When Students Get Creative With Tech Tools, Teachers Focus on Skills
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Sponsored
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These concerns are understandable as our time for professional development is finite and school curricula are already packed. However, consider the impact if, rather than focusing on new tools, we explored the skills students need to learn and then incorporated the most effective digital resources to accomplish those objectives.\u003c/p>\n\u003cp>\u003cstrong>LOOK PAST THE FLASH\u003c/strong>\u003c/p>\n\u003cp>Good teachers know that learning is all about the skills that students develop in the process of a lesson, activity or project. Most teachers are exposed to digitally infused curriculum with flashy projects like documentaries, blogs, Minecraft activities, etc. However, the most important thing is to look past the flash. Before you sit down to design a project, think about what skills you want students to learn in your class.\u003c/p>\n\u003cp>For example, do you want your students to learn how to deeply research and assess sources effectively? Do you want them to demonstrate their understanding of a theoretical physics concept? Start with your traditional lesson objectives and build off those.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>PRESENT AN OBJECTIVE, NOT A RECIPE\u003c/strong>\u003c/p>\n\u003cp>When you give your students a digitally infused project, there are different ways to structure it that will maintain your rigorous expectations but not require a lot of time teaching new software or hardware tools. For example, history students could use digital tools to \u003ca href=\"http://indianajen.com/2013/10/25/student-documentaries-in-history-class/\" target=\"_blank\">make documentaries\u003c/a>. Give students clear parameters (such as time limits) and expectations for the project, but let them choose their own video tools and hardware. The project should be open-ended enough that students can get creative: by using \u003ca href=\"http://indianajen.com/2013/11/08/infographic-on-creative-commons-what-can-you-use-how-do-you-cite/\" target=\"_blank\">appropriately licensed images\u003c/a>, creating a live-action video or even incorporating their own artwork.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\" target=\"_blank\">Shawn McCusker\u003c/a>, social studies department chair at Libertyville High School in Illinois, teaches his students about world governments by asking them to create visual presentations that demonstrate their topic. Students are permitted to create something as simple as a Venn diagram, but he also maintains a “Best of All Time!” list and encourages his students to blow him away. One year, he got an \u003ca href=\"https://www.youtube.com/watch?v=E4YlOyugato\" target=\"_blank\">amazing stop motion picture comparing Adam Smith with Karl Marx\u003c/a>.\u003c/p>\n\u003cp>Ultimately, when students explore topics independently, solving problems as they arise, they become more invested in their own learning. Allowing them to creatively develop their own finished products gives them some control over learning artifacts they produce to demonstrate their understanding. Keep your parameters broad enough so that students can explore their passions. You will get different results, but don't be surprised if they amaze you.\u003c/p>\n\u003cp>\u003cstrong>LET THEM FIGURE IT OUT\u003c/strong>\u003c/p>\n\u003cp>If you provide students a broad outline and allow them to choose their own tools, they can be more creative in the overall process. And, while it's normal to want to understand the tools students will be using before assigning a project, don't fret too much about teaching them new tools. Most software and hardware today is designed to be intuitive. There are numerous \"how-to\" videos readily available online, and a quick Google search will often return an easy solution. Requiring students to find answers to their own problems, even relying on peers for assistance, helps promote a culture of teamwork. Allowing students to navigate and learn their own tools is a great way to teach them the important skill of creative problem-solving. This is especially beneficial in schools that don't have one-to-one device programs; students have to learn to use whatever tools are available to them (PC, Mac, tablet, smartphone, etc) more effectively.\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>We live in a world that is collaborative, but classrooms don't always reflect that reality. Instead of creating singular, insulated assignments, encourage students to collaborate\u003cspan style=\"text-decoration: underline\">.\u003c/span> You don't need to be an expert in everything. Instead, allow them to find the classmates, peers or online resources that can assist them. After all, when was the last time you worked in complete isolation on a personal or professional project?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tech projects are a great opportunity to encourage students to learn real-world skills of working with others. At the end of the day, incorporating a digital curriculum is not about teaching students to use a particular device or piece of software. It's about developing the skills necessary for them to be successful.\u003c/p>\n\n","blocks":[],"excerpt":"Teachers find the most success integrating technology into the classroom when they have clear instructional goals.","status":"publish","parent":0,"modified":1411513836,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":15,"wordCount":746},"headData":{"title":"When Students Get Creative With Tech Tools, Teachers Focus on Skills | KQED","description":"Teachers find the most success integrating technology into the classroom when they have clear instructional goals.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37612 http://blogs.kqed.org/mindshift/?p=37612","disqusUrl":"https://ww2.kqed.org/mindshift/2014/09/18/when-students-get-creative-with-tech-tools-teachers-focus-on-skills/","disqusTitle":"When Students Get Creative With Tech Tools, Teachers Focus on Skills","path":"/mindshift/37612/when-students-get-creative-with-tech-tools-teachers-focus-on-skills","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37798\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003ca href=\"https://www.flickr.com/photos/56155476@N08/12601600304/in/set-72157641138792993\">\u003cimg class=\"size-full wp-image-37798\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/09/creative-media.jpg\" alt=\"Brad Flickinger/Flickr\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/09/creative-media-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">Brad Flickinger/Flickr\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Jennifer Carey\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">One of the most intimidating aspects of infusing technology into curriculum is that educators often believe that they will have to master and then teach their students to use new technology tools before assigning a project. These concerns are understandable as our time for professional development is finite and school curricula are already packed. However, consider the impact if, rather than focusing on new tools, we explored the skills students need to learn and then incorporated the most effective digital resources to accomplish those objectives.\u003c/p>\n\u003cp>\u003cstrong>LOOK PAST THE FLASH\u003c/strong>\u003c/p>\n\u003cp>Good teachers know that learning is all about the skills that students develop in the process of a lesson, activity or project. Most teachers are exposed to digitally infused curriculum with flashy projects like documentaries, blogs, Minecraft activities, etc. However, the most important thing is to look past the flash. Before you sit down to design a project, think about what skills you want students to learn in your class.\u003c/p>\n\u003cp>For example, do you want your students to learn how to deeply research and assess sources effectively? Do you want them to demonstrate their understanding of a theoretical physics concept? Start with your traditional lesson objectives and build off those.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>PRESENT AN OBJECTIVE, NOT A RECIPE\u003c/strong>\u003c/p>\n\u003cp>When you give your students a digitally infused project, there are different ways to structure it that will maintain your rigorous expectations but not require a lot of time teaching new software or hardware tools. For example, history students could use digital tools to \u003ca href=\"http://indianajen.com/2013/10/25/student-documentaries-in-history-class/\" target=\"_blank\">make documentaries\u003c/a>. Give students clear parameters (such as time limits) and expectations for the project, but let them choose their own video tools and hardware. The project should be open-ended enough that students can get creative: by using \u003ca href=\"http://indianajen.com/2013/11/08/infographic-on-creative-commons-what-can-you-use-how-do-you-cite/\" target=\"_blank\">appropriately licensed images\u003c/a>, creating a live-action video or even incorporating their own artwork.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/ShawnMcCusker\" target=\"_blank\">Shawn McCusker\u003c/a>, social studies department chair at Libertyville High School in Illinois, teaches his students about world governments by asking them to create visual presentations that demonstrate their topic. Students are permitted to create something as simple as a Venn diagram, but he also maintains a “Best of All Time!” list and encourages his students to blow him away. One year, he got an \u003ca href=\"https://www.youtube.com/watch?v=E4YlOyugato\" target=\"_blank\">amazing stop motion picture comparing Adam Smith with Karl Marx\u003c/a>.\u003c/p>\n\u003cp>Ultimately, when students explore topics independently, solving problems as they arise, they become more invested in their own learning. Allowing them to creatively develop their own finished products gives them some control over learning artifacts they produce to demonstrate their understanding. Keep your parameters broad enough so that students can explore their passions. You will get different results, but don't be surprised if they amaze you.\u003c/p>\n\u003cp>\u003cstrong>LET THEM FIGURE IT OUT\u003c/strong>\u003c/p>\n\u003cp>If you provide students a broad outline and allow them to choose their own tools, they can be more creative in the overall process. And, while it's normal to want to understand the tools students will be using before assigning a project, don't fret too much about teaching them new tools. Most software and hardware today is designed to be intuitive. There are numerous \"how-to\" videos readily available online, and a quick Google search will often return an easy solution. Requiring students to find answers to their own problems, even relying on peers for assistance, helps promote a culture of teamwork. Allowing students to navigate and learn their own tools is a great way to teach them the important skill of creative problem-solving. This is especially beneficial in schools that don't have one-to-one device programs; students have to learn to use whatever tools are available to them (PC, Mac, tablet, smartphone, etc) more effectively.\u003c/p>\n\u003cp>\u003cstrong>ENCOURAGE COLLABORATION\u003c/strong>\u003c/p>\n\u003cp>We live in a world that is collaborative, but classrooms don't always reflect that reality. Instead of creating singular, insulated assignments, encourage students to collaborate\u003cspan style=\"text-decoration: underline\">.\u003c/span> You don't need to be an expert in everything. Instead, allow them to find the classmates, peers or online resources that can assist them. After all, when was the last time you worked in complete isolation on a personal or professional project?\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Tech projects are a great opportunity to encourage students to learn real-world skills of working with others. At the end of the day, incorporating a digital curriculum is not about teaching students to use a particular device or piece of software. It's about developing the skills necessary for them to be successful.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37612/when-students-get-creative-with-tech-tools-teachers-focus-on-skills","authors":["4354"],"categories":["mindshift_193"],"tags":["mindshift_20678","mindshift_1040","mindshift_65"],"featImg":"mindshift_37798","label":"mindshift"},"mindshift_37076":{"type":"posts","id":"mindshift_37076","meta":{"index":"posts_1591205157","site":"mindshift","id":"37076","score":null,"sort":[1407852038000]},"guestAuthors":[],"slug":"for-public-schools-the-long-and-bumpy-road-to-going-digital","title":"For Public Schools, the Long and Bumpy Road to Going Digital","publishDate":1407852038,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>[contextly_sidebar id=\"iJlAs9cvw21lswvafHfkInSDQPfJy2Ja\"]\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>“We expect we’re going to get, frankly, a larger share of the business,” Singer speculated, “and our traditional counterparts will find themselves mired in the old textbook model.”\u003c/p>\n\n","blocks":[],"excerpt":"Despite every best intention, the transition to digital isn't quite here yet. ","status":"publish","parent":0,"modified":1407870525,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":57,"wordCount":2455},"headData":{"title":"For Public Schools, the Long and Bumpy Road to Going Digital | KQED","description":"Despite every best intention, the transition to digital isn't quite here yet. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"37076 http://blogs.kqed.org/mindshift/?p=37076","disqusUrl":"https://ww2.kqed.org/mindshift/2014/08/12/for-public-schools-the-long-and-bumpy-road-to-going-digital/","disqusTitle":"For Public Schools, the Long and Bumpy Road to Going Digital","path":"/mindshift/37076/for-public-schools-the-long-and-bumpy-road-to-going-digital","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_37082\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-37082\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/08/178370753-e1407016238650.jpg\" alt=\"Getty\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/08/178370753-e1407016238650-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Getty\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Kathy Baron\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Ryan Imbriale had a quick and concise answer when asked whether his school district, Baltimore County Public Schools, received enough state funding to pay for its transition from textbooks to software: “No.”\u003c/p>\n\u003cp>As executive director of the district’s innovative learning department, Imbriale is overseeing a five-year project, called \u003ca href=\"http://www.bcps.org/academics/BCPSOne/\">BCPS One\u003c/a>, to move its entire curriculum online and make it available to teachers and students. He estimates that the district will spend more than $1 million a year on digital resources for its 108,376 students. The district was \"lucky enough,\" he said, to get one of the governor’s innovation grants.\u003c/p>\n\u003cp>On the other side of the country, the San Francisco Unified School District pays about $800,000 a year for software licenses and maintenance. Even with discounts from the companies, “the price tag is beyond the budget we get from the state” for technology, said Chief Technology Officer Matthew Kinzie. He said the district is seeking grants and donations to cover the costs.\u003c/p>\n\u003cp>But depending on these occasional infusions of money and continuing to look for outside resources isn't practical.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“Those are not sustainable funding streams that people can count on year after year,” said Doug Levin, executive director of the State Educational Technology Directors Association (\u003ca href=\"http://www.setda.org\">SETDA\u003c/a>).\u003c/p>\n\u003cp>Funding – or lack of it – is the number one issue facing school districts as they convert to the digital learning world, said John Halpin, vice president of the \u003ca href=\"http://www.centerdigitaled.com/about/\" target=\"_blank\">Center for Digital Education\u003c/a>, a national research institute that focuses on in K-12 and higher education technology trends. It’s not that districts don’t necessarily have money for instructional materials; rather, state policy and district proclivity often haven’t caught up with tech realities. States have operated for decades in a system where they have huge textbook adoption cycles where they shell out millions for, say, middle school science texts that are expected to last for five-to-seven years -- even if a new planet is discovered or dumped.\u003c/p>\n\u003cp>In the transition to digital, districts buy a license for a specific software and pay based on the number of students using it. Though it's uncertain whether the move saves money, there are other benefits. Districts could negotiate for updates and improvements, just like any other software program.\u003c/p>\n\u003cp>“In the software world you’re never done because every year people expect to take what you’ve learned about what works and doesn’t work and enhance it,” said Larry Singer, managing director for K-12 education at Pearson, one of the big three textbook publishing companies (along with McGraw-Hill and Houghton Mifflin Harcourt).\u003c/p>\n\u003caside class=\"pullquote alignleft\">“You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/aside>\n\u003cp>However, districts eager to go digital are often stymied by laws restricting textbook funds to print books. In other instances there’s no line item in district budgets for instructional software.\u003c/p>\n\u003cp>The technological innovations that have permeated our private lives seem “so far to have eluded many of the 50 million students enrolled in public K-12 education,” according to a 2012 \u003ca href=\"http://www.setda.org/wp-content/uploads/2013/11/SETDA_Out_of_Print_FNL.pdf\">report\u003c/a> by the State Education Technology Directors Association.\u003c/p>\n\u003cp>Despite every best intention, the transition to digital isn’t quite here yet.\u003c/p>\n\u003ch3>\u003cstrong>The Messy Decade\u003c/strong>\u003c/h3>\n\u003cp>The textbook market is slipping, but remains a multi-billion dollar industry for elementary and secondary schools. It added up to more than $2.5 billion for the 2009-2010 academic year, the most current \u003ca href=\"http://nces.ed.gov/programs/digest/d12/tables/dt12_210.asp\">figures\u003c/a> available from U.S. Department of Education. While that’s a lifetime ago in the digital sphere, Halpin said it’s still fairly accurate; he doesn’t anticipate a significant drop in print textbook sales for a few years.\u003c/p>\n\u003cp>“The decade we’re in right now is the decade of transformation. We’re transitioning from one to the other. It’s very messy; I often call it the messy decade,” joked Halpin. “You have this period of time when many districts are going to be caught in between, using some textbooks and some digital content and devices, but we’re paying for both.\"\u003c/p>\n\u003cp>But that should change as state regulations become more flexible.\u003c/p>\n\u003cp>More than 20 states have updated the definition of textbooks to include digital content and a handful, including Texas, California and Indiana, explicitly allow districts to use textbook dollars to buy digital instructional materials. North Carolina has moved to the forefront with a \u003ca href=\"http://www.ncga.state.nc.us/Sessions/2013/Bills/House/PDF/H44v3.pdf\">state law\u003c/a> requiring districts to buy only electronic textbooks and materials by 2017.\u003c/p>\n\u003cp>Even if districts had all the money they needed to purchase software, many would be unable to use it because they’re not connected to high-speed internet, have aging or too few computers or don’t have the capacity to bring the internet into every classroom.\u003c/p>\n\u003cp>Only 37 percent of schools today have the bandwidth they need for digital learning, according to the \u003ca href=\"http://www.educationsuperhighway.org\">Education SuperHighway\u003c/a>, a nonprofit that provided free bandwidth testing to schools in the run-up to the computer-based pilot tests designed for the new Common Core State Standards.\u003c/p>\n\u003cp>One rural school district in California bused 100 elementary school students to the high school to take the test, while another had to administer the exam one student at a time in order not to crash the computer network.\u003c/p>\n\u003cp>Not surprisingly, the Education SuperHighway found that “the biggest correlation between those who have enough bandwidth and those who don’t is actually tied to the wealth of the school,” said Evan Marwell, the CEO and founder.\u003c/p>\n\u003cp>The wealthiest 2 percent of schools in the United States are three times more likely to have the bandwidth they need than are the poorest schools, those with three-quarters or more of their students eligible for the free and reduced lunch program.\u003c/p>\n\u003ch3>\u003cstrong>Laudable and Insufficient\u003c/strong>\u003c/h3>\n\u003cp>The federal government is stepping in to help close the technology gap. On July 11, the Federal Communications Commission voted 3-2 to revamp the \u003ca href=\"http://www.fcc.gov/document/fcc-modernizes-e-rate-expand-robust-wi-fi-schools-libraries\">E-Rate program\u003c/a>, which provides educational technology subsidies, and spend $2 billion dollars over the next two years to expand access to high-speed Internet and wifi to schools.\u003c/p>\n\u003cp>A year ago, President Obama announced the launch of \u003ca href=\"http://www.whitehouse.gov/the-press-office/2014/02/04/fact-sheet-opportunity-all-answering-president-s-call-enrich-american-ed\">ConnectED\u003c/a>, an initiative to solicit support from private industry to help close the digital divide in schools. Ten companies have so far signed on: Adobe, Apple, AT&T, Autodesk, Esri, Microsoft, O’Reilly Media, Prezi, Sprint, and Verizon.\u003c/p>\n\u003cp>AT&T and Sprint have each pledged mobile broadband for 50,000 students who don’t have Internet access at home. Adobe, Autodesk and Esri have agreed to provide free software.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Rarely do schools have all that they need,” said Charlie Fitzpatrick, K-12 education manager for \u003ca href=\"http://www.esri.com\">Esri\u003c/a>, which developed geographic mapping software.\u003c/p>\n\u003cp>He estimates the giveaway is valued at about $1 billion, but the company’s bread and butter comes from sales to government agencies and private companies, which use Esri’s software to analyze data on everything from finding patterns in earthquake depth, magnitude and location to improving public transportation routes. Fitzpatrick said the donation would help those paying customers by training the next generation of workers.\u003c/p>\n\u003cp>“Every industry is looking for people who know how to work with these tools. Students who learn this have a leg up.”\u003c/p>\n\u003cp>ConnectEd has attracted high profile companies and raised awareness of the challenges that some districts face, but neither education nor industry officials see it as a long-term solution.\u003c/p>\n\u003cp>San Francisco Unified has looked into some ConnectED companies, but Kinzie is concerned that with the free services limited to low-income schools or students, it would create fragmentation of software and hardware at a time that the district is seeking more standardization.\u003c/p>\n\u003cp>“Discounts or free software from tech companies is not going to solve the bigger challenge we have, which is that we need a systemic investment in bringing our public school up to 21\u003csup>st\u003c/sup> century standards,” said Kinzie.\u003c/p>\n\u003cp>SETDA’s Levin concurred, calling it “laudable” but not sufficient. SETD has called on the federal government to put some ongoing money into educational technology to close the digital divide, like the $3.73 billion invested in Enhancing Education Through Technology program between 2002 and 2010. Congress cut funding for the program in 2011; a year after the Obama Administration recommended the same thing.\u003c/p>\n\u003cp>Pearson views ConnectEd as a sincere effort by the president to create technological equity between poor and wealthy districts. Some companies that aren’t a part of ConnectEd use similar marketing techniques by providing short-term, free software licenses to districts. To Singer, these programs won’t do much more than create an opportunity for low-income districts to experiment with various programs before plunking down any money to buy software.\u003c/p>\n\u003cp>Districts “see initiatives like this as interesting things to try to take advantage of, but they see them as one-time opportunities,” said Singer.\u003c/p>\n\u003ch3>\u003cstrong>Sliding Scale Model for Low-Income Schools?\u003c/strong>\u003c/h3>\n\u003cp>Pearson doesn’t offer free or sliding scale software licensing fees and Singer said that in his experience price is rarely the issue. He said school districts are more interested in finding software that’s the best fit for their needs and technological capabilities, not the cheapest.\u003c/p>\n\u003cp>The same is true of \u003ca href=\"http://www.hmhco.com\">Houghton Mifflin Harcourt\u003c/a>. Varying prices would violate “the most favored nation requirements established by our customers, which dictate equitable treatment across districts regardless of size or income levels,” explained spokesperson Leah Riviere.\u003c/p>\n\u003cp>Discovery Education, which reaches more than a million students in 50 states with its streaming video service and online “techbooks,” also has no-haggle fees, but set them as low as possible to maintain profitability without pricing districts out of its market.\u003c/p>\n\u003cp>A year of streaming video is $2,000 to $3,000 per school, while techbooks are $45 per student through grade 8 and $55 per student in high school for six years – that includes updates so information stays current.\u003c/p>\n\u003cp>They can do this because the company was never a traditional publisher so it never had a traditional mindset, said Senior Vice President Scott Kinney.\u003c/p>\n\u003cp>“Because we didn’t have that legacy, we could literally cut our costs in half and pass those right along to our [customers],” said Kinney.\u003c/p>\n\u003cp>\u003ca href=\"http://www.mindresearch.net\">Mind Research Institute\u003c/a>, creator of the popular ST Math, offers volume pricing as does Achieve3000, developer of a popular program for differentiated instruction that tailors the same lesson to meet the academic ability of each student in a class. Achieve also accommodates poorer districts with sliding scale fees.\u003c/p>\n\u003cp>Even companies without discounts often provide free trials or work with school districts to meet their curriculum needs and budgets, while still keeping an eye on the corporate bottom line.\u003c/p>\n\u003cp>“We can't give it away, it took a lot to build, but we can say we want to find a way to work with you and the means and resources you have available,” said Justin Hamilton, head of corporate communications for \u003ca href=\"http://www.amplify.com\">Amplify\u003c/a>, developer of digital curricula in math, science and English.\u003c/p>\n\u003cp>Samsung hopes to boost interest in its Chromebooks, tablets and interactive classroom platform with a contest worth $2 million in technology for public schools that submit the most innovative digital curricula in science, technology, engineering and mathematics, or STEM subjects.\u003c/p>\n\u003ch3>No Longer a One-Way Street?\u003c/h3>\n\u003cp>Still, the switch to digital will force Pearson and other publishers of educational resources to reimagine their marketing strategies. In the past, a district would purchase a complete set of textbooks from a single publisher and everything students needed to learn in a particular subject would come out of those books. It was also a one-way street.\u003c/p>\n\u003cp>\"When I was sitting on the other side of the desk as an educator, people would always want to tell me what they were selling,\" said Discovery Education’s Kinney.\u003c/p>\n\u003cp>In the digital era, sales are more personal and directed. Companies have to act as consultants and problem solvers. \"The new model is what are your goals and objectives and how can we help support you?\" added Kinney.\u003c/p>\n\u003cp>Digital materials make it possible for \u003cem>à la carte\u003c/em> approaches, said Julia Freeland, co-author of \u003ca href=\"http://www.christenseninstitute.org/wp-content/uploads/2014/06/Schools-and-Software.pdf\">\u003cem>Schools and Software: What’s Now and What’s Next\u003c/em>\u003c/a>, for the Clayton Christensen Institute for Disruptive Innovation.\u003c/p>\n\u003cp>“The ed tech market is a weird beast with many limbs,” Freeland said with a laugh, adding that districts are “not looking for a one-stop shop. Schools don’t necessarily want your program to do everything for everyone. They’re currently jerry-rigging different programs to do different things for different students, which is logical.”\u003c/p>\n\u003cp>That includes the \u003ca href=\"http://ww2.kqed.org/mindshift/2011/10/open-education-sites-offer-free-content-for-all/\" target=\"_blank\">open-source movement\u003c/a> among teachers and some organizations who share curriculum, content, ideas, lesson plans and software for free. \u003ca href=\"http://www.ck12.org/\" target=\"_blank\">CK-12\u003c/a>, a nonprofit company that has been around since 2007, not only doesn’t charge for its online publications, it also works with school districts to adapt the content for their specific curriculum needs.\u003c/p>\n\u003cp>Founder Neeru Khosla said districts began paying more attention to them during the economic downturn when \"free\" wasn’t a commonly heard word.\u003c/p>\n\u003cp>“They say, ‘How much is it going to cost me?’ I’m not kidding,\" Khosla said. \"They have to hear it a few times.”\u003c/p>\n\u003cp>Los Angeles Unified, Seattle and Madison Metropolitan are among the growing list of CK-12 users.\u003c/p>\n\u003cp>Pearson expects its share of both the print and online K-12 instructional market to dip in coming years, and has been building a new niche market for itself as a digital and services business. Over the past decade, the company has been buying testing and assessment companies that will position it, among other things, to give the online exams required by Common Core State Standards.\u003c/p>\n\u003cp>As part of that transition, Pearson announced earlier this month that it will have eliminated 4,000 positions in its global workforce by the end of this year, but is offsetting that with the creation of 1,800 new digital jobs.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We expect we’re going to get, frankly, a larger share of the business,” Singer speculated, “and our traditional counterparts will find themselves mired in the old textbook model.”\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/37076/for-public-schools-the-long-and-bumpy-road-to-going-digital","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_33","mindshift_20678","mindshift_1040","mindshift_65"],"featImg":"mindshift_37082","label":"mindshift"},"mindshift_35491":{"type":"posts","id":"mindshift_35491","meta":{"index":"posts_1591205157","site":"mindshift","id":"35491","score":null,"sort":[1399471255000]},"guestAuthors":[],"slug":"the-invisible-ipad-its-not-about-the-device","title":"The Invisible iPad: It's Not About the Device","publishDate":1399471255,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>[contextly_sidebar id=\"9285641801cefd9e8b796576006e967d\"]\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.","status":"publish","parent":0,"modified":1399421139,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":18,"wordCount":1087},"headData":{"title":"The Invisible iPad: It's Not About the Device | KQED","description":"The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"35491 http://blogs.kqed.org/mindshift/?p=35491","disqusUrl":"https://ww2.kqed.org/mindshift/2014/05/07/the-invisible-ipad-its-not-about-the-device/","disqusTitle":"The Invisible iPad: It's Not About the Device","path":"/mindshift/35491/the-invisible-ipad-its-not-about-the-device","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_35531\" class=\"wp-caption aligncenter\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-35531\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg\" alt=\"BarrowBoy\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/05/7636075480_589acd33da_z-e1399420894588-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">BarrowBoy\u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By \u003ca href=\"https://twitter.com/TheTechRabbi\" target=\"_blank\">Michael Cohen\u003c/a>\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">Since the launch of the iPad in 2010, we have seen a revolutionary transformation in how we create, consume, and communicate. Whether the iPad is an authentic educational tool is not relevant, because it’s not about the iPad.\u003c/p>\n\u003cp>Is the automobile an authentic education tool? What about the refrigerator? Revolutionary inventions are not about the invention itself, but what the invention gives use the ability to do. A truly revolutionary invention should, in time, become invisible. No longer is it viewed as something special, yet its effects are far reaching. The lightbulb changed the way the world functioned. The world was no longer bound to productivity during daylight, or the length of time it takes your oil lamp to burn up. It was about what you would be able to do because now there was a constant and stable source of light.\u003c/p>\n\u003cp>While the iPad does a little more than a lightbulb, its success in eduction is based on the principle that the iPad does the same for learners as the lightbulb: It liberates us from the limitations of creative tools, the challenges of access to quality content, as well as our source of inspiration, and innovation being based on geographic location.\u003c/p>\n\u003caside class=\"pullquote alignleft\">If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/aside>\n\u003cp>But in conversations around learning, the iPad needs to be invisible because we're searching for something deeper than a manipulative touch screen device. We are looking to start a conversation, create a personal expression, and to fashion a brick in a collaborative digital structure.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The iPad isn't a great way to take a test, or read a book, or even create a movie. For progressive educators, it isn’t enough to change \u003cem>how\u003c/em> we use the iPad, but \u003cem>why\u003c/em> we use the iPad -- or any other device for that matter.\u003c/p>\n\u003cp>We use technology to liberate ourselves from mundane robotic tasks that lack any sort of creative drive or purpose. A robot can memorize 100 vocabulary words. The question is now, what do we do with those words? Do we use them for creative expression, or do we let them collect dust in the deep recesses of our brain? Technology is not here to make us lazy, or to avoid basic communication skills, but it is here to make us think critically, solve problems, collaborate, communicate, create, and ideate. Unfortunately, these words have far surpassed cliché status in education, as if they are the key to tagging successful learning outcomes, but the truth is that when the iPad is invisible, you really get to see those words in action. As long as our focus is on learning outcomes and the experience it brings.\u003c/p>\n\u003cp>\u003cstrong>INVISIBLE TECHNOLOGY\u003c/strong>\u003c/p>\n\u003cp>The idea of invisible technology is powerful. Its practical application for educators can be challenging, frustrating, and fill even the most confident learning facilitator with doubt. Invisible technology empowers its user to be independent, collaborative, and truly upend learning. How do we measure its success? Is there a definitive technology yardstick to build confidence not only in the student, but in the teacher as well? What are our goals and skills we wish our students to acquire, develop, and reflect upon? If our goal is to create an army of app-savvy iPad aficionados then we have utterly failed.\u003c/p>\n\u003cp>We are not trying to create students that successfully use technology, because they don’t actually need us for that. We have seen the viral videos of toddlers successfully executing in-app purchases on their favorite game, and their digital literacy skills will only increase with their exposure to new technologies.\u003c/p>\n\u003cp>\u003ca href=\"https://twitter.com/yossiefrankel\" target=\"_blank\">Yossie Frankel\u003c/a> stated it simply: We cannot confuse digital literacy with 21st century competencies. If we do, we rob our students of what we really can offer them, which is the ability to communicate, think critically, collaborate, solve problems, and create dynamic ways of internalizing information and sharing it with others. This is what our place is in learning. Yes, we will need to support them with certain technology skill-building, such as keyboarding skills,\u003ca href=\"http://edtechteacher.org/blog/?p=2353\" target=\"_blank\"> app fluency\u003c/a>, best practices of sharing and storing, and the certain nuances of utilizing technology tools, but this isn't a class or a workshop. Students don’t need theoretical workshops, they want hands-on action with a purpose.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>When we teach learners to effectively and properly use traditional tools, our reason is not for the tool itself but for what we are able to achieve. No one gets excited over using a welder, but its ability to connect difference pieces together to create something unique and useful from raw material is where its value as a tool really shines. Our challenge with technology like the iPad is that it has so many different abilities, that the user is faced with a real dilemma of losing sight of what the tool accomplishes, for the experience of using the tool.\u003c/p>\n\u003cp>Before we even begin to think about how and where we place the iPad in our learning process, we have to nail down our goals, possible challenges, and the planned path of process. If we reach a point during the project and hit a road block, we can become flustered if we do not have even a rough outline to backtrack to a clear point of success. This all starts with identifying which skills we will need to use. In elementary and middle school, these skills need to be clear and simple so students know that right now they are “collaborating” or “problem solving.” We can expect these skills to be subconscious as adults, but this is not realistic for most students below or even at high school level.\u003c/p>\n\u003cp>Once our skill sets are assessed, we then can use these skills in our project-based learning experiences. \u003ca href=\"http://en.wikipedia.org/wiki/Bloom%27s_taxonomy\" target=\"_blank\">Bloom’s Taxonomy\u003c/a>, \u003ca href=\"http://www.iste.org/standards/standards-for-students\" target=\"_blank\">ISTE 21st Century Standards\u003c/a>, and the \u003ca href=\"http://www.unesco.org/new/en/unesco/themes/icts/teacher-education/unesco-ict-competency-framework-for-teachers/\" target=\"_blank\">UNESCO Competency Framework\u003c/a> are all great sources to teach these foundational skills.\u003c/p>\n\u003cp>The challenge for educators, especially directors of educational technology, is not to limit how our teachers teach, but to focus on the foundational skills and provide a clear and concrete formula for how different technological devices and applications will enhance these skills in order to give a learner the ability to create a product that will change the world.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>\u003ca href=\"http://thetechrabbi.wordpress.com\" target=\"_blank\">Michael Cohen\u003c/a> will be presenting on Invisible Technology at the July 28-30\u003ca href=\"http://ettsummit.org/\" target=\"_blank\"> EdTechTeacher Summit in Chicago\u003c/a>.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/35491/the-invisible-ipad-its-not-about-the-device","authors":["4354"],"categories":["mindshift_192"],"tags":["mindshift_1040","mindshift_81","mindshift_65"],"label":"mindshift"},"mindshift_33785":{"type":"posts","id":"mindshift_33785","meta":{"index":"posts_1591205157","site":"mindshift","id":"33785","score":null,"sort":[1391529572000]},"guestAuthors":[],"slug":"tech-companies-commit-750-million-in-products-and-services-to-schools","title":"Tech Companies Commit $750 Million in Products and Services to Schools","publishDate":1391529572,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33693\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33693\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/122573276-300x229.jpg\" alt=\"122573276\" width=\"300\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By the \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=271370858&ft=1&f\">Associated Press\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Claiming progress in his campaign to get American schools wired for the future, President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.\u003c/p>\n\u003cp>Apple is pledging $100 million in iPads, computers and other tools. AT&T and Sprint are contributing free Internet service through their wireless networks. Verizon is pitching in up to $100 million in cash and in-kind contributions. And Microsoft is making Windows available at discounted prices and offering 12 million free copies of Microsoft Office software.\u003c/p>\n\u003cp>Obama was to announce the commitments Tuesday at a middle school in the Maryland suburbs near Washington. Also in the pipeline: an addition $2 billion that the Federal Communications Commission is setting aside from service fees over two years to connect another 20 million students to high-speed Internet.\u003c/p>\n\u003cp>\"There is almost no more important way to make sure opportunity is available than making sure every child has access to the highest quality education we can provide,\" said Cecilia Munoz, who directs the White House's Domestic Policy Council. \"Technology is clearly going to be essential to making that possible.\"\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>The White House hopes the pledges will help fulfill a goal Obama set last summer to have 99 percent of students wired at high speeds within five years. At the time, Obama said only 1 in 5 American students had that access, compared with 100 percent of students in places like South Korea.\u003c/p>\n\u003cp>The initiative also builds on Obama's focus for 2014 on helping more Americans join and stay in the middle class amid an economic recovery in which the benefits have come quicker for those at the top of the income scale than for those toward the bottom.\u003c/p>\n\u003cp>Gene Sperling, a top White House economist, said every student needs high-speed Internet, but the problem is more pronounced in disadvantaged schools where students are less likely to have Internet connections at home. He said digital learning tools make it easier for schools to cater to the needs of students who need extra help or who are ahead of the curve.\u003c/p>\n\u003cp>\"People can learn at their own pace. They don't have to be embarrassed if they're struggling,\" Sperling said. \"And schools can make sure their fastest learners have their own opportunities.\"\u003c/p>\n\u003cp>Sperling wouldn't predict how many students would benefit from the funding commitments announced Tuesday, but he estimated it would be in the millions.\u003c/p>\n\u003cp>For Obama, the commitments from technology companies may help bolster his argument that despite opposition to most of his agenda from Congress, he can still be effective in his final years in office by deploying his power to bring parties together. In recent days Obama has held similar events to announce commitments from companies to address long-term unemployment and from universities to expand access for low-income students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"This for us really isn't about what Congress will or won't do,\" Rose Kirk, president of the Verizon Foundation, said in an interview. \"It's really about the kids. I believe it makes perfect sense that we use our technology, our resources, our insight to have an impact.\"\u003c/p>\n\n","blocks":[],"excerpt":"President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.","status":"publish","parent":0,"modified":1391529844,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":536},"headData":{"title":"Tech Companies Commit $750 Million in Products and Services to Schools | KQED","description":"President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33785 http://blogs.kqed.org/mindshift/?p=33785","disqusUrl":"https://ww2.kqed.org/mindshift/2014/02/04/tech-companies-commit-750-million-in-products-and-services-to-schools/","disqusTitle":"Tech Companies Commit $750 Million in Products and Services to Schools","path":"/mindshift/33785/tech-companies-commit-750-million-in-products-and-services-to-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33693\" class=\"wp-caption left\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-33693\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/122573276-300x229.jpg\" alt=\"122573276\" width=\"300\" height=\"229\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By the \u003ca href=\"http://www.npr.org/templates/story/story.php?storyId=271370858&ft=1&f\">Associated Press\u003c/a>\u003c/strong>\u003c/p>\n\u003cp>Claiming progress in his campaign to get American schools wired for the future, President Barack Obama is announcing commitments from U.S. companies totaling about $750 million to connect more students to high-speed Internet.\u003c/p>\n\u003cp>Apple is pledging $100 million in iPads, computers and other tools. AT&T and Sprint are contributing free Internet service through their wireless networks. Verizon is pitching in up to $100 million in cash and in-kind contributions. And Microsoft is making Windows available at discounted prices and offering 12 million free copies of Microsoft Office software.\u003c/p>\n\u003cp>Obama was to announce the commitments Tuesday at a middle school in the Maryland suburbs near Washington. Also in the pipeline: an addition $2 billion that the Federal Communications Commission is setting aside from service fees over two years to connect another 20 million students to high-speed Internet.\u003c/p>\n\u003cp>\"There is almost no more important way to make sure opportunity is available than making sure every child has access to the highest quality education we can provide,\" said Cecilia Munoz, who directs the White House's Domestic Policy Council. \"Technology is clearly going to be essential to making that possible.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>The White House hopes the pledges will help fulfill a goal Obama set last summer to have 99 percent of students wired at high speeds within five years. At the time, Obama said only 1 in 5 American students had that access, compared with 100 percent of students in places like South Korea.\u003c/p>\n\u003cp>The initiative also builds on Obama's focus for 2014 on helping more Americans join and stay in the middle class amid an economic recovery in which the benefits have come quicker for those at the top of the income scale than for those toward the bottom.\u003c/p>\n\u003cp>Gene Sperling, a top White House economist, said every student needs high-speed Internet, but the problem is more pronounced in disadvantaged schools where students are less likely to have Internet connections at home. He said digital learning tools make it easier for schools to cater to the needs of students who need extra help or who are ahead of the curve.\u003c/p>\n\u003cp>\"People can learn at their own pace. They don't have to be embarrassed if they're struggling,\" Sperling said. \"And schools can make sure their fastest learners have their own opportunities.\"\u003c/p>\n\u003cp>Sperling wouldn't predict how many students would benefit from the funding commitments announced Tuesday, but he estimated it would be in the millions.\u003c/p>\n\u003cp>For Obama, the commitments from technology companies may help bolster his argument that despite opposition to most of his agenda from Congress, he can still be effective in his final years in office by deploying his power to bring parties together. In recent days Obama has held similar events to announce commitments from companies to address long-term unemployment and from universities to expand access for low-income students.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>\"This for us really isn't about what Congress will or won't do,\" Rose Kirk, president of the Verizon Foundation, said in an interview. \"It's really about the kids. I believe it makes perfect sense that we use our technology, our resources, our insight to have an impact.\"\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33785/tech-companies-commit-750-million-in-products-and-services-to-schools","authors":["180"],"categories":["mindshift_195"],"tags":["mindshift_410","mindshift_20626","mindshift_1040","mindshift_65"],"featImg":"mindshift_33693","label":"mindshift"},"mindshift_33444":{"type":"posts","id":"mindshift_33444","meta":{"index":"posts_1591205157","site":"mindshift","id":"33444","score":null,"sort":[1389798039000]},"guestAuthors":[],"slug":"macbook-chromebook-ipads-moving-beyond-platforms","title":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms","publishDate":1389798039,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>[contextly_sidebar id=\"49ad8ea82f86cd8b7f58f5c9be0a6aca\"]\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n","blocks":[],"excerpt":"If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected.","status":"publish","parent":0,"modified":1389746842,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":22,"wordCount":979},"headData":{"title":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms | KQED","description":"If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"33444 http://blogs.kqed.org/mindshift/?p=33444","disqusUrl":"https://ww2.kqed.org/mindshift/2014/01/15/macbook-chromebook-ipads-moving-beyond-platforms/","disqusTitle":"MacBook, Chromebook, iPads: Why Schools Should Think Beyond Platforms","path":"/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_33455\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/seanfreese/6943433132/sizes/z/\">\u003cimg class=\"size-full wp-image-33455\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg\" alt=\"6943433132_9098dc3bc1_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2014/01/6943433132_9098dc3bc1_z-e1389720366481-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>\u003cstrong>By Shawn McCusker\u003c/strong>\u003c/p>\n\u003cp class=\"dropcap-serif\">How long can any device realistically be expected to remain an effective tool in the classroom? Three years? Five years? Yet today, when schools decide on a device for their 1:1 programs, that choice quickly gets written into their school “brand.” Schools become identified by that choice, and the evaluation of other devices ceases. There are even certifications to this extent, such as GAFE schools, Apple Distinguished Schools, and so on.\u003c/p>\n\u003cp>But it's important that schools who make “the choice” don’t simply stop planning at that point. As educational technology becomes key to the daily workings of a classroom, discussing the direction of its use should not end once devices are in their students' hands.\u003c/p>\n\u003cp>\u003cstrong>FOCUS ON LEARNING NEEDS\u003c/strong>\u003c/p>\n\u003cp>The choice of a platform should be focused on learning objectives, students’ needs, and community values, filtering out the extraneous factions and marketing battles. Debating the best technology platforms is part of our culture, and often we see that it ends either in a single winner (Blu Ray over HD DVD) or a divided populace with sides and factions (PC vs. Mac, Windows vs. Google). These rivalries are as much a part of our culture as rooting for our favorite team.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>But they're also the byproduct of marketing and for-profit businesses, not a solid foundation upon which to build educational practice and policy. Schools cannot afford to allow these important discussions to be ruled by a decades-old Apple commercial or creative advertisements urging us to avoid getting “Scroogled.” Though such commercials are largely innocuous, they and the rivalries they create are toxic when they divide communities into camps and fiefdoms within education or limit our understanding of what is possible. These campaigns become a problem when they are allowed to become the focus of a school’s, or even the community’s, adoption process.\u003c/p>\n\u003cp>Selecting the right device for your school has everything to do with learning objectives and the tasks that students will do. Ideally, discussions of those objectives as well as the students’ needs should be emphasized over the devices.\u003c/p>\n\u003cp>\u003cstrong>IMPORTANCE OF FLEXIBILITY\u003c/strong>\u003c/p>\n\u003cp>As needs change over time, addressing them might mean switching devices (remaking the choice). As schools progress in their technology implementation, they may find that their needs have changed, and should not hesitate to change devices as their understanding of their students’ needs develops. This seasonal view of devices (rather than “device as school identity”) is essential to helping schools move forward, meet their current students’ needs, and keep the curriculum relevant and timely for the future. A focus on pedagogy and key technology skills will transfer from one device to another, making the shift easier; a focus on being a device expert, or mastering device specific mechanics, will not. Students will graduate into a world that will demand technological fluency, the ability to move and process information across various platforms and devices.\u003c/p>\n\u003cp>Chris Lehmann, Principal of the Science Leadership Academy in Philadelphia recently made the choice to move his school from Macs to Chromebooks.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“Ultimately our learning goals won’t change. Their manifestation may change a little bit, but we started with a vision, and we still hold steadfast to that vision,” Lehmann said.\u003c/p>\n\u003cp>Just as important in Lehmann’s mind is another key part of what school leaders must focus on: sustainability. If sustainability is not taken into account, having made the transition and pedagogical shift to 1:1, schools would be forced to roll that change back. Moving to Chromebooks, and the monetary savings associated with doing so, secured the mission of SLA, creating stability in an environment of financial instability.\u003c/p>\n\u003cp>“At all costs, you have to think about what it means to sustain the choice. Not doing so would be devastating,\" Lehmann said. \"The stability that this (change) gives us in an environment of instability was worth its weight in gold.”\u003c/p>\n\u003cp>\u003cstrong>AWAY FROM EITHER/OR\u003c/strong>\u003c/p>\n\u003cp>The various and complex needs of a school might require making more than one choice at a time. When a school chooses a specific type of technology, administrators have taken the time to find what meets the needs of their students and their community, not simply the device with the loudest contingent of supporters.\u003c/p>\n\u003cp>But what if one device is not the answer? Tony Perez from the Atlanta Girls School works in a multiple-platform school, and moved from MacBook Pro to iPads in the middle school two years ago.\u003c/p>\n\u003cp>\"We did this for several reasons: cost to families, capability of the device, classroom control, developmental appropriateness -- and it's a mobile device,\" Perez said. \"We were interested in iPad as a content creation device.\"\u003c/p>\n\u003cp>In the past, schools had many different forms of technology. If schools used PCs, that did not prevent them from purchasing Macs for art programs where that technology might better meet the students' learning needs. Just as one would not use a wrench as a paint brush, the tools for one subject often don’t easily translate or serve the best purposes of others. Schools that embody this understanding go beyond teaching their students a single device.\u003c/p>\n\u003cp>\"Our teachers began to understand that the final product could be flexible if mastery was demonstrated, something that has become a key understanding in our move to any platform, any time,\" Perez said.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>If educational technology and 1:1 education are going to thrive, school leaders must be focused on constantly employing the best practices and tools in relation to the most pressing needs of their students. Managing and sustaining these programs means that the big choices don’t stop after a platform has been selected. Getting devices in the hands of students is just the beginning.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/33444/macbook-chromebook-ipads-moving-beyond-platforms","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_49","mindshift_1040","mindshift_65"],"label":"mindshift"},"mindshift_32702":{"type":"posts","id":"mindshift_32702","meta":{"index":"posts_1591205157","site":"mindshift","id":"32702","score":null,"sort":[1386090058000]},"guestAuthors":[],"slug":"in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture","title":"In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture?","publishDate":1386090058,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_32886\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/designmark/6325852715/sizes/z/in/photolist-aCZDC8-ae7LaM-8QFsen-86y37L-dTXmkT-8xRJ9u-9EZJ8n-aPbBkx-dNUQND-8ekfjh-8XEPpP-8vxY7N-dFbcg1-aCCzZE-9usR5i-8ZQin3-aD5VG8-9cg8PU-8bQ1hR-dTiEV1-ebhEnT-8uBTr8-bd87rz-bd86Jx-dyqPkT-9M2QU4-cSeMmh-8LenB3-94sxnz/\">\u003cimg class=\"size-full wp-image-32886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg\" alt=\"6325852715_21c93aecb3_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Who’s ready for the Common Core? Many schools and districts are re-assessing what they need to do, and how much they will need to spend, to comply with the new standards. A \u003ca href=\"http://pioneerinstitute.org/education/study-estimates-cost-of-transition-to-national-education-standards-at-16-billion/\">recent report\u003c/a> put out by the Pioneer Institute estimates that \"cost of transition\" to the Common Core for school districts will be approximately $16 billion over seven years.\u003c/p>\n\u003cp>One of the biggest expenses appears to be the technology required for Common Core-aligned testing. Both of the approved assessments, the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness of College and Careers (PARCC), are \u003ca href=\"http://en.wikipedia.org/wiki/Computerized_adaptive_testing\">computer-adaptive\u003c/a> and need to be taken on digital devices.\u003c/p>\n\u003cp>Districts \u003ca href=\"http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=PNVFto01Wv%2FyUQV1S5V24FoupcTNKSfvlF9i&cmp=clp-edweek\">are scrambling to figure out\u003c/a> how to improve, update, and add technology so students can actually take the new tests. Murfreesboro public schools in Tennessee, for example, \u003ca href=\"http://www.foxnews.com/us/2013/09/18/tennessee-school-district-spends-52m-on-technology-to-align-with-common-core/\">borrowed $5.2 million\u003c/a> to purchase laptops and iPads to prepare students for the new assessments.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.\"\u003c/aside>\n\u003cp>Steve Carr, CETPA board member and Chief Technology Officer for the Ventura County Department of Education, said that the passage of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140AB484\">AB 484\u003c/a>, which suspended California’s old tests and funded the implementation of the Smarter Balanced Assessments, has put districts on the fast track to meeting the new requirements. He’s concerned, however, that many districts haven’t provided the infrastructure, connectivity, and management to help support the expansive new testing. “We are facing such a quick proliferation of technology tied with assessment and its infusion into Common Core instruction,” he said. “Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.”\u003c/p>\n\u003cp>In addition to providing adequate wifi and enough computers, Carr worries that many districts may not yet have a big-picture plan -- beginning with how to spend the new money, to how they’re going to give all the tests. “I am concerned that there has not been enough planning, piloting and inclusion of all parties, from curriculum to facilities to technology to personnel, in order to have a fully vetted plan for the use of the monies,” he said. “Another big concern is that SBAC will be able to truly deliver assessments to all of the 618,000 California students in a twelve-week window.”\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>TRY BEFORE YOU BUY\u003c/strong>\u003c/p>\n\u003cp>A few weeks ago, the Windsor Unified School District in Sonoma County, Calif., sponsored a \"try before you buy\" event for teachers to get their hands on different tech devices, meant to raise awareness for the Smarter Balanced Assessments, according to high school English teacher Catlin Tucker, who also authored \u003cem>Blended Learning for Grades 4-12: Leveraging the Power of Technology to Create a Student-Centered Classroom\u003c/em>. While it’s great to get teachers trying the hardware, she sometimes gets frustrated that the emphasis of buying up new technology with Common Core money is so focused on the test. “Everything in this conversation is being tied to the assessment, I find that so frustrating,” she said. “I wish the focus was on how transformative these devices could be, and how they could meet the Smarter Balanced Assessment.”\u003c/p>\n\u003cp>Tucker currently has no in-class technology for students to use besides her own district-provided, repurposed Mac, so her students bring their own devices, and Tucker, who's a Google-certified teacher, employs her Google training to make the students’ iTouches, iPhones and various tablets and readers seamless learning tools for class. But if the district is going to buy laptops or tablets for classrooms, she wants to be consulted, because Tucker believes there are distinct advantages of some over others.\u003c/p>\n\u003cp>[contextly_sidebar id=\"96594b3b9e2b351cd2065e5e64fda0b0\"]\u003c/p>\n\u003cp>For example, she wonders if district leaders are aware that the Nexus tablet is more compatible (not to mention more affordable) than the iPad with Google Drive and Google Apps, which many teachers already use.\u003c/p>\n\u003cp>Ideally, Tucker said, technology for learning can only be transformative if teachers are willing to embrace it -- and that requires teacher input on what to buy, and high-quality professional development to support teachers in how to use devices. She hopes that administrators will listen to teachers’ needs, like her district is doing with the \"try before you buy,\" initiative and not just focus on assessments.\u003c/p>\n\u003cp>“I think it will be interesting to see what teacher feedback is, compared to what is purchased,” she said.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN TESTING\u003c/strong>\u003c/p>\n\u003cp>When buying digital hardware for a school system, says Andrew Marcinek, technical director for the Groton-Dunstable, Massachusetts, public schools, it’s imperative to consider more than just testing. Shortly after taking the job as lead technologist for the district, Marcinek received a $562,000 windfall from the town council to spend on updating technology for the whole district (Superintendent Anthony Bent said he was unaware of any money coming from the state for Common Core technology upgrades).\u003c/p>\n\u003cp>Marcinek decided to look at the overall needs of the district, both for learning and for upcoming assessments, and make a plan. He began by collecting input from teachers, administrators, and parents: “Every stakeholder gave input, and then I used their information to determine that the Chromebook was the best solution for the primary student machine,” he said. And while the Chromebooks will be used when Massachusetts is slated to pilot PARCC testing in 2014-2015, Marcinek said, “The test is a small fraction of how it’s [updated technology] going to be used. Ninety percent of use is in the classroom.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Everything in this conversation is being tied to the assessment, I find that so frustrating.”\u003c/aside>\n\u003cp>After spending some of the money making sure that every school building was equipped with wifi, Marcinek purchased 600 Samsung Chromebooks as well as 100 iPads for elementary use. When buying technology for an entire district, he said, cost is important, but so is sustainability, and attention to detail. For example, he learned the PARCC assessment can be taken on an iPad, but not without a keyboard attachment, for a total cost of $400, making it double the price of the Chromebook. “So we get two Chromebooks for every iPad,” he said, “Plus, Google management is so much easier for tech administrators to use when you don’t have an influx of cash for one-to-one.” Many of his teachers already used Google Apps and Google Drive, and the single sign-on aspect of using an iPad can make sharing frustrating.\u003c/p>\n\u003cp>But making the transition from paper to computer exams comes with more challenges than whether to buy iPads or Chromebooks. Some teachers are worried that their schools can’t handle the massive change over to the Common Core requirements, considering they haven’t solved current problems with computer-based standardized tests. Nashville high school English teacher Susan Norwood said that, while she is unsure of any new technology coming to her school because of upcoming Common Core assessments, she called the Discovery Education Assessment (DEA) -- the current computer-based standardized tests at her school “a fiasco.”\u003c/p>\n\u003cp>“Students were sitting right next to each other in the library and could easily look at each other's computer screens,” she said. “It was impossible to monitor and keep everyone quiet. There were two classes taking the test at the same time -- close to 80 students. Meanwhile, adults and students were entering the library and having conversations and walking around. It was so noisy, that I doubt I would have passed the test.”\u003c/p>\n\u003cp>The school’s solution to the computer testing dilemma? For the upcoming DEA to be given in a few weeks, Norwood’s classes have been instructed to take the assessment on paper in their classroom. “Then, they will go to the library to put in the answers on computers,” she said. “I hope they copy their answers correctly.”\u003c/p>\n\u003cp>But bringing technology into classrooms is inevitable, and schools will need to catch up. Perhaps getting ready for the Common Core assessments is a way to force schools into the future. \"The reality is that technology has been a part of the curriculum for several years. Schools are already highly invested, and many actually do not have to make large purchases [for Common Core] because they already have the technology,\" said Andrea Bennett, the Executive Director at California Educational Technology Professionals Association.\u003c/p>\n\u003cp>\"I will also add that we need to stop thinking of technology as something new and special when it comes to education. It is an essential part of the learning environment along with electricity and heat and textbooks,\" she said. \"Technology won’t improve learning outcomes. Good teaching will.\"\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>Correction\u003c/em>:\u003cem> An earlier version of this post included the wrong total price of the iPad and keyboard. The current version reflects the correct price.\u003c/em>\u003c/p>\n\n","blocks":[],"excerpt":"As schools and districts prepare for the Common Core State Standards, the pressure to buy new technology overtakes the need to create a vision and a plan for smart long-term use.","status":"publish","parent":0,"modified":1386111743,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":23,"wordCount":1518},"headData":{"title":"In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture? | KQED","description":"As schools and districts prepare for the Common Core State Standards, the pressure to buy new technology overtakes the need to create a vision and a plan for smart long-term use.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"32702 http://blogs.kqed.org/mindshift/?p=32702","disqusUrl":"https://ww2.kqed.org/mindshift/2013/12/03/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture/","disqusTitle":"In the Rush to Buy New Tech for Common Core, What Happens to the Big Picture?","path":"/mindshift/32702/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_32886\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/designmark/6325852715/sizes/z/in/photolist-aCZDC8-ae7LaM-8QFsen-86y37L-dTXmkT-8xRJ9u-9EZJ8n-aPbBkx-dNUQND-8ekfjh-8XEPpP-8vxY7N-dFbcg1-aCCzZE-9usR5i-8ZQin3-aD5VG8-9cg8PU-8bQ1hR-dTiEV1-ebhEnT-8uBTr8-bd87rz-bd86Jx-dyqPkT-9M2QU4-cSeMmh-8LenB3-94sxnz/\">\u003cimg class=\"size-full wp-image-32886\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg\" alt=\"6325852715_21c93aecb3_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/12/6325852715_21c93aecb3_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Who’s ready for the Common Core? Many schools and districts are re-assessing what they need to do, and how much they will need to spend, to comply with the new standards. A \u003ca href=\"http://pioneerinstitute.org/education/study-estimates-cost-of-transition-to-national-education-standards-at-16-billion/\">recent report\u003c/a> put out by the Pioneer Institute estimates that \"cost of transition\" to the Common Core for school districts will be approximately $16 billion over seven years.\u003c/p>\n\u003cp>One of the biggest expenses appears to be the technology required for Common Core-aligned testing. Both of the approved assessments, the Smarter Balanced Assessment Consortium (SBAC) and the Partnership for Assessment of Readiness of College and Careers (PARCC), are \u003ca href=\"http://en.wikipedia.org/wiki/Computerized_adaptive_testing\">computer-adaptive\u003c/a> and need to be taken on digital devices.\u003c/p>\n\u003cp>Districts \u003ca href=\"http://www.edweek.org/ew/articles/2013/05/03/30testing.h32.html?tkn=PNVFto01Wv%2FyUQV1S5V24FoupcTNKSfvlF9i&cmp=clp-edweek\">are scrambling to figure out\u003c/a> how to improve, update, and add technology so students can actually take the new tests. Murfreesboro public schools in Tennessee, for example, \u003ca href=\"http://www.foxnews.com/us/2013/09/18/tennessee-school-district-spends-52m-on-technology-to-align-with-common-core/\">borrowed $5.2 million\u003c/a> to purchase laptops and iPads to prepare students for the new assessments.\u003c/p>\n\u003caside class=\"pullquote alignright\">\"Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.\"\u003c/aside>\n\u003cp>Steve Carr, CETPA board member and Chief Technology Officer for the Ventura County Department of Education, said that the passage of \u003ca href=\"http://leginfo.legislature.ca.gov/faces/billNavClient.xhtml?bill_id=201320140AB484\">AB 484\u003c/a>, which suspended California’s old tests and funded the implementation of the Smarter Balanced Assessments, has put districts on the fast track to meeting the new requirements. He’s concerned, however, that many districts haven’t provided the infrastructure, connectivity, and management to help support the expansive new testing. “We are facing such a quick proliferation of technology tied with assessment and its infusion into Common Core instruction,” he said. “Many districts have deployed literally thousands of devices and have not adequately considered sustainability, support or refresh of these devices.”\u003c/p>\n\u003cp>In addition to providing adequate wifi and enough computers, Carr worries that many districts may not yet have a big-picture plan -- beginning with how to spend the new money, to how they’re going to give all the tests. “I am concerned that there has not been enough planning, piloting and inclusion of all parties, from curriculum to facilities to technology to personnel, in order to have a fully vetted plan for the use of the monies,” he said. “Another big concern is that SBAC will be able to truly deliver assessments to all of the 618,000 California students in a twelve-week window.”\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>TRY BEFORE YOU BUY\u003c/strong>\u003c/p>\n\u003cp>A few weeks ago, the Windsor Unified School District in Sonoma County, Calif., sponsored a \"try before you buy\" event for teachers to get their hands on different tech devices, meant to raise awareness for the Smarter Balanced Assessments, according to high school English teacher Catlin Tucker, who also authored \u003cem>Blended Learning for Grades 4-12: Leveraging the Power of Technology to Create a Student-Centered Classroom\u003c/em>. While it’s great to get teachers trying the hardware, she sometimes gets frustrated that the emphasis of buying up new technology with Common Core money is so focused on the test. “Everything in this conversation is being tied to the assessment, I find that so frustrating,” she said. “I wish the focus was on how transformative these devices could be, and how they could meet the Smarter Balanced Assessment.”\u003c/p>\n\u003cp>Tucker currently has no in-class technology for students to use besides her own district-provided, repurposed Mac, so her students bring their own devices, and Tucker, who's a Google-certified teacher, employs her Google training to make the students’ iTouches, iPhones and various tablets and readers seamless learning tools for class. But if the district is going to buy laptops or tablets for classrooms, she wants to be consulted, because Tucker believes there are distinct advantages of some over others.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>For example, she wonders if district leaders are aware that the Nexus tablet is more compatible (not to mention more affordable) than the iPad with Google Drive and Google Apps, which many teachers already use.\u003c/p>\n\u003cp>Ideally, Tucker said, technology for learning can only be transformative if teachers are willing to embrace it -- and that requires teacher input on what to buy, and high-quality professional development to support teachers in how to use devices. She hopes that administrators will listen to teachers’ needs, like her district is doing with the \"try before you buy,\" initiative and not just focus on assessments.\u003c/p>\n\u003cp>“I think it will be interesting to see what teacher feedback is, compared to what is purchased,” she said.\u003c/p>\n\u003cp>\u003cstrong>MORE THAN TESTING\u003c/strong>\u003c/p>\n\u003cp>When buying digital hardware for a school system, says Andrew Marcinek, technical director for the Groton-Dunstable, Massachusetts, public schools, it’s imperative to consider more than just testing. Shortly after taking the job as lead technologist for the district, Marcinek received a $562,000 windfall from the town council to spend on updating technology for the whole district (Superintendent Anthony Bent said he was unaware of any money coming from the state for Common Core technology upgrades).\u003c/p>\n\u003cp>Marcinek decided to look at the overall needs of the district, both for learning and for upcoming assessments, and make a plan. He began by collecting input from teachers, administrators, and parents: “Every stakeholder gave input, and then I used their information to determine that the Chromebook was the best solution for the primary student machine,” he said. And while the Chromebooks will be used when Massachusetts is slated to pilot PARCC testing in 2014-2015, Marcinek said, “The test is a small fraction of how it’s [updated technology] going to be used. Ninety percent of use is in the classroom.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“Everything in this conversation is being tied to the assessment, I find that so frustrating.”\u003c/aside>\n\u003cp>After spending some of the money making sure that every school building was equipped with wifi, Marcinek purchased 600 Samsung Chromebooks as well as 100 iPads for elementary use. When buying technology for an entire district, he said, cost is important, but so is sustainability, and attention to detail. For example, he learned the PARCC assessment can be taken on an iPad, but not without a keyboard attachment, for a total cost of $400, making it double the price of the Chromebook. “So we get two Chromebooks for every iPad,” he said, “Plus, Google management is so much easier for tech administrators to use when you don’t have an influx of cash for one-to-one.” Many of his teachers already used Google Apps and Google Drive, and the single sign-on aspect of using an iPad can make sharing frustrating.\u003c/p>\n\u003cp>But making the transition from paper to computer exams comes with more challenges than whether to buy iPads or Chromebooks. Some teachers are worried that their schools can’t handle the massive change over to the Common Core requirements, considering they haven’t solved current problems with computer-based standardized tests. Nashville high school English teacher Susan Norwood said that, while she is unsure of any new technology coming to her school because of upcoming Common Core assessments, she called the Discovery Education Assessment (DEA) -- the current computer-based standardized tests at her school “a fiasco.”\u003c/p>\n\u003cp>“Students were sitting right next to each other in the library and could easily look at each other's computer screens,” she said. “It was impossible to monitor and keep everyone quiet. There were two classes taking the test at the same time -- close to 80 students. Meanwhile, adults and students were entering the library and having conversations and walking around. It was so noisy, that I doubt I would have passed the test.”\u003c/p>\n\u003cp>The school’s solution to the computer testing dilemma? For the upcoming DEA to be given in a few weeks, Norwood’s classes have been instructed to take the assessment on paper in their classroom. “Then, they will go to the library to put in the answers on computers,” she said. “I hope they copy their answers correctly.”\u003c/p>\n\u003cp>But bringing technology into classrooms is inevitable, and schools will need to catch up. Perhaps getting ready for the Common Core assessments is a way to force schools into the future. \"The reality is that technology has been a part of the curriculum for several years. Schools are already highly invested, and many actually do not have to make large purchases [for Common Core] because they already have the technology,\" said Andrea Bennett, the Executive Director at California Educational Technology Professionals Association.\u003c/p>\n\u003cp>\"I will also add that we need to stop thinking of technology as something new and special when it comes to education. It is an essential part of the learning environment along with electricity and heat and textbooks,\" she said. \"Technology won’t improve learning outcomes. Good teaching will.\"\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>Correction\u003c/em>:\u003cem> An earlier version of this post included the wrong total price of the iPad and keyboard. The current version reflects the correct price.\u003c/em>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/32702/in-the-rush-to-buy-new-tech-for-common-core-what-happens-to-the-big-picture","authors":["4445"],"categories":["mindshift_195"],"tags":["mindshift_108","mindshift_1004","mindshift_1040","mindshift_65"],"label":"mindshift"},"mindshift_31995":{"type":"posts","id":"mindshift_31995","meta":{"index":"posts_1591205157","site":"mindshift","id":"31995","score":null,"sort":[1381420818000]},"guestAuthors":[],"slug":"lessons-learned-how-two-urban-schools-handled-tech-problems","title":"How Two Struggling Schools Got Two Different Results With Ed Tech","publishDate":1381420818,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31998\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/line300.jpg\" alt=\"Encompass Academy students stand in a line as they practice moving between classrooms.\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Encompass Academy students.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">By now, many educators understand that technology has the potential of transforming teaching and learning. But the term \"technology\" covers vast territory, and there are many different layers of tech and ways of integrating it from school to school. At times, where one kind of technology is appropriate and helpful in one school, the same tech can cause big problems for another.\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.ousd.k12.ca.us/elmhurst\">Elmhurst Community Prep,\u003c/a> a Title I middle school in East Oakland. It’s a tough neighborhood where kids walk by police busts on their way to school, all kids receive free and reduced lunch and 15 percent of entering sixth graders can’t read. Second-year principal Kilian Betlach hoped that bringing a student data system and learning software into Elmhurst classrooms would help boost student achievement.\u003c/p>\n\u003cp>“I wanted classroom instruction to be better; I wanted kids to learn more; I wanted teachers to have their time freed up to do better work,” Betlach said. With money from the \u003ca href=\"http://rogersfoundation.org/about-us/oakland-education-strategy\">Rogers Family Foundation\u003c/a>, Betlach contracted with a start-up consulting company called \u003ca href=\"http://junyo.com/\">Junyo\u003c/a> to help guide him as he launched a school wide \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning\u003c/a> program.\u003c/p>\n\u003cp>Junyo also promised to build a system that could bring student data from various places together in one dashboard. So, for example, a student's attendance record could be compared to his homework completion rate. Betlach was hoping to learn a lot more about when and why students start disengaging with school. With the dashboard, he could have more information coming from learning software programs that would ideally help pinpoint where teachers should intervene.\u003c/p>\n\u003cp>“I don’t know if the time a kid spends on one of these online providers is the thing that makes the difference,” Betlach said. “But when I think about an instructional model where kids are spending time getting differentiated practice, so practice right where they need it, and simultaneously their teacher is able to pull a small group…it’s almost like one of those two things is going to have a big effect.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We threw a lot of money down the drain; and it’s embarrassing and it’s sad and it feels gross.” \u003c/aside>\n\u003cp>Elmhurst’s special education teachers were some of the first to embrace the idea of using such a system.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“In the beginning it was great,” said Cori Schneider, one of Elmhurst’s special education teachers, who has a case load of 28 students who need extra help for reasons ranging from specific learning disabilities to emotional disturbances. \"We had a great culture in the classroom of the kids coming in and getting straight to work. The kids were into it and they were seeing their success that was then translating into a higher SRI [Scholastic Reading Inventory] reading score.”\u003c/p>\n\u003cp>But when more classrooms and other teachers began using the online programs simultaneously, the network failed them. The wireless signal wasn’t strong enough.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/four-essential-principles-of-blended-learning/\">Four Essential Principles of Blended Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“So, here they’re bought into something that’s meeting their needs and then they can’t use it,” Schneider said. “Then everything that I had planned had to get scrapped. We had to recreate entire units on how to meet students' needs without the technology.”\u003c/p>\n\u003cp>Betlach calls that first year of implementing blended learning “the great lost year of technological development at Elmhurst.” The troubles hurt teacher morale, leaving many wary of trying again. And it was expensive.\u003c/p>\n\u003cfigure id=\"attachment_32004\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32004\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/welcome-back360-300x168.jpg\" alt=\"welcome-back360\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“We threw a lot of money down the drain,” Betlach said. “And it’s embarrassing and it’s sad and it feels gross.” He bemoans not just the money, but the time that teachers could have been working one-on-one with students instead of trying to figure out the technology.\u003c/p>\n\u003cp>Betlach blames Junyo. “Their advice turned out to be pretty poor,” he said. “Their analysis of our network was wrong. We didn’t have anywhere near the network capacity we needed.” They also didn't build the dashboards Betlach had been so excited about.\u003c/p>\n\u003cp>Steve Schoettler, CEO of Junyo, says the company quickly realized that its school partners were constantly tweaking their technology plans and the company couldn't keep up with each school's changes. They needed a much bigger staff to work closely with schools and meet their individual needs.\u003c/p>\n\u003cp>“[The company] wasn’t going to grow quickly enough in the path we had,” said Schoettler. “And ultimately what that would mean for our schools is we wouldn’t be as good at doing what we wanted to be doing.” When Schoettler and his team realized their business model wasn’t working six months into the partnership,\u003ca href=\"https://www.edsurge.com/n/shift-happens-junyo-changes-course\"> they pulled out\u003c/a>. In an effort to be fair to schools, they did offer continued technical support through the academic year.\u003c/p>\n\u003cp>Betlach felt he was left alone to figure out his problems.\u003c/p>\n\u003cp>“I made a mistake in going with someone who made some promises,” he said. “As a school we can’t invest in promises. We have to invest in people with a track record of delivering. A school can’t be an angel investor for a start-up. It’s a bad relationship. It’s a bad way to go.”\u003c/p>\n\u003cp>Ultimately, Betlach feels the company that claimed to offer expert advice pushed him into expensive programs that his students didn’t need. He’s now approaching blended learning much more cautiously and slowly, using free \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">web 2.0 tools \u003c/a>and starting out with just the eighth grade.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-leadership-can-make-or-break-classroom-innovation/\">How Leadership Can Make or Break Classroom Innovation\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">relationship between schools and ed-tech companies can be fraught\u003c/a>. More schools across the country are using technology to help measure student learning in real time, so teachers can target individual knowledge gaps. And tech companies are eager to help them, constantly pitching their products to schools.\u003c/p>\n\u003cp>But some schools are learning from the process of working with tech companies -- even if it's a rocky path. Less than two miles from Elmhurst, an Oakland elementary school called \u003ca href=\"http://encompass.ousd.k12.ca.us/index.php\">Encompass Academy\u003c/a> also worked with Junyo.\u003c/p>\n\u003cp>Many of Encompass’ students and families are English language learners, a factor \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/10-essential-tips-for-meeting-tech-needs-of-low-income-schools/\">Principal Minh-Tram Nguyen\u003c/a> is always considering, especially as she invests in technology. She loved working with Junyo.\u003c/p>\n\u003cp>“I guess I was just so grateful by the tremendous learning and partnership that I had,” Nguyen said. “And part of what was compelling was that they were a start-up so they were hungry.”\u003c/p>\n\u003cp>Nguyen says Junyo helped her make crucial decisions about how to roll out technology school-wide and what kind of professional development to offer teachers. The company also alerted her to programs that didn’t require English skills to improve learning. When Junyo terminated their contract, Encompass went ahead and blended computer time with traditional instruction as planned.\u003c/p>\n\u003cp>Nguyen says their math software, \u003ca href=\"http://web.stmath.com/\">ST Math\u003c/a>, has helped students think about concepts, not just computation, a big part of the Common Core State Standards.\u003c/p>\n\u003cp>“Through the year we saw our children who were using ST Math doing better and feeling more confident in the problem solving approach,” Nguyen said.\u003c/p>\n\u003cp>Nguyen is still tweaking her blended learning strategy, but she’s got a running start. She says schools have to choose tech partners carefully. She’s looking for companies that respect the difficult work teachers do.\u003c/p>\n\u003cp>“Businesses designing programs should listen to school, to have an ethos of being responsive to school,” Nguyen said. “You want to have technical expertise, but you should have some openness to believing in the capacity of teachers and educators.”\u003c/p>\n\u003cp>Nguyen knows it’s not easy for start-ups. Every school is different, making it hard for a company to perfect one product for all. But she says it’s the job of the principal to weather the inevitable changes brought by each new reform and to have a clear vision of the school’s mission and purpose.\u003c/p>\n\u003cp>Listen to the KQED Radio story.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F114730533\">\u003c/iframe>\u003c/p>\n\n","blocks":[],"excerpt":"By now, many educators understand that technology has the potential of transforming teaching and learning. But the term \"technology\" covers vast territory, and there are many different layers of tech and ways of integrating it from school to school. At times, where one kind of technology is appropriate and helpful in one school, the same tech can cause big problems for another.","status":"publish","parent":0,"modified":1381427189,"stats":{"hasAudio":true,"hasVideo":false,"hasChartOrMap":true,"iframeSrcs":["https://w.soundcloud.com/player/"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":30,"wordCount":1395},"headData":{"title":"How Two Struggling Schools Got Two Different Results With Ed Tech | KQED","description":"By now, many educators understand that technology has the potential of transforming teaching and learning. But the term "technology" covers vast territory, and there are many different layers of tech and ways of integrating it from school to school. At times, where one kind of technology is appropriate and helpful in one school, the same tech can cause big problems for another.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"31995 http://blogs.kqed.org/mindshift/?p=31995","disqusUrl":"https://ww2.kqed.org/mindshift/2013/10/10/lessons-learned-how-two-urban-schools-handled-tech-problems/","disqusTitle":"How Two Struggling Schools Got Two Different Results With Ed Tech","path":"/mindshift/31995/lessons-learned-how-two-urban-schools-handled-tech-problems","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31998\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31998\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/line300.jpg\" alt=\"Encompass Academy students stand in a line as they practice moving between classrooms.\" width=\"640\" height=\"300\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300-400x188.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/10/line300-320x150.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\">Encompass Academy students.\u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">By now, many educators understand that technology has the potential of transforming teaching and learning. But the term \"technology\" covers vast territory, and there are many different layers of tech and ways of integrating it from school to school. At times, where one kind of technology is appropriate and helpful in one school, the same tech can cause big problems for another.\u003c/p>\n\u003cp>Take \u003ca href=\"http://www.ousd.k12.ca.us/elmhurst\">Elmhurst Community Prep,\u003c/a> a Title I middle school in East Oakland. It’s a tough neighborhood where kids walk by police busts on their way to school, all kids receive free and reduced lunch and 15 percent of entering sixth graders can’t read. Second-year principal Kilian Betlach hoped that bringing a student data system and learning software into Elmhurst classrooms would help boost student achievement.\u003c/p>\n\u003cp>“I wanted classroom instruction to be better; I wanted kids to learn more; I wanted teachers to have their time freed up to do better work,” Betlach said. With money from the \u003ca href=\"http://rogersfoundation.org/about-us/oakland-education-strategy\">Rogers Family Foundation\u003c/a>, Betlach contracted with a start-up consulting company called \u003ca href=\"http://junyo.com/\">Junyo\u003c/a> to help guide him as he launched a school wide \u003ca href=\"http://ww2.kqed.org/mindshift/tag/blended-learning/\">blended learning\u003c/a> program.\u003c/p>\n\u003cp>Junyo also promised to build a system that could bring student data from various places together in one dashboard. So, for example, a student's attendance record could be compared to his homework completion rate. Betlach was hoping to learn a lot more about when and why students start disengaging with school. With the dashboard, he could have more information coming from learning software programs that would ideally help pinpoint where teachers should intervene.\u003c/p>\n\u003cp>“I don’t know if the time a kid spends on one of these online providers is the thing that makes the difference,” Betlach said. “But when I think about an instructional model where kids are spending time getting differentiated practice, so practice right where they need it, and simultaneously their teacher is able to pull a small group…it’s almost like one of those two things is going to have a big effect.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“We threw a lot of money down the drain; and it’s embarrassing and it’s sad and it feels gross.” \u003c/aside>\n\u003cp>Elmhurst’s special education teachers were some of the first to embrace the idea of using such a system.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“In the beginning it was great,” said Cori Schneider, one of Elmhurst’s special education teachers, who has a case load of 28 students who need extra help for reasons ranging from specific learning disabilities to emotional disturbances. \"We had a great culture in the classroom of the kids coming in and getting straight to work. The kids were into it and they were seeing their success that was then translating into a higher SRI [Scholastic Reading Inventory] reading score.”\u003c/p>\n\u003cp>But when more classrooms and other teachers began using the online programs simultaneously, the network failed them. The wireless signal wasn’t strong enough.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/four-essential-principles-of-blended-learning/\">Four Essential Principles of Blended Learning\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“So, here they’re bought into something that’s meeting their needs and then they can’t use it,” Schneider said. “Then everything that I had planned had to get scrapped. We had to recreate entire units on how to meet students' needs without the technology.”\u003c/p>\n\u003cp>Betlach calls that first year of implementing blended learning “the great lost year of technological development at Elmhurst.” The troubles hurt teacher morale, leaving many wary of trying again. And it was expensive.\u003c/p>\n\u003cfigure id=\"attachment_32004\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-32004\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/10/welcome-back360-300x168.jpg\" alt=\"welcome-back360\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp>“We threw a lot of money down the drain,” Betlach said. “And it’s embarrassing and it’s sad and it feels gross.” He bemoans not just the money, but the time that teachers could have been working one-on-one with students instead of trying to figure out the technology.\u003c/p>\n\u003cp>Betlach blames Junyo. “Their advice turned out to be pretty poor,” he said. “Their analysis of our network was wrong. We didn’t have anywhere near the network capacity we needed.” They also didn't build the dashboards Betlach had been so excited about.\u003c/p>\n\u003cp>Steve Schoettler, CEO of Junyo, says the company quickly realized that its school partners were constantly tweaking their technology plans and the company couldn't keep up with each school's changes. They needed a much bigger staff to work closely with schools and meet their individual needs.\u003c/p>\n\u003cp>“[The company] wasn’t going to grow quickly enough in the path we had,” said Schoettler. “And ultimately what that would mean for our schools is we wouldn’t be as good at doing what we wanted to be doing.” When Schoettler and his team realized their business model wasn’t working six months into the partnership,\u003ca href=\"https://www.edsurge.com/n/shift-happens-junyo-changes-course\"> they pulled out\u003c/a>. In an effort to be fair to schools, they did offer continued technical support through the academic year.\u003c/p>\n\u003cp>Betlach felt he was left alone to figure out his problems.\u003c/p>\n\u003cp>“I made a mistake in going with someone who made some promises,” he said. “As a school we can’t invest in promises. We have to invest in people with a track record of delivering. A school can’t be an angel investor for a start-up. It’s a bad relationship. It’s a bad way to go.”\u003c/p>\n\u003cp>Ultimately, Betlach feels the company that claimed to offer expert advice pushed him into expensive programs that his students didn’t need. He’s now approaching blended learning much more cautiously and slowly, using free \u003ca href=\"http://ww2.kqed.org/mindshift/2013/01/what-online-tools-work-for-language-arts/\">web 2.0 tools \u003c/a>and starting out with just the eighth grade.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/06/how-leadership-can-make-or-break-classroom-innovation/\">How Leadership Can Make or Break Classroom Innovation\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>The \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/\">relationship between schools and ed-tech companies can be fraught\u003c/a>. More schools across the country are using technology to help measure student learning in real time, so teachers can target individual knowledge gaps. And tech companies are eager to help them, constantly pitching their products to schools.\u003c/p>\n\u003cp>But some schools are learning from the process of working with tech companies -- even if it's a rocky path. Less than two miles from Elmhurst, an Oakland elementary school called \u003ca href=\"http://encompass.ousd.k12.ca.us/index.php\">Encompass Academy\u003c/a> also worked with Junyo.\u003c/p>\n\u003cp>Many of Encompass’ students and families are English language learners, a factor \u003ca href=\"http://ww2.kqed.org/mindshift/2013/09/10-essential-tips-for-meeting-tech-needs-of-low-income-schools/\">Principal Minh-Tram Nguyen\u003c/a> is always considering, especially as she invests in technology. She loved working with Junyo.\u003c/p>\n\u003cp>“I guess I was just so grateful by the tremendous learning and partnership that I had,” Nguyen said. “And part of what was compelling was that they were a start-up so they were hungry.”\u003c/p>\n\u003cp>Nguyen says Junyo helped her make crucial decisions about how to roll out technology school-wide and what kind of professional development to offer teachers. The company also alerted her to programs that didn’t require English skills to improve learning. When Junyo terminated their contract, Encompass went ahead and blended computer time with traditional instruction as planned.\u003c/p>\n\u003cp>Nguyen says their math software, \u003ca href=\"http://web.stmath.com/\">ST Math\u003c/a>, has helped students think about concepts, not just computation, a big part of the Common Core State Standards.\u003c/p>\n\u003cp>“Through the year we saw our children who were using ST Math doing better and feeling more confident in the problem solving approach,” Nguyen said.\u003c/p>\n\u003cp>Nguyen is still tweaking her blended learning strategy, but she’s got a running start. She says schools have to choose tech partners carefully. She’s looking for companies that respect the difficult work teachers do.\u003c/p>\n\u003cp>“Businesses designing programs should listen to school, to have an ethos of being responsive to school,” Nguyen said. “You want to have technical expertise, but you should have some openness to believing in the capacity of teachers and educators.”\u003c/p>\n\u003cp>Nguyen knows it’s not easy for start-ups. Every school is different, making it hard for a company to perfect one product for all. But she says it’s the job of the principal to weather the inevitable changes brought by each new reform and to have a clear vision of the school’s mission and purpose.\u003c/p>\n\u003cp>Listen to the KQED Radio story.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003ciframe width=\"100%\" height=\"166\" scrolling=\"no\" frameborder=\"no\" src=\"https://w.soundcloud.com/player/?url=http%3A%2F%2Fapi.soundcloud.com%2Ftracks%2F114730533\">\u003c/iframe>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31995/lessons-learned-how-two-urban-schools-handled-tech-problems","authors":["234"],"categories":["mindshift_20546"],"tags":["mindshift_652","mindshift_1040","mindshift_65"],"featImg":"mindshift_31999","label":"mindshift"},"mindshift_31525":{"type":"posts","id":"mindshift_31525","meta":{"index":"posts_1591205157","site":"mindshift","id":"31525","score":null,"sort":[1380043679000]},"guestAuthors":[],"slug":"are-teachers-and-ed-tech-businesses-working-towards-the-same-goal","title":"Are Teachers and Ed Tech Businesses Working Towards the Same Goal?","publishDate":1380043679,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_31554\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31554\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers' lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. Four of these businesses -- MasteryConnect, Illuminate Education, Pearson, and Imagine K12 -- were represented on a panel last week hosted by \u003ca href=\"http://www.vlab.org/\">VLAB\u003c/a>, a partnership between MIT and Stanford.\u003c/p>\n\u003cp>“The goal is to understand immediately if a student understood that concept and to be able to re-teach it if necessary,” said Mick Hewitt, CEO and co-founder of \u003ca href=\"http://www.masteryconnect.com/\">MasteryConnect\u003c/a>. MasteryConnect allows teachers to track student’s mastery of concepts through various kinds of formative assessments including quizzes, oral responses, or even scanning an image of an assignment.\u003c/p>\n\u003cp>“We’ve tried to look at how schools and school systems can predictably accelerate student achievement,” said Scott Drossos, senior vice-president of \u003ca href=\"http://onetoone.pearsoned.com/\">Pearson’s 1:1 Learning \u003c/a>program. Pearson has actively acquired companies that can help the Britain-based conglomerate move from a legacy textbook publisher into the era of digital education content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The kids don’t care about the annual test. It’s cold, it’s impersonal and it has nothing to do with their reality.”\u003c/aside>\n\u003cp>The panelists all agreed that the transition to Common Core has helped speed the integration of technology into the classroom and spurred their business. “It’s providing a lot of opportunity for us because schools with older systems are seeing that they have to change their grade books,” said Lane Rankin, CEO \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>. Illuminate has created a Student Information System that draws in many strands of data from disparate sources and displays them on a simple teacher dashboard, with parent portals and an integrated grade book aligned with the new standards.\u003c/p>\n\u003cp>While the tools developed by these companies and the hundreds of others not represented on the panel can be useful to teachers, another panelist --David Reilly, a former teacher and principal -- questioned whether any of these costly technologies will actually transform learning. The entrepreneurs on the panel offered a vision for the future of education that focuses on data and assessments, but was somewhat at odds with the on-the-ground experience and goals expressed by Reilly.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/tech-companies-angle-for-big-bucks-in-education/\">Tech Companies Angle For Big Bucks in Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The kids don’t care about the annual tests,” said Reilly, who is now \u003ca href=\"http://www.seq.org/\">Assistant Superintendent of Sequoia Union High School District\u003c/a>. “It’s cold, it’s impersonal and it has nothing to do with their reality.” The only educational experiences that truly stick with students and help them develop a learning disposition and strong character are the ones that give them a chance to influence their own lives. “Engagement for these kids means transforming their realities,” Reilly said. “And if we don’t do that, then we risk widening the achievement gap.”\u003c/p>\n\u003cp>Closing the achievement gap, reaching all learners and improving scores are the stated goals of most businesses, but in Reilly’s description of a powerful learning experience, technology is not a necessity. Rather it’s about how learning is framed, how tools are used and whether the student’s passions are at the center of the learning process. “We wonder why the kids aren’t prepared for college,” he said. “We’re not creating the right experiences.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Reilly was also candid that not all his experiences with technology in the classroom have been positive. “We paid enormous amounts of money for a Student Information System, but unfortunately we need to customize,” Reilly said. Businesses want to sell their products to schools, offer basic customer service for a time and move on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Reilly says schools' needs evolve and they need flexibility from ed-tech partners. In fact, the best experience he’s had with technology in his school was when his friend built him exactly what he needed from scratch. Unfortunately, that model is not scalable for any business hoping to survive and compete.\u003c/p>\n\n","blocks":[],"excerpt":"Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers’ lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. But are they getting to the heart of what teachers need?","status":"publish","parent":0,"modified":1380154119,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":10,"wordCount":714},"headData":{"title":"Are Teachers and Ed Tech Businesses Working Towards the Same Goal? | KQED","description":"Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers’ lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. But are they getting to the heart of what teachers need?","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"31525 http://blogs.kqed.org/mindshift/?p=31525","disqusUrl":"https://ww2.kqed.org/mindshift/2013/09/24/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal/","disqusTitle":"Are Teachers and Ed Tech Businesses Working Towards the Same Goal?","path":"/mindshift/31525/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_31554\" class=\"wp-caption center\" style=\"max-width: 640px\">\u003cimg class=\"size-full wp-image-31554\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg\" alt=\"IMG_8535\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/09/IMG_8535-e1380043600112-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Education technology businesses have come up with hundreds, if not thousands, of products meant to make teachers' lives easier and improve student achievement. Most products bite off a piece of the education puzzle, trying to solve one corner of a complex web. Four of these businesses -- MasteryConnect, Illuminate Education, Pearson, and Imagine K12 -- were represented on a panel last week hosted by \u003ca href=\"http://www.vlab.org/\">VLAB\u003c/a>, a partnership between MIT and Stanford.\u003c/p>\n\u003cp>“The goal is to understand immediately if a student understood that concept and to be able to re-teach it if necessary,” said Mick Hewitt, CEO and co-founder of \u003ca href=\"http://www.masteryconnect.com/\">MasteryConnect\u003c/a>. MasteryConnect allows teachers to track student’s mastery of concepts through various kinds of formative assessments including quizzes, oral responses, or even scanning an image of an assignment.\u003c/p>\n\u003cp>“We’ve tried to look at how schools and school systems can predictably accelerate student achievement,” said Scott Drossos, senior vice-president of \u003ca href=\"http://onetoone.pearsoned.com/\">Pearson’s 1:1 Learning \u003c/a>program. Pearson has actively acquired companies that can help the Britain-based conglomerate move from a legacy textbook publisher into the era of digital education content.\u003c/p>\n\u003caside class=\"pullquote alignleft\">“The kids don’t care about the annual test. It’s cold, it’s impersonal and it has nothing to do with their reality.”\u003c/aside>\n\u003cp>The panelists all agreed that the transition to Common Core has helped speed the integration of technology into the classroom and spurred their business. “It’s providing a lot of opportunity for us because schools with older systems are seeing that they have to change their grade books,” said Lane Rankin, CEO \u003ca href=\"https://www.illuminateed.com/\">Illuminate Education\u003c/a>. Illuminate has created a Student Information System that draws in many strands of data from disparate sources and displays them on a simple teacher dashboard, with parent portals and an integrated grade book aligned with the new standards.\u003c/p>\n\u003cp>While the tools developed by these companies and the hundreds of others not represented on the panel can be useful to teachers, another panelist --David Reilly, a former teacher and principal -- questioned whether any of these costly technologies will actually transform learning. The entrepreneurs on the panel offered a vision for the future of education that focuses on data and assessments, but was somewhat at odds with the on-the-ground experience and goals expressed by Reilly.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/08/tech-companies-angle-for-big-bucks-in-education/\">Tech Companies Angle For Big Bucks in Education\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>“The kids don’t care about the annual tests,” said Reilly, who is now \u003ca href=\"http://www.seq.org/\">Assistant Superintendent of Sequoia Union High School District\u003c/a>. “It’s cold, it’s impersonal and it has nothing to do with their reality.” The only educational experiences that truly stick with students and help them develop a learning disposition and strong character are the ones that give them a chance to influence their own lives. “Engagement for these kids means transforming their realities,” Reilly said. “And if we don’t do that, then we risk widening the achievement gap.”\u003c/p>\n\u003cp>Closing the achievement gap, reaching all learners and improving scores are the stated goals of most businesses, but in Reilly’s description of a powerful learning experience, technology is not a necessity. Rather it’s about how learning is framed, how tools are used and whether the student’s passions are at the center of the learning process. “We wonder why the kids aren’t prepared for college,” he said. “We’re not creating the right experiences.”\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>\u003cspan style=\"color: #808080\">[RELATED READING: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/06/beyond-technology-how-to-spark-kids-passions/\">Beyond Technology, How to Spark Kids' Passions\u003c/a>]\u003c/span>\u003c/strong>\u003c/p>\n\u003cp>Reilly was also candid that not all his experiences with technology in the classroom have been positive. “We paid enormous amounts of money for a Student Information System, but unfortunately we need to customize,” Reilly said. Businesses want to sell their products to schools, offer basic customer service for a time and move on.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>But Reilly says schools' needs evolve and they need flexibility from ed-tech partners. In fact, the best experience he’s had with technology in his school was when his friend built him exactly what he needed from scratch. Unfortunately, that model is not scalable for any business hoping to survive and compete.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/31525/are-teachers-and-ed-tech-businesses-working-towards-the-same-goal","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_1040","mindshift_65"],"featImg":"mindshift_31554","label":"mindshift"},"mindshift_30246":{"type":"posts","id":"mindshift_30246","meta":{"index":"posts_1591205157","site":"mindshift","id":"30246","score":null,"sort":[1375106401000]},"guestAuthors":[],"slug":"after-15-years-the-fcc-steps-up-efforts-to-wire-schools","title":"FCC Steps Up Efforts to Boost Schools' Online Access","publishDate":1375106401,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30248\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/plugging-in-300x168.jpg\" alt=\"plugging-in\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Amidst all the exciting discussions of how to deepen student learning with digital and online tools is a much less exciting, but equally important question about how to schools pay for the expensive infrastructure like bandwidth, wireless networks, and basic internet connections central to new teaching methods. The federal government recognized this need in 1996 when the internet was in its infancy, creating the \u003ca href=\"http://www.sl.universalservice.org/menu.asp\">Universal Service Program for Schools and Libraries\u003c/a>, or E-rate, to help schools and libraries connect to the internet. The program funds the connectivity needs of the majority of public schools and libraries.\u003c/p>\n\u003cp>Now, the Federal Communications Commission is working to \u003ca href=\"https://www.fundsforlearning.com/docs/2013/07/NPRM_072313.pdf\">rewrite the E-rate program guidelines\u003c/a> to better suit the emerging needs of today’s school environment. The changes are welcome news to harried school technology experts tasked with estimating a school’s needs more than a year in advance and applying for federal funds through the cumbersome E-rate application process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology.\"\u003c/strong>\u003c/aside>\n\u003cp>In 2013, the program had $2.4 billion dollars to give out and received requests totaling $4.9 billion. “Demand has exceeded the E-rate cap every year since the program's inception,” notes the FCC’s website on E-rate basics.\u003c/p>\n\u003cp>Given the success of the E-rate program in getting internet connections to schools around the country and the increasing need for technology in classrooms, many educators would like to see the program funded at higher levels. “It is simply insufficient to meet school and library demands 15 years later,” Calcasieu Parish Chief Technology Officer \u003ca href=\"http://www.linkedin.com/pub/sheryl-r-abshire-ph-d/3/923/b96\">Sheryl Abshire\u003c/a> told a \u003ca href=\"http://www.commerce.senate.gov/public/index.cfm?p=Hearings&ContentRecord_id=4395bf05-e4b9-4477-93df-e54faf2a81c5&ContentType_id=14f995b9-dfa5-407a-9d35-56cc7152a7ed&Group_id=b06c39af-e033-4cba-9221-de668ca1978a\">Senate committee\u003c/a> recently. “In my opinion we need a permanent increase in funding.” Despite these calls, the first draft of the new regulations does not indicate there will be more funds.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Instead, the FCC has started by focusing on streamlining the existing program to better use currently available funds. “There’s a real recognition that using the current pricing models, it’s very difficult to achieve the President’s goals of getting all these students connected at the speeds they want,” said John Harrington, CEO of \u003ca href=\"http://www.fundsforlearning.com/\">Funds for Learning\u003c/a>, an e-rate consulting company. His business helps school districts wade through the paperwork and reporting requirements for e-rate applications. “It’s very frustrating to watch schools get funded for only half a project,” he said when describing his wish to see the program improved.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>One way the FCC hopes to improve the program’s cost effectiveness is to help schools buy in bulk, organizing group purchasing agreements. Harrington also thinks there are ways to build cost-savings incentives into the program. High on his list is doing away with the priority system that dominates E-rate funding.\u003c/p>\n\u003cp>When the federal program was set up in the late 90s the chief goal was to provide connectivity to all schools, so telecommunications, telecommunications services and internet connections got first priority and the neediest schools got higher discounts. Requests for computer wiring needed to connect classrooms to the internet or wireless networks would be considered a second-tier priority. With current technology, many schools need these second-tier infrastructure upgrades badly, and in some cases the first priority projects are no longer the most cost-effective or appropriate way to achieve universal connectivity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Finding Solutions for Tech Troubles in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology,” Harrington said. He’s especially worried that if the new regulations are too prescriptive, they won’t move with the pace of technological innovation.\u003c/p>\n\u003cp>Another big theme of the FCC rewrite is to streamline the application process and get funds out to schools much more quickly. “That by itself will be revolutionary,” Harrington said. Right now, schools can wait up to a year and a half to find out if they will receive the funds requested, making it hard to plan and rollout new initiatives like a one-to-one tablet or computer program.\u003c/p>\n\u003cp>The FCC is also focused on collecting more comprehensive data on how E-rate funds are being used by schools. While the grants given out are documented, there’s no good way to know just how connected a school is or how various programs are being deployed.\u003c/p>\n\u003cp>Lastly, the FCC is trying to move the whole process online. Right now, some parts of the E-rate application must be filed on paper, a throwback to 1996 when legislators wanted to ensure that schools without internet access could apply to get it. Now, that concern is less pertinent and digitizing the application process will speed up processing times and hopefully ease the burden of applying.\u003c/p>\n\u003cp>President Obama has directed the FCC to move forward with the rule-making process, but this first draft is not official. In fact, the FCC lays out several ways some of the big questions could be addressed and is soliciting feedback from educators on how to best improve the program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, the goal is to finish reworking the program by the end of the year so the new guidelines can be used in the next funding round. After that, perhaps E-rate advocates will pursue additional funding from Congress to bolster the important program.\u003c/p>\n\n","blocks":[],"excerpt":"The FCC is rewriting the E-rate program guidelines after more than 15 years to better suit the needs of today’s schools. The new rules will try to get funding out the door faster, make purchasing more cost effective and streamline the application process for schools.","status":"publish","parent":0,"modified":1375719372,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":14,"wordCount":965},"headData":{"title":"FCC Steps Up Efforts to Boost Schools' Online Access | KQED","description":"The FCC is rewriting the E-rate program guidelines after more than 15 years to better suit the needs of today’s schools. The new rules will try to get funding out the door faster, make purchasing more cost effective and streamline the application process for schools.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"30246 http://blogs.kqed.org/mindshift/?p=30246","disqusUrl":"https://ww2.kqed.org/mindshift/2013/07/29/after-15-years-the-fcc-steps-up-efforts-to-wire-schools/","disqusTitle":"FCC Steps Up Efforts to Boost Schools' Online Access","path":"/mindshift/30246/after-15-years-the-fcc-steps-up-efforts-to-wire-schools","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30248\" class=\"wp-caption alignright\" style=\"max-width: 300px\">\u003cimg class=\"size-medium wp-image-30248\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/plugging-in-300x168.jpg\" alt=\"plugging-in\" width=\"300\" height=\"168\">\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Amidst all the exciting discussions of how to deepen student learning with digital and online tools is a much less exciting, but equally important question about how to schools pay for the expensive infrastructure like bandwidth, wireless networks, and basic internet connections central to new teaching methods. The federal government recognized this need in 1996 when the internet was in its infancy, creating the \u003ca href=\"http://www.sl.universalservice.org/menu.asp\">Universal Service Program for Schools and Libraries\u003c/a>, or E-rate, to help schools and libraries connect to the internet. The program funds the connectivity needs of the majority of public schools and libraries.\u003c/p>\n\u003cp>Now, the Federal Communications Commission is working to \u003ca href=\"https://www.fundsforlearning.com/docs/2013/07/NPRM_072313.pdf\">rewrite the E-rate program guidelines\u003c/a> to better suit the emerging needs of today’s school environment. The changes are welcome news to harried school technology experts tasked with estimating a school’s needs more than a year in advance and applying for federal funds through the cumbersome E-rate application process.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology.\"\u003c/strong>\u003c/aside>\n\u003cp>In 2013, the program had $2.4 billion dollars to give out and received requests totaling $4.9 billion. “Demand has exceeded the E-rate cap every year since the program's inception,” notes the FCC’s website on E-rate basics.\u003c/p>\n\u003cp>Given the success of the E-rate program in getting internet connections to schools around the country and the increasing need for technology in classrooms, many educators would like to see the program funded at higher levels. “It is simply insufficient to meet school and library demands 15 years later,” Calcasieu Parish Chief Technology Officer \u003ca href=\"http://www.linkedin.com/pub/sheryl-r-abshire-ph-d/3/923/b96\">Sheryl Abshire\u003c/a> told a \u003ca href=\"http://www.commerce.senate.gov/public/index.cfm?p=Hearings&ContentRecord_id=4395bf05-e4b9-4477-93df-e54faf2a81c5&ContentType_id=14f995b9-dfa5-407a-9d35-56cc7152a7ed&Group_id=b06c39af-e033-4cba-9221-de668ca1978a\">Senate committee\u003c/a> recently. “In my opinion we need a permanent increase in funding.” Despite these calls, the first draft of the new regulations does not indicate there will be more funds.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/03/internet-access-for-everyone-a-new-program-targets-low-income-students/\">Internet Access for All: A New Program Targets Low-Income Students\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>Instead, the FCC has started by focusing on streamlining the existing program to better use currently available funds. “There’s a real recognition that using the current pricing models, it’s very difficult to achieve the President’s goals of getting all these students connected at the speeds they want,” said John Harrington, CEO of \u003ca href=\"http://www.fundsforlearning.com/\">Funds for Learning\u003c/a>, an e-rate consulting company. His business helps school districts wade through the paperwork and reporting requirements for e-rate applications. “It’s very frustrating to watch schools get funded for only half a project,” he said when describing his wish to see the program improved.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>One way the FCC hopes to improve the program’s cost effectiveness is to help schools buy in bulk, organizing group purchasing agreements. Harrington also thinks there are ways to build cost-savings incentives into the program. High on his list is doing away with the priority system that dominates E-rate funding.\u003c/p>\n\u003cp>When the federal program was set up in the late 90s the chief goal was to provide connectivity to all schools, so telecommunications, telecommunications services and internet connections got first priority and the neediest schools got higher discounts. Requests for computer wiring needed to connect classrooms to the internet or wireless networks would be considered a second-tier priority. With current technology, many schools need these second-tier infrastructure upgrades badly, and in some cases the first priority projects are no longer the most cost-effective or appropriate way to achieve universal connectivity.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED: \u003ca href=\"http://ww2.kqed.org/mindshift/2013/04/finding-ways-to-boost-broadband-for-schools/\">Finding Solutions for Tech Troubles in Schools\u003c/a>]\u003c/strong>\u003c/p>\n\u003cp>“The key is to have an eligible services framework that’s broad enough, provides some guidelines, but doesn't hard wire or define it so much that it’s tied down to one type of technology,” Harrington said. He’s especially worried that if the new regulations are too prescriptive, they won’t move with the pace of technological innovation.\u003c/p>\n\u003cp>Another big theme of the FCC rewrite is to streamline the application process and get funds out to schools much more quickly. “That by itself will be revolutionary,” Harrington said. Right now, schools can wait up to a year and a half to find out if they will receive the funds requested, making it hard to plan and rollout new initiatives like a one-to-one tablet or computer program.\u003c/p>\n\u003cp>The FCC is also focused on collecting more comprehensive data on how E-rate funds are being used by schools. While the grants given out are documented, there’s no good way to know just how connected a school is or how various programs are being deployed.\u003c/p>\n\u003cp>Lastly, the FCC is trying to move the whole process online. Right now, some parts of the E-rate application must be filed on paper, a throwback to 1996 when legislators wanted to ensure that schools without internet access could apply to get it. Now, that concern is less pertinent and digitizing the application process will speed up processing times and hopefully ease the burden of applying.\u003c/p>\n\u003cp>President Obama has directed the FCC to move forward with the rule-making process, but this first draft is not official. In fact, the FCC lays out several ways some of the big questions could be addressed and is soliciting feedback from educators on how to best improve the program.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Still, the goal is to finish reworking the program by the end of the year so the new guidelines can be used in the next funding round. After that, perhaps E-rate advocates will pursue additional funding from Congress to bolster the important program.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30246/after-15-years-the-fcc-steps-up-efforts-to-wire-schools","authors":["234"],"categories":["mindshift_195"],"tags":["mindshift_89","mindshift_1040","mindshift_65"],"featImg":"mindshift_30248","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. It asks: What if everything goes right for once? How can we get there? Each episode also includes a short fiction story generated by advanced AI GPT-4, serving as a thought-provoking springboard to speculate how humanity could leverage technology for good.","airtime":"SUN 2pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Possible-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.possible.fm/","meta":{"site":"news","source":"Possible"},"link":"/radio/program/possible","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/possible/id1677184070","spotify":"https://open.spotify.com/show/730YpdUSNlMyPQwNnyjp4k"}},"1a":{"id":"1a","title":"1A","info":"1A is home to the national conversation. 1A brings on great guests and frames the best debate in ways that make you think, share and engage.","airtime":"MON-THU 11pm-12am","imageSrc":"https://ww2.kqed.org/radio/wp-content/uploads/sites/50/2018/04/1a.jpg","officialWebsiteLink":"https://the1a.org/","meta":{"site":"news","source":"npr"},"link":"/radio/program/1a","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?s=143441&mt=2&id=1188724250&at=11l79Y&ct=nprdirectory","tuneIn":"https://tunein.com/radio/1A-p947376/","rss":"https://feeds.npr.org/510316/podcast.xml"}},"all-things-considered":{"id":"all-things-considered","title":"All Things Considered","info":"Every weekday, \u003cem>All Things Considered\u003c/em> hosts Robert Siegel, Audie Cornish, Ari Shapiro, and Kelly McEvers present the program's trademark mix of news, interviews, commentaries, reviews, and offbeat features. 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But is this once sleepy suburb ready for them?","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/American-Suburb-Podcast-Tile-703x703-1.jpg","officialWebsiteLink":"/news/series/american-suburb-podcast","meta":{"site":"news","source":"kqed","order":"13"},"link":"/news/series/american-suburb-podcast/","subscribe":{"npr":"https://rpb3r.app.goo.gl/RBrW","apple":"https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?mt=2&id=1287748328","tuneIn":"https://tunein.com/radio/American-Suburb-p1086805/","rss":"https://ww2.kqed.org/news/series/american-suburb-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly9mZWVkcy5tZWdhcGhvbmUuZm0vS1FJTkMzMDExODgxNjA5"}},"baycurious":{"id":"baycurious","title":"Bay Curious","tagline":"Exploring the Bay Area, one question at a time","info":"KQED’s new podcast, Bay Curious, gets to the bottom of the mysteries — both profound and peculiar — that give the Bay Area its unique identity. And we’ll do it with your help! You ask the questions. You decide what Bay Curious investigates. And you join us on the journey to find the answers.","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Bay-Curious-Podcast-Tile-703x703-1.jpg","imageAlt":"\"KQED Bay Curious","officialWebsiteLink":"/news/series/baycurious","meta":{"site":"news","source":"kqed","order":"4"},"link":"/podcasts/baycurious","subscribe":{"apple":"https://podcasts.apple.com/us/podcast/bay-curious/id1172473406","npr":"https://www.npr.org/podcasts/500557090/bay-curious","rss":"https://ww2.kqed.org/news/category/bay-curious-podcast/feed/podcast","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93dzIua3FlZC5vcmcvbmV3cy9jYXRlZ29yeS9iYXktY3VyaW91cy1wb2RjYXN0L2ZlZWQvcG9kY2FzdA","stitcher":"https://www.stitcher.com/podcast/kqed/bay-curious","spotify":"https://open.spotify.com/show/6O76IdmhixfijmhTZLIJ8k"}},"bbc-world-service":{"id":"bbc-world-service","title":"BBC World Service","info":"The day's top stories from BBC News compiled twice daily in the week, once at weekends.","airtime":"MON-FRI 9pm-10pm, TUE-FRI 1am-2am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/BBC-World-Service-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.bbc.co.uk/sounds/play/live:bbc_world_service","meta":{"site":"news","source":"BBC World Service"},"link":"/radio/program/bbc-world-service","subscribe":{"apple":"https://itunes.apple.com/us/podcast/global-news-podcast/id135067274?mt=2","tuneIn":"https://tunein.com/radio/BBC-World-Service-p455581/","rss":"https://podcasts.files.bbci.co.uk/p02nq0gn.rss"}},"code-switch-life-kit":{"id":"code-switch-life-kit","title":"Code Switch / Life Kit","info":"\u003cem>Code Switch\u003c/em>, which listeners will hear in the first part of the hour, has fearless and much-needed conversations about race. Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. 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