EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en K–12 Schools Make the Case for Hyperconvergence https://edtechmagazine.com/k12/article/2019/04/k-12-schools-make-case-hyperconvergence <span>K–12 Schools Make the Case for Hyperconvergence</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 04/18/2019 - 13:19</span> <div><p>K–12 technology directors looking to streamline IT services and make data storage and management more efficient are embracing hyperconvergence.</p> <p>At <a href="https://www.irondistrict.org/" target="_blank">Iron County School District</a> in Utah, IT leaders replaced the district’s legacy systems with a <a href="https://www.cdw.com/search/?key=Scale&amp;searchscope=all&amp;sr=1" target="_blank">Scale Computing</a> hyperconverged infrastructure, significantly <strong>decreasing the time it took to complete previously burdensome tasks</strong>.</p> <p>"We’re talking minutes now, compared with <strong>what used to take days</strong>,” Ken Munford, ICSD network and security manager told <a href="https://edtechmagazine.com/k12/article/2019/03/hyperconvergence-hits-mainstream-k-12-data-centers"><em>EdTech</em></a>. </p> <p>Munford’s district and others would not be enjoying faster network and data management <strong>without the buy-in from district administrators</strong>. </p> <p>To convince superintendents and school boards to get behind a switch to hyperconverged infrastructure, it is important to be able to explain the benefits of the technology. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/01/why-k-12-districts-should-use-hci-improve-their-data-centers-perfcon" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out why K–12 schools should use hyperconvergence to improve their data centers.</em></a></p> <h2 id="toc_0">For K–12, Hyperconverged Systems Are Worth the Cost</h2> <p>Hyperconverged solutions often come with a higher price tag than traditional three-tier infrastructure storage or server components, but IT teams shouldn’t be “deterred by the cost difference, because there are so many benefits that come along with choosing the hyperconverged route,” says Cassandra Anderson, ­systems administrator at <a href="https://www.janesville.k12.wi.us/" target="_blank">Janesville (Wis.) School District</a>. </p> <p>“It’s less expensive than the traditional full stack it replaces. <strong>HCI also is easier to manage and scale</strong>, which reduces operating costs over time,” Anderson says. </p> <p>In the long run, <strong>a hyperconverged infrastructure can produce substantial savings</strong>, Anderson adds: “I’ve been able to spend my time on other projects that bring the district forward rather than just trying to keep old equipment afloat.”</p> <h2 id="toc_1">Hyperconverged Systems Optimize School Data Storage</h2> <p>The new system, <a href="https://www.cdwg.com/product/hpe-simplivity-fio-kit-ddr4-384-gb-6-x-64-gb-lrdimm-288-pin-lrdimm/5254073?pfm=srh" target="_blank">HPE SimpliVity</a>, also saved the district substantial storage space. Today, the district uses <strong>23 terabytes </strong>of storage, compared with nearly <strong>1,007TB</strong> used by the old system, Anderson says.</p> <p>ICSD experienced similar gains in efficiency as well as significant savings on power and cooling costs. The team there also managed to <strong>see a faster return on the HCI investment by taking advantage of discounts</strong>, Technology Director Troy Lunt says.</p> <p>“By negotiating, working toward end-of-quarter sales windows and making commitments toward growth, we were able to <strong>get the pricing far below what we were originally given as a budget</strong>,” Lunt says.</p> <p>To learn more about how K–12 districts are taking advantage of hyperconverged infrastructures, check out <a href="https://edtechmagazine.com/k12/article/2019/03/hyperconvergence-hits-mainstream-k-12-data-centers"><em>Hyperconvergence Hits Mainstream in K–12 Data Centers</em></a>.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/melissa-delaney"> <div>Melissa Delaney</div> </a> </div> <div class="author-bio"> <p> <div><p>Melissa Delaney is a freelance journalist who specializes in business technology. She is a frequent contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Thu, 18 Apr 2019 17:19:36 +0000 eli.zimmerman_9856 42226 at https://edtechmagazine.com/k12 4 Steps to Create an Effective K–12 Drone Curriculum https://edtechmagazine.com/k12/article/2019/04/4-steps-create-effective-k-12-drone-curriculum <span>4 Steps to Create an Effective K–12 Drone Curriculum</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 04/17/2019 - 13:43</span> <div><p>An increasing number of K–12 schools are bringing drones into the classroom as new use cases show how useful unmanned vehicles can be to teach <strong>science, technology, engineering, art and mathematics skills</strong>. </p> <p>While students are excited at the idea of flying robots in class, teachers will need support systems to <strong>learn how to incorporate the new technology into their lesson plans</strong>.</p> <p>“It’s easy to attract students and hook them with the coolness of flying drones. The burden is on us to show them the career connection — that a drone is a tool and that many industries use it,” Duane Roberson, <a href="https://www.d11.org/" target="_blank">Colorado Springs School District 11</a>'s director of career and technical education and concurrent enrollment, told <a href="https://edtechmagazine.com/k12/article/2019/03/drones-take-their-place-k-12-classroom" target="_blank"><em>EdTech</em></a>.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/03/drones-take-their-place-k-12-classroom" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how schools are teaching students to build and code their own drones.</em></a></p> <p class="MsoNormal"><p></p></p> <h2>4 Key Details to Pilot Drones in a K–12 Class</h2> <p>Before educators can soar with their students on the back of a <a href="https://www.cdw.com/product/DJI-Phantom-4-Pro-quadcopter/4481617?" target="_blank">DJI</a><a href="https://www.cdw.com/product/DJI-Phantom-4-Pro-quadcopter/4481617?" target="_blank"> Phantom 4</a>, there are a few basics steps to take to ensure a successful lesson:</p> <ol><li><strong>Earn a license as an FAA-certified drone pilot: </strong>That way, teachers understand safety and all the regulations, says Dave Kellogg of<a href="https://www.tacomaschools.org/oakland/Pages/default.aspx" target="_blank"> Oakland High School </a>in Tacoma, Wash.</li> <li><strong>Buy replacement parts:</strong> For entry-level drones, replacement motors cost about $10, while gears and propellers cost about $2 each. Make drone maintenance part of the class and teach students to repair the drones, says Ray Sevits of <a href="https://www.d11.org/north" target="_blank">North Middle School</a> in Colorado Springs, Colo.</li> <li><strong>Purchase charging stations and extra batteries: </strong>The battery for entry-level drones lasts 6 to 8 minutes, and takes about an hour to charge. For back-to-back classes, it’s best to have backup batteries available that are fully charged, Sevits says.</li> <li><strong>Create an advisory board:</strong> When Colorado Springs School District 11 developed its program, it set up an advisory board made up of drone experts at local universities and aerospace defense companies in the region. They provide expertise and can also serve as guest speakers, says Duane Roberson, the districts career and technical education director.</li> </ol><h2>K–12 Schools Have Students Take Pilots' Exams</h2> <p>The Colorado Springs and <a href="https://www.tacomaschools.org/Pages/default.aspx" target="_blank">Tacoma Public Schoo</a>l districts plan to expand their drone programs in more schools in the near future. In the meantime, both districts want most of their existing high school drone students to take the FAA exam, and they even plan to pay for the registration fee.</p> <p>Kellogg reminds his students that they are at the forefront of cutting-edge technology, and that the <strong>technology offers a good career opportunity</strong>: “They understand that they have an opportunity to not only earn credit to graduate, but also to learn a career skill that comes with an industry-recognized certification. That looks great on a resume and makes them hirable.”</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/wylie-wong"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/wylie-wong.jpg?itok=gph_Y-uT" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/wylie-wong"> <div>Wylie Wong</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=WylieWong&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Wylie Wong is a freelance journalist who specializes in business, technology and sports. He is a regular contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Wed, 17 Apr 2019 17:43:08 +0000 eli.zimmerman_9856 42221 at https://edtechmagazine.com/k12 5 Considerations for Buying Classroom Technology https://edtechmagazine.com/k12/article/2019/04/5-considerations-buying-classroom-technology <span>5 Considerations for Buying Classroom Technology </span> <span><span lang="" about="/k12/k12/k12/k12/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 04/16/2019 - 09:13</span> <div><p>As the vast selection of technology solutions for education continues to grow, K–12 schools find it <strong>harder to decide on which products to invest in</strong>. </p> <p>Districts want to know the money budgeted for technology integration will provide the best outcomes for their particular schools’ needs. <a href="https://www.iste.org/node/9637" target="_blank">The International Society for Technology in Education</a> partnered with nonprofit organization <a href="https://www.projunicorn.org/" target="_blank">Project Unicorn</a> to create a report outlining five key recommendations schools should consider in technology investment decisions.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/12/qa-justina-nixon-saintil-how-investment-can-improve-equity-stem-education" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Read more about how investments can improve equity in STEM education.</em></a></p> <h2 id="toc_0">1. Alignment with Student Learning Goals and Standards</h2> <p>When comparing technologies, it’s not about what is the newest and most modern. Technology should be used to <strong>support learning in the classroom, enhance instructional methods and positively impact student achievement</strong>. </p> <p>Therefore, it is essential to consider what products will serve as tools that align with student learning goals and standards. <a href="https://www.cdwg.com/content/cdwg/en/brand/microsoft-hardware/microsoft-for-education.html" target="_blank">Microsoft for Education</a> is one such solution that offers an extensive range of applications and tools specifically designed to target educational learning outcomes in <a href="https://cdw-prod.adobecqms.net/content/dam/cdw/on-domain-cdwg/brands/microsoft/spark-steam-cart.pdf" target="_blank">science, technology, engineering </a><a href="https://cdw-prod.adobecqms.net/content/dam/cdw/on-domain-cdwg/brands/microsoft/spark-steam-cart.pdf" target="_blank">and</a><a href="https://cdw-prod.adobecqms.net/content/dam/cdw/on-domain-cdwg/brands/microsoft/spark-steam-cart.pdf" target="_blank"> math</a>. </p> <p>Another factor to consider is how the product can be used to <strong>support student learning needs across multiple subjects</strong>. <a href="https://edtechmagazine.com/k12/article/2019/03/3-exciting-ways-use-augmented-and-virtual-reality-k-12-classroom">Virtual reality</a> sets have become a top investment for schools because of their versatility across subjects. Social studies classes may use them to take students through a historical field trip, while science departments can immerse students in the solar system. Products that can address standards across all curricula are an investment the whole school can get behind. </p> <h2 id="toc_1">2. Importance of Research and Evidence to Find the Best Fit</h2> <p>The best way to ensure the product’s reliability and effectiveness is <strong>through research</strong>. Consider your high-needs areas and look for technology that has a successful track record of addressing those needs. </p> <p>The <a href="https://www.cdw.com/search/monitors-projectors/interactive-whiteboards-accessories/interactive-whiteboards/?w=D02" target="_blank">interactive whiteboard </a>is a great example. This tool not only displays evidence of enhanced direct instruction but also shows <a href="https://www.teachhub.com/technology-classroom-benefits-smart-boards" target="_blank">increased student engagement.</a> Schools that aim to improve the student learning experience should invest in technology that <a href="https://edtechmagazine.com/k12/article/2019/04/cosn-2019-how-design-effective-k-12-technology-evaluation-program">proves impact before trying newer solutions</a>. </p> <p>Looking for technology that will bridge learning beyond the classroom in a secure system? Thousands of schools budgeted for <a href="https://www.cdw.com/search/Computers/Notebook-Computers/?w=C3&amp;ln=0&amp;a3407=50713045&amp;enkwrd=chromebook" target="_blank">Chromebooks</a>. These <a href="http://services.google.com/fh/files/misc/google_edu_chromebooks.pdf" target="_blank">cost-effective devices </a>support a wide range of learners and show a direct impact on <a href="https://edu.google.com/latest-news/case-studies/" target="_blank">student success</a>. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/04/cosn-2019-new-analytics-dashboard-measures-education-technology-roi" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out a new analytics dashboard that can help K–12 schools measure the return on their technology investments.</em></a></p> <h2 id="toc_2">3. Interoperability and Student Data Privacy and Protection</h2> <p>With the ever-expanding role of technology in classrooms, schools must <strong>ensure the security and efficacy of data</strong> through enhanced interoperability. The infrastructure needs to handle massive amounts of information, run efficiently and protect student privacy. </p> <p>When it comes to student protection, <a href="https://www.cdwg.com/content/cdwg/en/brand/google.html" target="_blank">G Suite</a> assures full data security and provides clear information on its <a href="https://edu.google.com/training-support/privacy-security/?modal_active=none" target="_blank">privacy policies</a>, highlighting its compliance with rigorous standards from organizations such as the <a href="https://www.siia.net/" target="_blank">Software and Information Industry Association</a>. </p> <p>Forward-thinking schools are anticipating the demands of exponential growth in K–12 technology use and are investing in <a href="https://edtechmagazine.com/k12/article/2019/01/why-k-12-districts-should-use-hci-improve-their-data-centers-perfcon">hyperconverged</a><a href="https://edtechmagazine.com/k12/article/2019/01/why-k-12-districts-should-use-hci-improve-their-data-centers-perfcon"> infrastructure</a>. Hyperconvergence brings <strong>computing, storage </strong><strong>and</strong><strong> networking into one system</strong>, all managed through a single platform. Integrated systems like these make for greater efficiency and lower risk when handling student data, offering a secure, manageable data solution for schools. </p> <h2 id="toc_3">4. Challenges of Implementation, Use and Ongoing Support</h2> <p>As with all new initiatives, the implementation of new technology needs <a href="https://edtechmagazine.com/k12/article/2019/04/cosn-2019-steps-teachers-can-take-create-sustainable-innovation-programs">a clear mission and ongoing support</a>. Educators should not only receive continuous training but also have a <strong>strong understanding of the purpose behind the technology.</strong> </p> <p>Schools should be able to identify in what ways the product will benefit the classroom and convey their expected outcomes. Goals for the use of technology should start small and gradually become a more significant part of the learning. </p> <p>The key is to anticipate challenges and <strong>keep an open communication channel with teachers</strong> because they use this technology every day. The Department of Education’s <a href="https://tech.ed.gov/files/2017/01/NETP17.pdf" target="_blank">National Education Technology Plan</a> stresses that “although vision is critical to transforming teaching and learning, a strategic implementation plan is key to success.” </p> <p><a href="https://edtechmagazine.com/k12/article/2019/01/data-interoperability-looms-large-districts-pursue-innovation-and-it-savings" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how interoperability looms large as districts pursue innovation and IT savings.</em></a></p> <h2 id="toc_4">5. Communication with Educators as Purchasing Partners</h2> <p>If the consideration of technology is dependent on what will be most beneficial for the success of the school, then <a href="https://digitalpromise.org/wp-content/uploads/2014/11/Improving_Ed-Tech_Purchasing.pdf" target="_blank">teachers should be involved</a>. Educators have insightful knowledge about their students’ needs and can be <a href="https://sellingtoschools.com/education-management/teachers-power-purchasing/" target="_blank">valuable assets</a> in informing purchasing decisions. If teachers are <strong>recognized as partners in the decision-making process</strong>, they are much more likely to support and implement the product in the classroom.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/k12/higher/taxonomy/term/11721"><img src="/k12/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Katelyn%20Sweeney.jpeg.jpg?itok=dwNRrhmu" width="58" height="58" alt="Katelyn Sweeney" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/k12/higher/taxonomy/term/11721"> <div>Katelyn Sweeney</div> </a> </div> <div class="author-bio"> <p> <div><p>Katelyn has a degree in Childhood and Adolescent Education. Over the past four years, she has taught English and quickly became a huge advocate for digital literacy and integrative technology in the classroom.</p> </div> </p> </div> </div> </div> </div> Tue, 16 Apr 2019 13:13:43 +0000 eli.zimmerman_9856 42216 at https://edtechmagazine.com/k12 Digital Literacy Programs Prepare Students for a Tech-Enabled Future https://edtechmagazine.com/k12/article/2019/04/digital-literacy-programs-prepare-students-tech-enabled-future <span>Digital Literacy Programs Prepare Students for a Tech-Enabled Future </span> <span><span lang="" about="/k12/k12/k12/k12/higher/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Sun, 04/14/2019 - 10:28</span> <div><p>K–12 students have more access to the internet than ever, thanks to the multitude of personal devices at their fingertips. </p> <p>Kids aged 8–18 years old are in front of screens for seven hours every day on average, <a href="https://www.cbsnews.com/news/parents-need-to-drastically-cut-kids-screen-time-devices-american-heart-association/" target="_blank">CBS News reports</a>. With <a href="https://www.pewinternet.org/fact-sheet/mobile/" target="_blank">95 percent of teenagers</a> in possession of mobile devices, <strong>students are constantly sharing and searching through social media platforms</strong>. </p> <p>Because students are inevitably exposed to the online world, it is <strong>important that adults teach them how to be responsible digital citizens</strong> — to protect both themselves and their peers.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/06/top-3-elements-student-digital-citizenship" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out these top three elements of digital citizenship.</em></a></p> <h2 id="toc_0">Students Learn Best from Each Other</h2> <p>While parents and teachers can outline best practices for internet use, it’s often <strong>students’ peers who are the most effective digital citizenship guides</strong>, because they understand the social media platforms their fellow students are using. </p> <p>Organizations that teach students to be responsible internet users operate around this philosophy and find success through it.</p> <p><a href="https://projectb3.org/" target="_blank">Project B3</a>, for example, a nonprofit organization that helps schools organize digital citizenship training, recruits students to serve as digital responsibility mentors who create curricula to fit their schools’ needs.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/04/The-Digital-Citizenship-Curriculum-Digital-Literacy-Cyber-Hygiene-and-More-perfcon" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more about how K–12 schools can design a digital citizenship curriculum.</em></a></p> <h2 id="toc_1">Teach Students to Be Safe, Be Smart, Be Kind</h2> <p>While specific topics may be more relevant to some schools than others, all curricula should <strong>promote </strong><strong>ideals</strong><strong> that extend beyond any one platform or device</strong>. Project B3 outlines three areas that can be useful for K–12 schools interested in creating their own digital citizenship programs. I think they’re all great fits for today’s learners.</p> <ul><li><strong>Be safe: </strong>Information security is a key component of digital citizenship. Students need to learn what is and is not okay to share online. Being safe also means being aware of applications with built-in systems such as location services, which may share students’ information without their knowledge. </li> <li><strong>Be smart:</strong> Whatever students post to their personal profiles is cast out into the digital ether and can be seen by anyone at any time. Students must be savvy about what they say and do online, since college admissions officers — and even future employers — are likely to look through their social media accounts. One tip from Project B3 I think is especially relevant is smart online use doesn’t have to focus exclusively on what not to post. There are plenty of tactics students can employ to create outstanding digital profiles that will help them compete for a job offer or acceptance letter.</li> <li><strong>Be kind: </strong>As in real life, we want students to learn being a responsible digital citizen means treating others with kindness and respect. Cyberbullying is a serious problem, and students should have a deep understanding of it. This includes understanding what cyberbullying is, why it happens, the legal and emotional repercussions and how to stop it. This part of the curriculum, too, should expand beyond the negatives. Create ways to teach students how to lift each other up on social media and how to support their school community.</li> </ul><p>Current and future K–12 students will continue to engage <a href="https://edtechmagazine.com/k12/article/2019/02/google-classroom-and-microsoft-teams-education-find-blended-learning-tool-works-best-perfcon" target="_blank">through online platforms</a>. By collaborating closely, teachers and administrators can work with students to give kids the tools they need to become responsible digital citizens long after they’ve graduated.</p> <p><em>This article is part of the "Connect IT: Bridging the Gap Between Education and Technology" series. Please join the discussion on Twitter by using the <a href="https://twitter.com/search?q=%23ConnectIT&amp;src=typd" target="_blank">#ConnectIT</a> hashtag.</em></p> <p> </p> <p></p><center><a href="http://www.edtechmagazine.com/k12/node/11661" target="_blank" title="Connect IT"><img alt="[title]Connect IT: Bridging the Gap Between Education and Technology" data-entity-type="" data-entity-uuid="" height="87" src="http://www.edtechmagazine.com/k12/sites/default/files/articles/2014/05/connectit.jpg" title="[title]Connect IT: Bridging the Gap Between Education and Technology" width="400" /></a></center> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/k12/higher/taxonomy/term/11826"><img src="/k12/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/4Rx2DwqD_400x400_0.jpg?itok=-4uOpaZr" width="58" height="58" alt="Jennifer Brown" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/k12/higher/taxonomy/term/11826"> <div>Jennifer Brown</div> </a> </div> <div class="author-bio"> <p> <div><p>Jennifer Brown is a K12 Education Strategist at CDW•G and former elementary school teacher, whose passion is elevating the learning experience through educational technology.</p> </div> </p> </div> </div> </div> </div> Sun, 14 Apr 2019 14:28:49 +0000 eli.zimmerman_9856 42211 at https://edtechmagazine.com/k12 How K–12 Schools Should Define and Act on Digital Learning https://edtechmagazine.com/k12/article/2019/04/how-k-12-schools-should-define-and-act-digital-learning <span>How K–12 Schools Should Define and Act on Digital Learning</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 04/11/2019 - 15:35</span> <div><p>To be honest, I hate the term blended learning. Let me explain why: In today’s world of education, <strong>blended learning gets thrown around for any type of new education </strong>involving technology. </p> <p>We could go around any room of educators, <strong>ask what they think blended learning means</strong>, and get hundreds of different answers. In the <a href="https://www.pickerington.k12.oh.us/" target="_blank">Pickerington Local School District</a>, when we decided to modernize our teaching and learning methods and enhance those skills with technology, we knew we had to first properly define blended learning.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/02/google-classroom-and-microsoft-teams-education-find-blended-learning-tool-works-best-perfcon" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how these two popular blended learning platforms can improve K–12 classrooms.</em></a></p> <h2 id="toc_0">1. What Does Blended Learning Mean for K–12?</h2> <p>We wanted to honor our teachers’ past successes and <strong>identify effective teaching strategies from our traditional classrooms</strong> while also enhancing those tactics with <a href="https://edtechmagazine.com/k12/article/2018/04/personalized-learning-and-digital-tools-weave-strong-fabric-student-success">best practices gleaned from our one-to-one classrooms</a>. That brought us to the concept of “tradigital” learning, our version of blended learning, which in our district refers to a hybrid version of the traditional classroom and a digital learning environment. </p> <p>When we sought to transform our classrooms from traditional to tradigital, we moved forward through four stages, understanding that our educators would find themselves at different places, and <strong>we would need to support them at those level</strong>s while also gently nudging them toward the next step in the process. </p> <h2 id="toc_1">2. What Educators Need to Know Before Integrating Blended Learning</h2> <p>A traditional teacher likely <strong>starts out as a lecturer who uses digital tools sparingly</strong>, and data only when it’s convenient. A tradigital teacher acts as a facilitator who develops 21st-century learners using advanced digital tools. This teacher also mines data at the individual student level to help students become active owners of their learning process. </p> <p>All of that <a href="https://edtechmagazine.com/k12/article/2018/10/k-12-experts-weigh-training-teachers-use-education-technology">requires teacher training</a> and significant preparation for the students. The tradigital learning environment encourages all teachers — elementary, middle and high school — to adopt a station rotation model. To start, teachers have two stations: <strong>a technology-enhanced station and a teacher-led station</strong>.</p> <p>As they become comfortable with using those two stations, they add in a third — <strong>usually the collaboration station</strong> — where they work on a project with multiple students.</p> <p>The fourth station usually involves the four C’s: <strong>collaboration, communication, creativity </strong><strong>and</strong><strong> critical thinkin</strong>g. Depending on the instructional outcomes, a fifth station can be added, which typically<strong> involves independent work</strong>. Teachers who establish and successfully roll out four to five stations complete the first stage of tradigital learning. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/10/add-dash-professional-development-your-blended-learning-program" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how to prepare K–12 teachers to bring blended learning programs in their classrooms.</em></a></p> <h2 id="toc_2">3. Restructure Lesson to Facilitate Learner-Centered Education</h2> <p>Stage two involves differentiating those stations. Teachers may <a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon">give assessments before each unit or standard,</a> which sorts students into three groups: high, middle, low. </p> <p>Teachers may then move to a three-station rotation that distinguishes lessons for the students based on the assessment data gathered. Every time a teacher switches units or standards, they should reassess, and <strong>students may change groups throughout the year depending on that data</strong>. The eventual goal is for teachers to work back up to four or five stations.</p> <h2 id="toc_3">4. Personalized Learning Is the Ultimate Goal</h2> <p>The goal of tradigital learning is to <strong>differentiate lessons for each student</strong>. Teachers can do so effectively by using checklists and choice boards that offer students greater ownership of their learning. This approach makes up the final two stages of our tradigital learning model. </p> <p>The primary takeaway here is, if you are going to adopt a form of blended learning, please<strong> take the time to define precisely what blended learning means </strong>in your school. Doing so will inform precisely how you will need to support your educators in making the shift successful. </p> <p>The evolution typically involves all aspects of teaching and learning — from s<strong>hifting professional development to professional learning</strong>, to <a href="https://edtechmagazine.com/k12/article/2019/01/qa-adam-welcome-how-k-12-educators-can-integrate-technology-engagement">adjusting the teacher’s role</a> and using technology and data in powerful ways and involving the students as the true owners of their learning and outcomes. </p> <p>Let us know how you fare on this journey.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11986"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Seymour_Brian_crop.jpg?itok=NC_7eXVI" width="58" height="58" alt="Brian Seymour" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11986"> <div>Brian Seymour</div> </a> </div> <div class="author-bio"> <p> <div><p>Brian Seymour is the director of instructional technology at the Pickerington (Ohio) Local School District.</p> </div> </p> </div> </div> </div> </div> Thu, 11 Apr 2019 19:35:21 +0000 eli.zimmerman_9856 42206 at https://edtechmagazine.com/k12 5 Ways to Safeguard Student Information https://edtechmagazine.com/k12/article/2019/04/5-ways-safeguard-student-information <span>5 Ways to Safeguard Student Information</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 04/10/2019 - 10:01</span> <div><p>Schools handle a <strong>wide variety of sensitive information</strong> concerning students and their families. Laws, regulations and ethical obligations require administrators to take active measures to protect that information from unauthorized disclosure. </p> <p>That warrants a combination of technical and process controls designed to <strong>facilitate </strong><strong>legitimate</strong><strong> use of student records</strong> while safeguarding them against intruders. Let’s take a look at five ways that schools can better protect their student records.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/06/iste-2018-5-best-practices-adhering-federal-privacy-laws" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out these five ways K–12 schools can adhere to privacy laws.</em></a></p> <h2 id="toc_0">1. Minimize Data Collection of Student Information</h2> <p>The single most important step schools can take to lower the risk of unintentional or malicious disclosure of sensitive student information is to <strong>reduce the amount of information collected</strong> in the first place. </p> <p>That’s a tried-and-true practice known in the privacy field as minimization. When schools don’t collect sensitive data elements, there is <strong>no risk they will lose control of that information</strong> if a data breach occurs.</p> <p>Social security numbers are low-hanging fruit for minimization efforts. Many schools began a practice years ago of <strong>collecting student and/or parent SSNs for identification purposes</strong>. While almost every school has moved beyond the use of SSNs as a student identifier, many still ask for student and parent SSNs on registration forms. There is no good reason to do that. </p> <p><a href="https://www.justice.gov/sites/default/files/crt/legacy/2014/05/08/plylerfact.pdf" target="_blank">Guidance from the U.S. Department of Education</a> clearly states that parents are <strong>not required to disclose SSNs to schools</strong>. The risks associated with storing such sensitive information are too great, and there is no clear benefit. Schools should review all of their data collection practices and remove any fields not required for a specific, legitimate business purpose.</p> <h2 id="toc_1">2. Purge Unnecessary Student Records</h2> <p>In addition to minimizing the information collected, schools should also <strong>take actions to purge sensitive information</strong> when it's no longer used for its original purpose. Purging old records serves a similar purpose as minimizing data collection: lowering the impact of a potential breach. </p> <p>Schools should set <strong>standardized record retention policies</strong> that specify the length of time different categories of records should be preserved. For example, a school might decide to retain course-level grades permanently to generate transcripts, but purge student disciplinary records seven years after graduation. Exceptions might be made for students who were expelled from school or other specific circumstances.</p> <p>Some retention periods might be quite short. For example, public schools <strong>often collect documentation from parents to prove their residency</strong> in a particular school district. </p> <p>Once those records are validated and approved by an administrator, is there any valid reason to maintain copies of the records themselves? It may suffice to maintain a record created by the administrator <strong>documenting the evidence was received, reviewed and validated</strong>.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/fbi-issues-warning-k-12-schools-student-data-privacy" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Review K–12 student privacy best practices issued by the FBI.</em></a></p> <h2 id="toc_2">3. Encrypt Data at Rest and in Transit</h2> <p>After completing minimization and purging efforts, chances are schools will still need to <strong>retain some sensitive information about students and their parent</strong>s. Those records should be secured carefully, using a mix of technical and administrative controls.</p> <p>The most important technical control schools may apply to information is<a href="https://edtechmagazine.com/k12/article/2019/01/providers-rise-meet-challenge-k-12-data-security"> the use of strong encryption technology</a> to protect information that is either at rest; stored on a server or device; or in transit, being sent over a network. Schools should <strong>identify devices that store sensitive information and apply encryption</strong> at both the file and disk level. </p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/mike-chapple"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/mike_chapple_updated.jpg?itok=PSiizevj" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/mike-chapple"> <div>Mike Chapple</div> </a> </div> <div class="author-bio"> <p> <div><p>Mike Chapple is associate teaching professor of IT, analytics and operations at the University of Notre Dame. </p> </div> </p> </div> </div> </div> </div> Wed, 10 Apr 2019 14:01:38 +0000 eli.zimmerman_9856 42201 at https://edtechmagazine.com/k12 How K–12 Schools Can Use Next-Generation Content Filtering to Keep Students Safe https://edtechmagazine.com/k12/article/2019/04/how-k-12-schools-can-use-next-generation-content-filtering-keep-students-safe-perfcon <span>How K–12 Schools Can Use Next-Generation Content Filtering to Keep Students Safe</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 04/08/2019 - 10:41</span> <div><p>Congress passed the <a href="https://www.fcc.gov/consumers/guides/childrens-internet-protection-act" target="_blank">Children’s Internet Protection Act (CIPA)</a> in 2000, <strong>tying E-rate program discounts to a school’s internet safety policy</strong>. The FCC requires <a href="https://www.fcc.gov/consumers/guides/childrens-internet-protection-act" target="_blank">three elements for compliance:</a> content filtering to prevent access to obscene, pornographic, or harmful images; monitoring of online activities of minors; and education in appropriate online behavior and cyberbullying awareness.</p> <p>“The last time [CIPA] was reviewed was 2011,” says Ed Snow, a board member of the International Society for Technology in Education (ISTE) and director of technology for the <a href="https://www.milton.k12.wi.us/" target="_blank">School District of Milton</a> in Milton, Wis.</p> <p>“One-to-one programs really started birthing right around 2010–2012. It might be a <strong>good time to review the policies around CIPA at a federal level</strong>,” he says.</p> <p>Even in the absence of a federal update, K–12 administrators can look carefully at their current internet safety policy. The internet of today bears l<strong>ittle resemblance to the internet of 20 years ago</strong>, and website blocking software likely needs to change, too.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/06/iste-2018-5-best-practices-adhering-federal-privacy-laws" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out 5 best practices for adhering to federal privacy laws.</em></a></p> <h2 id="toc_0">Content Filtering Is an Evolving Problem in K–12 Schools</h2> <p>As the internet evolves, administrators find themselves facing <strong>new vectors through which objectionable content can reach students</strong>.</p> <p>“School districts now must contend with an i<a href="https://edtechmagazine.com/k12/article/2018/11/educators-see-positive-impact-mobile-devices-k-12">ncreasingly mobile device-focused student body</a>, a plethora of <strong>social media and other web apps</strong>, stealth attacks over encrypted traffic, as well as cloud-based SaaS applications,” notes Brian Patch of <a href="https://www.cdwg.com/content/cdwg/en/brand/sonicwall.html?enkwrd=SonicWall" target="_blank">SonicWall</a>.</p> <p>And CIPA’s narrow focus can also cause administrators to <strong>overlook other potential threats</strong>.</p> <p>“CIPA requirements are specifically about access to obscene material, but schools now need to think about <strong>safety, bullying, radicalization, and more</strong>,” explains Amy Bennett of <a href="https://www.cdwg.com/search/?key=Lightspeed&amp;searchscope=all&amp;sr=1" target="_blank">Lightspeed Systems</a>.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/10/content-monitoring-tools-help-k-12-it-officials-patrol-internet-boundaries" target="_blank"><em><strong>MORE FROM EDTECH: </strong> See how content monitoring tools can help K–12 administrators keep students safe.</em></a></p> <h2 id="toc_1">Next-Generation Website Blockers Balance Online Access with Safety</h2> <p>Over its lifetime, CIPA attracted criticism for more than just its narrow scope. In some cases, schools <strong>face charges of internet censorship for overzealously blocking access</strong> to material.</p> <p>“If CIPA did not exist, I believe most school districts, including mine, would still implement a content filter,” Snow says. “I still believe it’s the right thing to do.”</p> <p>He emphasizes striking the <strong>right balance between safety and access</strong> is a matter of thinking through a policy that takes into account the inherent abilities of the software. And those abilities have changed over time.</p> <p>What will schools miss out on if they haven’t updated their approach to CIPA compliance?</p> <p>“They’re likely over-blocking; that was the<strong> norm 10 years ago</strong>. And they may be using blanket policies instead of differentiating by grade or group,” Bennett says. “They’re also probably not taking advantage of AI to protect students against things like self-harm.”</p> <p><a href="https://www.cdwg.com/shop/custompages/default.aspx?CustomPageKey=D34F2E978D1E419ABEDB3B89B983B32A" target="_blank">CDW•G</a>’s Amy Passow wrote about the <a href="https://edtechmagazine.com/k12/article/2019/01/how-k-12-schools-have-adopted-artificial-intelligence">potential of AI to act as a “multi-faceted digital assistant,</a>” in part by using machine learning to contextualize internet searches and flag those that raise concerns. In that way, student searches can lead to mental health interventions and save lives — <a href="https://edtechmagazine.com/k12/article/2018/10/content-monitoring-tools-help-k-12-it-officials-patrol-internet-boundaries">a phenomenon already documented in American schools</a>.</p> <p>There’s more: older software may not be decrypting SSL traffic. <strong>Schools may use hardware solutions that could be handled for less in the cloud</strong>; in some cases, they might even run multiple solutions to manage mobile devices separately from the network, Bennett says.</p> <p>The current generation of website blocking software offers far more flexibility than its predecessors and can conform to the contours of a district’s acceptable-use policy. Patch points to <a href="https://www.cdwg.com/product/sonicwall-content-filtering-service-premium-business-edition-for-tz-400-s/3814009?pfm=srh" target="_blank">SonicWall’s Content Filtering Service</a> (CFS) as an example.</p> <p>“SonicWall CFS compares requested websites against a massive database in the cloud containing millions of rated URLs, IP addresses and websites. It provides administrators with <strong>granular tools to create and apply policies</strong> that allow or deny access to sites based on individual or group identity — students, faculty, visitors — or by time of day, for more than 50 predefined categories,” he says. “To block objectionable and unproductive material more effectively, administrators can also create or customize filtering lists.”</p> <p>Lightspeed Systems also made significant strides in minimizing the issue of <strong>overblocking</strong><strong> by providing minute gradations of control</strong> along a number of axes — grade, group, class — and site types.</p> <p>“We know that each school has a different culture and different needs,” Bennett says. “We make things like YouTube safe. We have social media controls that <strong>let schools block, allow as </strong><strong>read only</strong><strong>, or allow social media sites</strong>. We have a very granular and school-specific database that lets schools allow educational games but block mature games, and to allow sex education sites while blocking non-educational sites with sexual content.”</p> <p><a data-entity-type="" data-entity-uuid="" data-widget="image" href="https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html" id="" rel="" target="_blank" title=""><img alt="Cybersecurity_IR_howstrong_700x220.jpg" data-entity-type="" data-entity-uuid="" src="https://fedtechmagazine.com/sites/fedtechmagazine.com/files/Cybersecurity_IR_howstrong_700x220.jpg" /></a></p> <h2 id="toc_2">Content Filtering Solutions Should Consider the Human Element</h2> <p>Content filtering, like many challenges in tech, is <strong>bound to a human element</strong> that shouldn’t be overlooked.</p> <p>“Something that parents and educators should know is that it’s impossible to block every piece of unwanted material,” Snow says. “It’s called the world wide web for a reason.”</p> <p>Filters that <strong>update daily as new content is generated and schools</strong> around the world update their block lists are a great start, but a complete solution involves education.</p> <p>“It’s about human infrastructure,” Snow says. “The technology only takes us so far.”</p> <p>This is especially true for older students, who can <strong>often access the unfiltered web</strong> via the cellular plan on their own smartphone.</p> <p>“Educating our students is the most powerful tool we have,” he adds.</p> <p>He points out that <strong>most modern filters allow students to request access to specific blocked material</strong>. It’s an occasion for conversation.</p> <p>“Is it a hurdle? Yes. But I think it’s also an opportunity to educate them on safe internet practices and surfing,” Snow says.</p> <p>In the end, a holistic approach combines the best of tech with a team attitude.</p> <p>“Content filtering and student safety are best deployed as whole school initiatives, so everyone knows why you’re filtering,” Bennett says. “When IT, administrators, teachers, parents, and students understand filtering and understand <strong>what safe internet access looks like</strong>, we can all work together to do the best job of keeping students safe while providing access to the rich educational materials that will help them learn.”</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/jacquelyn-bengfort"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Screen%20Shot%202015-08-24%20at%2010.46.40%20PM.png.jpg?itok=0Wu86nnL" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/jacquelyn-bengfort"> <div>Jacquelyn Bengfort</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=jacib&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Jacquelyn Bengfort is a freelance writer based in Washington, DC. A social anthropologist by training, she writes on topics from education to the military, gender to fictional post-apocalyptic worldscapes.</p> </div> </p> </div> </div> </div> </div> Mon, 08 Apr 2019 14:41:39 +0000 eli.zimmerman_9856 42196 at https://edtechmagazine.com/k12 CoSN 2019: K–12 Schools Address Digital Equity with Curriculum Framework https://edtechmagazine.com/k12/article/2019/04/cosn-2019-k-12-schools-address-digital-equity-curriculum-framework <span>CoSN 2019: K–12 Schools Address Digital Equity with Curriculum Framework</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Fri, 04/05/2019 - 09:50</span> <div><p>Some digitally enabled K–12 schools find it difficult to provide appropriate lesson plans that can be accessed by all students, said Tim Clark, director of curriculum, instruction and digital learning at <a href="https://cps.edu/" target="_blank">Chicago Public Schools</a>. </p> <p>In school systems like Clark’s where schools have more autonomy to choose their own digital solutions, issues have emerged around <strong>creating activities that serve students of different backgrounds</strong>.</p> <p>“This has led to more inequity in the district because some schools have struggled to have a rigorous curriculum for all students,” Clark said, speaking at the <a href="https://edtechmagazine.com/k12/cosn-conference-2019">Consortium for School Networking’s 2019 annual conference</a>. “Some schools are relying on several different technologies, <strong>creating an environment that is no longer level</strong>.”</p> <p><em><a href="https://twitter.com/edtech_k12" target="_blank"><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_K12 on Twitter for continued COSN 2019 coverage</a>.</em></p> <h2 id="toc_0">3 Challenges of Digital Design for K–12 Classrooms</h2> <p>When superintendents understand the specific issues in <a href="https://edtechmagazine.com/k12/article/2018/10/qa-leila-nuland-how-build-equitable-computer-science-curricula">digital curricula that are driving inequity</a>, they can begin to create a framework that serves to mitigate those hurdles, said Clark. Here are some common issues for teachers:</p> <ol><li><strong>Time:</strong> Educators spend a considerable amount of time designing general lesson plans, making it more difficult to design courses that are specifically meant to help underserved students, said Clark. Teachers spend<strong> seven or more hours per week, or 250 hours per year</strong>, creating or finding instructional materials for the general classroom, said Clark. This amount of time grows exponentially for teachers in underserved schools with students who may need more support. “If you think about students who are diverse learners, who might have some special needs that need to be addressed, teachers in those areas spend those seven hours finding resources and then additional time modifying those resources for those students,” Clark said. </li> <li><strong>Quality:</strong> When teachers go out on their own to find resources for the classroom, there is a higher chance that they will use applications that do not provide the academic components students need to succeed. Out of <strong>180 hours</strong> of learning in core subjects during the school year, <strong>133 were spent on assignments that were not grade appropriate</strong>, said Clark. “This is causing a huge issue in Chicago because we have a lot of students who are already coming from disadvantaged backgrounds,” said Clark. “They come to school, and instead of trying to raise them up to grade level, we are actually lowering our expectations.” </li> <li><strong>Equity:</strong> When teachers spend a significant amount of time finding academic tools that are not appropriate for students, the underserved populations suffer most. This can create a financial burden for students later in their academic careers. According to Clark, <strong>40 percent of students</strong> take at least one remedial class in college, costing a total of <strong>$1.5 billion annually</strong>. For students who do not have appropriate materials in K–12, it can cost an additional <strong>$3,000</strong> to earn a bachelor’s degree. </li> </ol><p><a href="https://edtechmagazine.com/k12/article/2018/06/technology-key-boosting-classroom-equity" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how technology is key for boosting equity.</em></a></p> <h2 id="toc_1">Create a Digital Framework to Improve Outcomes and Equity</h2> <p>To solve the issue his teachers were facing, Clark helped create a collection of resources called Skyline, which includes <strong>programs, policies, structures and technologies</strong> educators can use to facilitate academic progress regardless of students’ socioeconomic backgrounds. </p> <p>“The core of the system is a rigorous, standards-aligned and culturally relevant digital curriculum,” Clark told attendees. “What we want to do is transform the instructional core.”</p> <p>To help improve teachers’ abilities in the classroom, Chicago Public Schools established a <strong>digital readiness training model</strong>. </p> <p>The program covers blended learning and project-based learning. It also helps teachers learn about the <a href="https://edtechmagazine.com/k12/article/2018/07/4-cs-learning-connected-classroom">“Four Cs” of learning</a> — critical thinking, creativity, communication and collaboration — as well as how to use the substitution, augmentation, modification and redefinition <a href="https://edtechmagazine.com/k12/article/2019/02/ice-2019-elevating-student-learning-samr">(SAMR) </a><a href="https://edtechmagazine.com/k12/article/2019/02/ice-2019-elevating-student-learning-samr">model</a>.</p> <p>For curriculum materials specifically, Clark drafted requirements for anything being added to Skyline. Curricular materials must be culturally responsive, address a <strong>multitiered system of support framework</strong>, incorporate <a href="https://edtechmagazine.com/k12/article/2018/12/social-emotional-learning-competencies-get-boost-classroom-technology-perfcon">social emotional</a><a href="https://edtechmagazine.com/k12/article/2018/12/social-emotional-learning-competencies-get-boost-classroom-technology-perfcon"> learning</a> and facilitate digital learning. </p> <p>In addition, curricula must include elements such as guidance documents, <a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon">formative assessments</a> at the lesson and unit level, annotated unit outlines and supplemental resources. </p> <p>Chicago public schools also <strong>upgraded their servers and deployed personal devices</strong>, including <a href="https://www.cdwg.com/search/Computers/Notebook-Computers/?w=C3&amp;ln=0&amp;a3407=50713045&amp;enkwrd=Chromebooks" target="_blank">Chromebooks</a> and <a href="https://www.cdwg.com/product/microsoft-surface-laptop-2-13.5-core-i5-8350u-8-gb-ram-128-gb-ssd/5298693?pfm=srh" target="_blank">Microsoft laptops</a>, to ensure all students have the tools they need to succeed. </p> <p>Through the Skyline project, teachers have the consistency and guidance to create the most effective, equitable curricula they can, said Clark.</p> <p><a href="https://edtechmagazine.com/k12/cosn-conference-2019"><em>Keep this page bookmarked for articles and videos from the event</em></a><em>. Follow us on Twitter at <a href="https://twitter.com/EdTech_K12?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" target="_blank">@EdTech_K12</a> or the official conference Twitter account, <a href="https://twitter.com/CoSN" target="_blank">@C</a><a href="https://twitter.com/CoSN" target="_blank">oSN</a>, and join the conversation using the hashtag <a href="https://twitter.com/hashtag/CoSN2019?src=hash" target="_blank">#C</a><a href="https://twitter.com/hashtag/CoSN2019?src=hash" target="_blank">oSN2019</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/eli-zimmerman"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot.jpeg.jpg?itok=QfIQ8S6q" width="58" height="58" alt="Eli Zimmerman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=eaztweets&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Eli has been eagerly pursuing a journalistic career since he left the University of Maryland's Philip Merrill School of Journalism. Previously, Eli was a staff reporter for medical trade publication <em>Frontline Medical News,</em> where he experienced the impact of continuous education and evolving teaching methods through the medical lens. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Fri, 05 Apr 2019 13:50:00 +0000 eli.zimmerman_9856 42191 at https://edtechmagazine.com/k12 CoSN 2019: How to Design an Effective K–12 Technology Evaluation Program https://edtechmagazine.com/k12/article/2019/04/cosn-2019-how-design-effective-k-12-technology-evaluation-program <span>CoSN 2019: How to Design an Effective K–12 Technology Evaluation Program</span> <span><span lang="" about="/k12/dashboard/elizimmerman9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 04/04/2019 - 11:01</span> <div><p>Schools <strong>must have </strong><strong>robust</strong><strong> evaluation</strong> if they want to continue to find success in technology integration, said Steven Baule, assistant professor at the University of Wisconsin-Superior, and former superintendent for Muncie (Ind.) Community Schools.</p> <p>Proper technology evaluation is a <strong>crucial element to digital innovation</strong>, said Baule, speaking at <a href="https://edtechmagazine.com/k12/cosn-conference-2019" target="_blank">Consortium for School Networking’s 2019 annual conference</a>.</p> <p>Assessments can be used to make programs more cost-effective, improve implementation, enable replication elsewhere in the district and justify more funding to administrators. </p> <p>However, many schools are not properly assessing technology programs, Baule told attendees. For example, when Baule conducted a survey during his time as a superintendent in Indiana, he found only <strong>one-third of schools were assessing their one-to-one device programs</strong>. </p> <p>To help administrators create effective, long-term programs, Baule outlined some best practices for technology program evaluation.</p> <p><em><a href="https://twitter.com/edtech_k12" target="_blank"><strong>JOIN THE CONVERSATION:</strong> Follow @EdTech_K12 on Twitter for continued COSN 2019 coverage</a>.</em></p> <h2 id="toc_0">4 Key Evaluation Questions for K–12 Schools</h2> <p>When designing a technology evaluation system, here are four key questions schools should be asking:</p> <ol><li><strong>Active use:</strong> First and foremost, it is important to ask whether users are actually taking advantage of the technology that is being evaluated. “I have done evaluations for other school districts and colleagues, and they have a lot of technology, but it is just sitting in boxes in a closet,” said Baule. If schools have technology sitting idle in a storage space, it may be good to <a href="https://edtechmagazine.com/k12/article/2018/09/5-key-areas-technology-professional-development-teachers" target="_blank">restructure their professional development programs</a> to give teachers the agency they need.</li> <li><strong>Sustainability:</strong> While a program may start off successfully, it will not matter if it cannot be maintained over the long term. To achieve sustainability, programs must have the appropriate support systems in place. In one school district Baule previously worked in, administrators bought personal tablets to integrate into the curriculum. However, technology leaders did not install a <a href="https://edtechmagazine.com/k12/article/2018/08/google-classroom-updates-k-12-teachers-should-know" target="_blank">learning management system</a>, did not <a href="https://edtechmagazine.com/k12/article/2018/11/3-levels-connectivity-k-12-schools-should-consider">upgrade the Wi-Fi </a>and did not have a replacement plan. Without these things, the new device program was doomed to fail. </li> <li><strong>Systemwide outcomes:</strong> Look into whether a program is successful across the board or if there are only specific pockets of success, said Baule. Siloed examples of success could come from a program that is too dependent on teachers’ willingness to participate. </li> <li><strong>Standards alignment:</strong> Schools need to know how well their programs align with national and <a href="https://edtechmagazine.com/k12/article/2018/06/iste-2018-5-best-practices-adhering-federal-privacy-laws">state privacy standards</a>, educational frameworks and credentialing programs, said Baule. </li> </ol><p><a href="https://edtechmagazine.com/k12/article/2018/07/where-schools-need-focus-their-ed-tech-efforts" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out where K–12 schools should direct their education technology efforts.</em></a></p> <h2 id="toc_1">3 Metrics K–12 Schools Can Use to Measure Success</h2> <p>Schools have the capability to collect a lot of information; however, <strong>not every data point will give an accurate picture of success</strong>. Baule points to three areas that schools can focus on to get a better idea of how technology is impacting a school system:</p> <ol><li><strong>Student engagement and motivation:</strong> “Student engagement and motivation is, in most cases, the most important thing you are evaluating,” said Baule. Some helpful measures within this category include homework completion, detentions and suspensions, and absenteeism. Schools can also send out surveys to teachers and students to get helpful qualitative data. </li> <li><strong>Instructional cost:</strong> “All three of my school districts as a superintendent saved significant money by using technology,” said Baule. “Technology not used effectively will cost more.” During his time as superintendent in Indiana, Baule found his schools’ one-to-one programs reduced the paper budget, decreased staff absences and significantly cut spending on textbooks over the long term. </li> <li><strong>Student achievement: </strong>Increases in standardized reading and math scores are some of the tried and true methods to measure increased student success, said Baule. Schools can go one step further when measuring student success and identify specific areas that caused greater student outcomes. For example, when Baule assessed his district’s program, he found test scores improved because there was a spike in<a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon"> formative</a><a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon"> assessments</a>, and teachers could identify struggling students more quickly. </li> </ol><p>Regardless of what measurements schools decide to use, it is important to create a robust evaluation plan that fits the school’s specific needs and culture, said Baule.</p> <p><a href="https://edtechmagazine.com/k12/cosn-conference-2019"><em>Keep this page bookmarked for articles and videos from the event</em></a><em>. Follow us on Twitter at <a href="https://twitter.com/EdTech_K12?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor" target="_blank">@EdTech_K12</a> or the official conference Twitter account, <a href="https://twitter.com/CoSN" target="_blank">@C</a><a href="https://twitter.com/CoSN" target="_blank">oSN</a>, and join the conversation using the hashtag <a href="https://twitter.com/hashtag/CoSN2019?src=hash" target="_blank">#C</a><a href="https://twitter.com/hashtag/CoSN2019?src=hash" target="_blank">oSN2019</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/eli-zimmerman"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot.jpeg.jpg?itok=QfIQ8S6q" width="58" height="58" alt="Eli Zimmerman" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/eli-zimmerman"> <div>Eli Zimmerman</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=eaztweets&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Eli has been eagerly pursuing a journalistic career since he left the University of Maryland's Philip Merrill School of Journalism. Previously, Eli was a staff reporter for medical trade publication <em>Frontline Medical News,</em> where he experienced the impact of continuous education and evolving teaching methods through the medical lens. When not in the office, Eli is busy scanning the web for the latest podcasts or stepping into the boxing ring for a few rounds.</p> </div> </p> </div> </div> </div> </div> Thu, 04 Apr 2019 15:01:55 +0000 eli.zimmerman_9856 42186 at https://edtechmagazine.com/k12 CoSN 2019: Complexity and Logistics Remain E-Rate Challenges https://edtechmagazine.com/k12/media/video/cosn-2019-complexity-and-logistics-remain-e-rate-challenges <span>CoSN 2019: Complexity and Logistics Remain E-Rate Challenges </span> <div><p>The E-rate program can be a challenge for K–12 districts to navigate, even as it allows many schools to achieve technology initiatives that otherwise might not be possible. As the Federal Communications Commission considers recommended changes to the E-rate program, Eric Chambers of the Northwest Council for Computer Education says that one potential change may be increased funding for small districts. He advises that districts, regardless of size, create five-year E-rate plans to facilitate both project management and funding. </p> </div> <span><span lang="" about="/k12/dashboard/amyburroughs26341" typeof="schema:Person" property="schema:name" datatype="">amy.burroughs_26341</span></span> <span>Wed, 04/03/2019 - 16:32</span> <div> <div>Tweet text</div> <div>Pending updates to #Erate from the FCC: A draft order is expected later this spring, with a final order this summer after a public comment period. If you want to add your 2 cents, make your opinions known!</div> </div> <div> <div>Video ID</div> <div><p>1055898969</p> </div> </div> <div> <div>CDW Activity ID</div> <div><p>MKT34078</p> </div> </div> <div> <div>CDW VV2 Strategy</div> <div>Data Center</div> </div> <div> <div>CDW Segment</div> <div>K-12</div> </div> <div> <div>Customer Focused</div> <div>False</div> </div> <div> <div>Buying Cycle</div> <div><a href="/k12/taxonomy/term/7446" hreflang="en">Engagement</a></div> </div> <div class="pw-widget pw-size-medium pw-layout-vertical" data-layout="vertical" data-url="https://edtechmagazine.com/k12/media/video/cosn-2019-complexity-and-logistics-remain-e-rate-challenges" data-title="Pending updates to #Erate from the FCC: A draft order is expected later this spring, with a final order this summer after a public comment period. If you want to add your 2 cents, make your opinions known!" data-via="EdTech_K12" data-button-background="none"> <span> <span>Apr</span> <span>03</span> <span>2019</span> </span> <a class="pw-button-twitter cdw-taboola-social"></a> <a class="pw-button-facebook cdw-taboola-social"></a> <a class="pw-button-linkedin cdw-taboola-social"></a> <a class="pw-button-reddit cdw-taboola-social"></a> <a class="pw-button-flipboard cdw-taboola-social"></a> <a class="pw-button-email cdw-taboola-social"></a> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-url="https://edtechmagazine.com/k12/media/video/cosn-2019-complexity-and-logistics-remain-e-rate-challenges" data-title="Pending updates to #Erate from the FCC: A draft order is expected later this spring, with a final order this summer after a public comment period. If you want to add your 2 cents, make your opinions known!" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter"></a> <span class="pw-box-counter" pw:channel="twitter"></span> </div> <div> <a class="pw-button-facebook"></a> <span class="pw-box-counter" pw:channel="facebook"></span> </div> </div> <div class="pw-widget pw-size-medium pw-layout-horizontal" data-counter="true" data-url="https://edtechmagazine.com/k12/media/video/cosn-2019-complexity-and-logistics-remain-e-rate-challenges" data-title="Pending updates to #Erate from the FCC: A draft order is expected later this spring, with a final order this summer after a public comment period. If you want to add your 2 cents, make your opinions known!" data-via="EdTech_K12" data-button-background="none"> <div> <a class="pw-button-twitter cdw-taboola-social"></a> <a href="https://twitter.com/search?f=realtime&amp;q=https%3A%2F%2Fedtechmagazine.com%2Fk12%2Frss.xml%3Fitok%3DGurUy1GC%26destination%3D%2Fk12%2F%253Fitok%253DGurUy1GC%26_exception_statuscode%3D404" target="_blank"><span class="pw-box-counter cdw-taboola" data-channel="twitter"></span></a> </div> <div> <a class="pw-button-facebook cdw-taboola-social"></a> </div> <div> <a class="pw-button-linkedin cdw-taboola-social"></a> </div> <div> <a class="pw-button-reddit cdw-taboola-social"></a> </div> <div> <a class="pw-button-flipboard cdw-taboola-social"></a> </div> <div> <a class="pw-button-email cdw-taboola-social"></a> </div> <div> <a class="pw-button-pinterest cdw-taboola-social"></a> </div> </div> <div> <div>Pull Quote</div> <div> <p class="quote"><a href="node/"> Ideally, districts are planning out their E-rate requests for a five-year period. </a></p> <img src="/k12/sites/edtechmagazine.com.k12/files/styles/photo_quote_thumb/public/2019-04/Eric%20Chambers.jpg?itok=n3SvXKbj" width="60" height="60" alt="Eric Chambers" typeof="foaf:Image" /> <p class='speaker'> <span>Eric Chambers</span> Director of E-Rate, Northwest Council for Computer Education </p> </div> </div> Wed, 03 Apr 2019 20:32:38 +0000 amy.burroughs_26341 42181 at https://edtechmagazine.com/k12