in most schools around the area have even remotely started to tap the full potential of open source technologies. I'm not sure why that is. Perhaps open-source carries a stigma of sorts - most professionals have looked down upon what they view as "free" software coded by some guy in his basement with no support in the event of malfunction. I understand the skepticism, having been skeptical at first as well. How can a free program be better than one you pay for? But, then I tried Open Office. It is essentially Microsoft Office with support for many of the other big document file types out there today. You can read, write, and save in so many different formats. The interface is incredibly similar and easy to use. For starters in a school, why not implement software like Open Office in place of Microsoft Office. The learning curve is no more difficult than learning with Microsoft Office, and the support documentation is quite extensive.

Open source technology can also be found on the web. MIT for example has created Open Courseware which offers free, web-based instruction, created directly from actual curriculum used in their college classrooms. I think this is a great idea that is reasonable for schools to consider. The teacher could teach a new concept during class, and send the kids home with a link to complete an online course module about the same topic. Imagine the major impact that could have on students' ability to retain information. Students are more likely to be motivated to participate in an online module than paper-based homework since they will most likely already be on the computer for other reasons as well. Also, if a student was absent from class that day, he or she could simply log on to the module and learn all about it and be caught up for his or her return to school the next day.

I believe video-conferencing has the potential to create new learning environments not previously conceivable. For example, Skype is an open-source video conferencing tool that enables you to communicate with audio and video as well as add up to four locations to a phone call. As I see it, video conferencing could be used to do a presentation and have parties form any location watch and be involved. Perfect example was when Paige was out one week and we brought her into the class discussion using Skype. Not only was she able to hear but also see and contribute to the discussion. What incredible technology. And especially since it is free, I cannot believe more people are not taking advantage of it yet.

TQ #9

From October 27, 2008

I'll try not to make this sound cliche, but I can honestly see both sides of the argument here. I have been struggling with this very idea and trying to figure out where I stand. I strongly believe that the Internet should be a free flowing highway of information, and it is what one makes of it. I also strongly believe in reasonable protection of children. But I am not at all for "sheltering" children. Allow me to explain.

First of all, with regards to acceptable use, I believe there is a happy medium that has not been discovered yet between copyright protection/enforcement and acceptable use. For educational pruposes, I see absolutely no good reason why copyrighted material should not be able to be used for educational purposes as long as due credit/citation is given. The educational system on the whole in the US is largely underfunded and is not performing as well as it should. I find it completely reasonable for an educational institution to use any resource it can in the name of improving education. Any author, or copyright owner stands to make little or not money by telling a school they cannot use certain material. Most schools cannot afford to buy the rights and therefore will not. I do believe that it is incredibly important to teach children about copyright laws and proper usage both under the umbrella of education as well as in the real world. But, as long as they are learning, teachers should be able to use whatever resource they prefer in order to improve or enhance instruction for the students.

In terms of COPPA, COPA, CIPA, and CPPA, I think CPPA may be the only law truly enforceable. I have only had direct experience with COPPA to date and that was because I developed a web site for a children's TV show. I think the COPPA guidelines are reasonable, realistic, and clear. 13 seems to be the age when kids really get into the online chat programs, and social networking applications on the web that can carry with them some serious threats. COPPA seems enforceable at first - if a site willingly accepts personal information from a child under 13, that site gets in trouble. In an ideal world, I suppose this may work. However, with millions of sites out there that accept personal information from Internet users, it becomes almost impossible to keep track of. The sites themselves can not keep track of any possible violations. CIPA is even less enforceable, for the main reason that no one seems to be able to agree on what is and is not offensive.

Having said all that, how can we honestly expected a school to create a learning environment that is safe while not hindering education? CIPA requires schools to implement Internet safety rules and regulations, and content filters. Content filters are a great way to block unwanted content; however, I feel like we are right back to dealing with the main problem: How do you define "unwanted" content? Furthermore, at what point do you finally sensor so much that you are sheltering the children. I define sheltering as censoring so much that you run the risk of children being shocked when they finally encounter life in the real world. Also, I argue that it is critical for students to learn how to distinguish what is and is not acceptable content. Students are going to have to make decisions like that all throughout their careers. The principle of least restraint probably the best way for enforcing such regulations. Education should be able to use whatever resources it needs to keep the quality and effectiveness of education high as long as they properly cite what they are using. Employing a filtering system that is built to block only those sites that absolutely must be blocked is important. But, the filtering system should always remain a work-in-progress. For example, if a site is accessed that contains content deemed inappropriate by the school, then it should be blocked immediately. If a good educational site is blocked by accident that contains content deemed appropriate by the school should be unblocked immediately. There must be a quick and efficient review and block/unblock policy in effect in order to not hinder education. And finally, schools have a great responsibility to keep children safe as well as access to high-quality education. However, parents must play an equally visible role in this equation. Parental involvement, guidance, and supervision is even more critical since more often than not, their child is more active on the home - non-filtered - computer than at school.

TQ #8

From October 20, 2008

This is my area of most interest. According to research I have done and observations I have condcuted over the last year (I will have to find my sources and will post them), professional development and team collaboration are the most important pieces of the puzzle. When planning a professional development program, I think the biggest obstacles to overcome are budgeting time, current lack of time for teacher collaboration, and funding. In terms of the biggest obstacles to overcome, public enemy number one is time. Teachers and administrators are both extremely strapped for time for various reasons. The PSSA is probably the most notable reason. Teachers are trying to move through so much curriculum in such a short amount of time that they hardly have time to take a risky chance that a new technology program may fail thus making the teacher go back and re-teach the material. Given the very small amount of inservice time, it is absolutely critical that training programs be succinct and hands on as well as loaded with practical examples. This may be the only way you stand a chance of helping teachers to feel more comfortable in a short window of training time.

I am in the middle of conducting a needs assessment right now for a local school and the number one complaint I hear from almost every teacher is that there is a huge lack of teacher collaboration time. The 3rd grade teachers for example have decided to meet on Friday afternoons for an hour after school to collaborate on lesson plans and share challenges and successes with different approaches in their classrooms. If Friday afternoons are the only day teachers have the opportunity to collaborate, then I think it's time to seriously review where the other time goes and entertaining systemic changes. Research shows that (and I will cite this) collaboration among teachers is one of the most important keys to successful implementation of new approaches - especially with regards to technology. The example I've read about explains that a veteran teacher who has developed lesson plans and teaching methods that have been proven successful is much less likely to experiment with an approach not yet proven to be effective. On the flip side, and younger teacher may be more inclined to experiment and find that the approach works exceptionally well. If there is alot of teacher collaboration happening, the veteran teacher and young teacher will be interacting and sharing success stories. The veteran teacher is much more likely to integrate this new approach into her existing lesson plans and teaching style because that teacher was able to see how the other approach worked successfully.

The final idea I wish to speak about is proper funding. Teachers and administrators are also strapped for time because there isn't any funding to pay for any extra time. At the very start of an ambitious training program, I feel it is absolutely necessary to make extra funds available in order to create more time for the program. There will always be a need for follow-up training; however, at the start of a program or new technology implementation, do what is necessary to make teachers feel comfortable. If the training is cut short or is low-quality, you can expect almost no change in instructional methods. But if the training is effective, high-quality, and alotted a proper amount of time, the chances for real methodogical change are much higher.

TQ #6

From October 6, 2008

What I'm learning is scary actually. I am lacking in school experience and it is really beginning to catch up to me. I have spent an incredible amount of time observing and asking questions and evaluating technology use and systems this semester that I am finally beginning to see a clearer picture of how schools work. Here's the problem, I'm also beginning to see how small the IT teams are, how little the IT support staff is paid, and how small the decision making teams are. There seems to be a tremendous amount to take into consideration as a technology planner. Generally you see a large work load and you seek out enough members to make it manageable. In almost every case I am seeing that these teams are limited by time, resources, and members. Furthermore, when the economy gets tight, IT support is the first area that seems to be affected and/or cut. For a technology director/planner, this must be a nightmare on top of everything they are already juggling.

From the projects however, the big picture is finally starting to fit together. Jack has been a HUGE influence and his perspective has proven invaluable in helping give me a window into the real-world. Being able to review an existing technology plan helped set the parameters for what are and aren't reasonable future suggestions, expectations, upgrades and implementations. I'm looking forward to hearing the sort of planning goes on at the state level when we finally get the chance to speak to Holly Jobe with Classrooms of the Future for PA. I'm hoping to gain an insight into how the state approaches planning for technology in education.

TQ #5

From September 29, 2008

I always try to be realistic, but I suppose this time around I'll just be idealistic. I am most interested in high schools, so that is the 'school' I will be referring to throughout this post. I have always taken a more student-centered approach. I think the only way to achieve a truly student centered approach begins with standards as we know them being completely overhauled. Between the PSSA and NCLB, the standards currently being imposed on students and teachers are increasing becoming unbearable. The creativity in classrooms is literally being sucked out. I reflect on my time in school and some of the activities my teachers provided for my classes to participate in, and after spending over 50 hours observing this year, these kinds of activities have fallen by the wayside. It is absolutely pathetic that teachers - learning theory professionals - are forced to teach within a box. Instead of using more creative activities or taking advantage of technology to enhance learning, teachers are proctoring PSSA "check point" exams to find how students match up against the test. Funny how education professionals have little control over what gets on those assessments - at least the ones working in the schools.

Once the standards become more realistic and allow for greater flexibility in how material is taught, not only will a more student centered education environment become possible, but learning and retention will definitely improve. I'm reading A Whole New Mind by Dan Pink, and the ideas detailed in that book are fantastic. However, in the current system, they require way more effort to implement than they should. One of the six aptitudes he discusses is the idea of "Symphony". At first read, I wasn't quite sure what he was going for but after thinking about it and how it may be applied in a student centered environment, it makes great sense. According to Pink, symphony is the ability to see the bigger picture and how each of its pieces fit together. It is also the ability to draw connections between typically unrelated ideas in order to find patterns or develop something new by putting pieces together in ways that have never been done before. The other piece of symphony that speaks directly to my philosophy is the idea of keeping what works, and abandoning what does not. In my observation, this may be the most important idea to start applying right away. Because of the incredible time limitations on teachers, students, and administrators these days, it is ridiculous to add something potentially good/better while desperately clinging to what you know is not working. It is far better to leave behind what should be left behind, and reconstruct the bigger picture with better parts.

I would venture to guess that Wenglinsky would agree with Pink's idea of symphony. Wenglinsky tends to have a more constructivist approach which I also believe has a place in the future of education. He suggests at one point that embedding basic skills within more complex problems are more interesting for students and helps students understand broader concepts. This fits right into Pink's bigger picture argument. I have always been a firm believer in education that is practical. I believe that the key to true understanding of theory is best illustrated by practical learning. Even though most students reach the cognitive development stage that enables abstract thinking skills, that does not mean that abstract thinking makes learning easy for some of those students. I'll use math as an example. You can teach mathematical theories and formulas until you are blue in the face. You can give test on whether or not student can memorize formulas. But, in all honesty, what meaning does a theory and formula carry with it devoid of any idea of how to apply it to real-life situations. What relevance does geometry have without drawing connections to geometric shapes and principles encountered all around us in the real world. A focus on practical problems would give students the chance to apply theory to real-life - or connect the abstract to prior knowledge. There is a ton of research that argues that connecting abstract ideas to prior knowledge profoundly increases retention.

Pink, D. "A Whole New Mind"
Wenglinsky, H. "Using Technology Wisely"

TQ #4

From September 22, 2008

One of the most promising things I’ve learned from completing part one of the technology plan is the fact that professional development is becoming increasingly more important. After having read so much research, including as recently as in the Wenglinsky book, so many successful programs have a strong professional development sector. According to the information we gathered from LCTI, the professional development is effective and is working. I also learned that 70-80% are moderate users of technology - that number is higher than I’ve previously read in other schools. So good things are happening in technology.

Some major concerns/suggestions I have when looking ahead include, dynamic professional development, continuing investment within budget confines, and increased use of wireless networks.

So far, the professional development at LCTI for example, is effective. However, because technology is so dynamic and innovations are made daily, it is critically important to have a dynamic professional development program. Currently at LCTI, the focus has been on the Classroom of the Future initiative which is great; but, when that training is finished, it must be a high priority to re-tool the program in order to address new technology additions at the school.

Budget limitations is almost a ubiquitous problem, some schools worse than others. It seems to me that the trend in schools is to jump on a new technology, whether it be new hardware or software, just because it looks cool or there’s a possibility that it could make a positive impact on the classroom. I’m all about trying new things, but when working within the confines of a budget, a school must try new things responsibly. For example, a project I am doing for another class has me spending the vast majority of my spare time in a school observing use of, gathering data about, and ultimately creating a realistic needs assessment for technology in that school. Upon my first visit, I found multiple computers in each classroom - but they were circa 2000 Tangent PCs. It begs the question - I confirmed that there is a technology budget, so where is the money going? Technology plans require constant updating as does the technology. I believe it is important to test new software on a trial basis, validate this same software, and evaluate its true educational worth before spending money on it. If a school can identify which programs will truly make a difference from those that will not, I believe more money will be saved that can ultimately be turned around and used to dispose of and replace old hardware.

That brings me to my last point. Another area I see where money can be saved is by implementing and maintaining a robust, high-speed, secure wireless network. Now years ago I realize this would be almost impossible, but wireless technology has become exponentially better over the last two years (even just this past year). Instead of retro-fitting old buildings with hardwire everywhere, or even building new buildings with hardwire everywhere, how about wiring only what absolutely has to be wired and running the rest of the infrastructure to strategically placed wireless routers? Wireless N technology will be capable of speeds up to 300 Mbps many experts claim. So instead of spending all that money to put Cat 5e in an old building for every computer, spend less money to run Cat 6 or even fiber to strategically placed wireless routers and other places that absolutely need hard line. This way your infrastructure can support faster speeds, and when the time comes to upgrade to a better wireless technology, simply replace the routers and your network is up to date. Faster speeds = better use of educational sites that stream video, audio, and large image files. Wireless network = ability for teachers to allow students using laptops to collaborate and work in teams as well as move around the room to where they are comfortable as opposed to where there is a network jack. New wireless technologies support some very robust security options including WPA as opposed to WEP, mac address filters, just to name a few.

Bottom line as I see it comes down to informed, responsible spending, dynamic professional development, and commitment to reasonable but frequent hardware upgrade.

TQ #3

From September 15, 2008

This activity was interesting. I was able to learn a great deal about the technology department of a school. The information gathered was very valuable and I was able to draw many connections to past research I have done. I felt that it was difficult to complete this assignment however because only one of us was able to gather the information from his school. So for me it was easy to bring in some research and talk about the data gathered but it was harder to make suggestions for the future given my limited knowledge of LCTI’s environment. The data gathered however was very detailed, and after educating myself on all of it, it was easier to make suggestions on areas that could use some future attention.

Overall I think the first part turned out great, and I learned a whole lot. It really helped to give me a realistic picture of what a real school is working with and some of the constraints they face. It will make it easier for me to keep my reccommendations and technology plan realistic. I think our group worked very well together. Good communication helped avoid typical snags like editing the same file at the same time and losing information. Especially give our crazy schedules, it really came together well. Cheers!