EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en With a Virtual Reality Assist, Video Games Get K–12 Students Moving https://edtechmagazine.com/k12/article/2019/11/virtual-reality-assist-video-games-get-k-12-students-moving <span>With a Virtual Reality Assist, Video Games Get K–12 Students Moving </span> <span><span lang="" about="/k12/dashboard/rickyribeiro-6" typeof="schema:Person" property="schema:name" datatype="" content="shailaja.neelakantan_v7vl">shailaja.neela…</span></span> <span>Fri, 11/15/2019 - 16:38</span> <div><p>An often-heard lament from parents and teachers is that kids these days don’t get enough exercise, tethered as many are to their handheld electronic devices and video games. </p> <p>Help is on the way, however, from an unlikely source. Ironically, the<strong> tech that could get kids moving</strong> is the same thing that promotes their sedentary state: video games. </p> <h2>Video Games as Physical Education</h2> <p><a href="https://edtechmagazine.com/k12/article/2019/03/k-12-teachers-use-augmented-and-virtual-reality-platforms-teach-biology-perfcon">Virtual reality technology</a>, which turns users into active participants, is dramatically changing the way kids play video games. In a VR game, <strong>a user can play a sport or dance as part of the game</strong> — which means they actually move their body, not just their pupils and thumbs. </p> <p>Many K–12 <a href="https://twitter.com/akteacherjeff/status/1054531566641135616" target="_blank">teachers</a> and <a href="https://twitter.com/akteacherjeff/status/1054531566641135616" target="_blank">schools</a> have begun to <a href="https://www.reddit.com/r/beatsaber/comments/c3g7h2/got_me_and_my_friends_science_teacher_to_play/" target="_blank">introduce</a> <strong>exercise-friendly VR games</strong> <a href="https://www.reddit.com/r/beatsaber/comments/c3g7h2/got_me_and_my_friends_science_teacher_to_play/" target="_blank">in the classroom</a> or at <a href="https://twitter.com/collinomalley/status/1105651221552136192" target="_blank">school events</a>. </p> <blockquote class="twitter-tweet" data-lang="en"><p dir="ltr" lang="en" xml:lang="en" xml:lang="en">Multiplayer Beat Saber makes for a great school event night <a href="https://twitter.com/hashtag/YMCA?src=hash&amp;ref_src=twsrc%5Etfw">#YMCA</a> <a href="https://twitter.com/hashtag/makemedance?src=hash&amp;ref_src=twsrc%5Etfw">#makemedance</a> <a href="https://twitter.com/hashtag/BeatSaber?src=hash&amp;ref_src=twsrc%5Etfw">#BeatSaber</a> <a href="https://twitter.com/hashtag/thevillagepeople?src=hash&amp;ref_src=twsrc%5Etfw">#thevillagepeople</a> <a href="https://t.co/MZG7KoQBGR">pic.twitter.com/MZG7KoQBGR</a></p> <p>— Collin O'Malley (@collinomalley) <a href="https://twitter.com/collinomalley/status/1105651221552136192?ref_src=twsrc%5Etfw">March 13, 2019</a></p></blockquote> <script async="" src="https://platform.twitter.com/widgets.js" charset="utf-8"></script><p>In May last year, Valley Day School in Morrisville, Pa., became the first in the country to install <strong>a high-tech, state-of-the-art virtual gym</strong>, complete with camera sensors and stereo sound, 3D projectors and other gaming accessories, <a href="https://6abc.com/health/gym-of-the-future-uses-virtual-reality-to-move-kids-for-real/3487771/" target="_blank">according to</a> Philadelphia’s ABC news affiliate, WPVI-TV. </p> <p>Jim Romano, Valley Day’s Health and Physical Education instructor, said the immersive VR setup transforms PE class into a “life-size video game” for the students. </p> <p>Improving the level of physical activity in children through VR-based games is <strong>welcome news for parents and educators</strong> because video games have been singled out as a main culprit responsible for the plummeting levels of physical activity among children. The <a href="https://www.cdc.gov/obesity/childhood/" target="_blank">Centers for Disease Control and Prevention</a> notes that 1 out of 6 children and teenagers in the country are obese.</p> <p>“In 2014, the CDC identified hours playing video games as one of the risk factors for low physical activity in the United States,” notes the <a href="https://vrhealth.institute/about/" target="_blank"><strong>Virtual Reality Institute of Health and Exercise</strong></a>. </p> <p>But adding VR to the PE mix flips this scenario on its head.</p> <p>“… the inherent movement in virtual reality and augmented exercise make it possible that video games may soon be a positive contributor to physical fitness, not its enemy. And the <strong>popularity of video games</strong> as one of the world’s most sustained and growing pastimes may make it a great ally for those that traditionally struggle with staying fit,” states the Institute.</p> <h2>VR Exercise Games Tackle Obesity and Aid the Disabled</h2> <p>The <a href="https://twitter.com/mcamm920/status/998333265193791489" target="_blank">general public</a> is also looking more at using <strong>VR games to boost exercise</strong>, according to <a href="https://www.nytimes.com/2019/09/17/smarter-living/wirecutter/virtual-reality-video-games-that-double-as-exercise.html" target="_blank">The New York Times</a>. </p> <p>Some people have injuries or disabilities that prevent them from traditional forms of exercise, and anecdotal evidence suggests that <strong>VR video games with an exercise component</strong> can help them maintain their fitness levels.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/08/arvr-k-12-schools-use-immersive-technology-assistive-learning-perfcon" target="_blank"><em><strong>MORE FROM EDTECH</strong>: Schools Use Immersive Technology for Assistive Learning</em></a></p> <p>A 2019 study by the Journal of Special Education Technology called such games “a promising tool” to help kids achieve the recommended minimum daily amount of <strong>30 minutes of moderate physical activity. </strong></p> <p>Among the more <a href="https://www.vrfitnessinsider.com/oculus-quest-fitness-games-a-complete-roundup/" target="_blank">popular games </a><a href="https://vrgamecritic.com/article/best-vr-fitness-workout-games-vive-rift-psvr" target="_blank">are</a> Oculus Quest’s <a href="https://www.youtube.com/watch?v=gV1sw4lfwFw" target="_blank">Beat Sabre</a>, <a href="https://www.youtube.com/watch?v=DSoYB6m6plo" target="_blank">Box VR</a>, <a href="https://www.youtube.com/watch?v=sv_JKBiAVx8" target="_blank">The Thrill of the Fight</a>, <a href="https://www.youtube.com/watch?v=pb6rsK6xgic" target="_blank">SoundBoxing</a> and <a href="https://www.youtube.com/watch?v=8TwsytXB3T0" target="_blank">Holopoint</a>, to name a few.</p> <p>Another study cited in the journal’s study noted that “physical activity is a key factor in preventing health <strong>problems that result from leading a sedentary lifestyle</strong> and can positively impact the health, fitness, and behavior of adults and youth.”</p> <p><a href="https://vrhealth.institute/" target="_blank">The Virtual Reality Institute of Health and Exercise and the Kinesiology department at San Francisco State University </a>have teamed up to develop the <strong>VR Health Exercise Tracker</strong> “built on hundreds of hours of VR-specific metabolic testing using research-grade equipment.” The tracker collects metabolic data, including number of calories burned.</p> <p>A good personal computer, VR headset (ranging in price from $350 to $800) and 6 square feet in which to move around are all a user needs to play these <strong>video fitness games</strong>, <a href="https://www.cnn.com/2019/01/17/health/virtual-reality-fitness-staying-well/index.html" target="_blank">reported CNN</a>. </p> <p>That means K–12 institutions can easily <strong>make space for gamers</strong> and spur students to get off their mobile phones and tablets — and students won’t even realize they are exercising.</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/shailaja-neelakantan"> <div>Shailaja Neelakantan</div> </a> </div> <div class="author-bio"> <p></p> </div> </div> </div> </div> Fri, 15 Nov 2019 21:38:42 +0000 shailaja.neelakantan_v7vl 42911 at https://edtechmagazine.com/k12 How Schools and Universities Can Thwart Cyberattackers https://edtechmagazine.com/k12/article/2019/11/how-schools-and-universities-can-thwart-cyberattackers <span>How Schools and Universities Can Thwart Cyberattackers</span> <span><span lang="" about="/k12/dashboard/rickyribeiro-6" typeof="schema:Person" property="schema:name" datatype="" content="shailaja.neelakantan_v7vl">shailaja.neela…</span></span> <span>Thu, 11/14/2019 - 10:43</span> <div><p>In July, Louisiana Gov. John Bel Edwards declared a state of emergency for almost a month after <strong>cyberattacks infiltrated four school districts’ IT systems</strong>, reported the Center for Digital Education. </p> <p>Authorities cut off phone and internet services at schools as the districts attempted damage control. Edwards activated <strong>Louisiana’s Emergency Support Function 17</strong>, a cyber incident response team created in 2017. At stake was a treasure trove of sensitive data, including students’ personal information, districtwide financial metrics and, by extension, even the state’s security protocols.</p> <p>The <a href="https://edtechmagazine.com/k12/article/2019/10/k-12-schools-remain-vulnerable-email-phishing-attacks">cyberattacks</a> on Louisiana schools’ IT systems were among a flood of similar data breaches in 2019 on both K–12 and higher education institutions’ computer networks. In June, as many as <strong>636 student and family records were breached </strong>in an attack on the computer network of Oregon State University, reported the <em>Corvallis Gazette-Times</em>.</p> <p>A university spokesman said an <strong>employee’s email account was hacked</strong> in May, and emails that appeared to be sent from the university to this account were likely used to phish for students’ information.</p> <p>These infiltrations didn’t go unnoticed by the federal government, which saw them as <strong>signs of a deeper threat</strong> to the country’s security. </p> <p>“Ransomware has rapidly emerged as the most visible cybersecurity risk playing out across our nation’s networks, locking up private sector organizations and government agencies alike,” said the Cybersecurity and Infrastructure Agency, in a statement two months ago. <strong>CISA is a stand-alone U.S. federal agency</strong> that operates under the Department of Homeland Security.</p> <p>In response to these cyberattacks, the agency in August released a list of recommendations that institutions follow to prevent such attacks, to recover data when attacked and to guard against future data breaches. CISA noted that <strong>protecting institutions from such attacks is its “chief priority.”</strong></p> <h2>Take These Steps to Respond to Ransomware</h2> <p>The federal agency’s top mantra in cases of attacks by ransomware? Don’t pay off the bad guys. </p> <p>“We strongly urge you to consider <strong>ransomware infections as destructive attacks,</strong> not an event where you can simply pay off the bad guys and regain control of your network (do you really trust a cybercriminal?),” CISA stated as part of its recommendations. </p> <p>The agency believes paying off cybercriminals does not guarantee data recovery — and may, in fact, lead to a cycle of <strong>repeated cyberattacks by criminals</strong> who want to perpetuate a steady flow of what they see as income.</p> <p>“Recovery can be a difficult process that may require the services of a reputable data recovery specialist, and some victims pay to recover their files. However, there is <strong>no guarantee that individuals will recover their files if they pay </strong>the ransom,” stated CISA in a note that outlined how ransomware works.</p> <p><strong>CISA’s recommendations</strong> fall under three categories: basic prevention, how to react to an attack and how to prevent further attacks in the future. </p> <p>There are several steps nested within each of these categories.</p> <h2>Smart Cybersecurity Starts with Basic Prevention</h2> <p>Basic prevention, it would seem, is the most important category for the education sector, which was ranked last among 17 industries in cybersecurity preparedness, according to <strong>a SecurityScorecard study</strong> published in December 2018. This sector is particularly poor in instituting software patching updates, application security and network security, according to the study.</p> <p>“This should be <strong>a cause for serious concern among students, parents, school boards</strong>, and the education industry as a whole. And yet, despite the ubiquity of data collection and the ever-increasing number of schools nationwide storing data digitally, the Education industry is not doing its part to protect its students (and, essentially, itself) from such risks,” the study states.</p> <p>CISA’s basic recommendations to prevent cyberattacks are precisely what schools and universities don’t follow rigorously, according to SecurityScorecard’s study. For CISA, these measures form the <strong>foundation of cybersecurity</strong>. </p> <p>Steps at this level include<strong> backing up data</strong>, and — more important — doing so offline. CISA also cautions against ignoring those system and security update notifications that pop up on screen. </p> <p>The federal agency also believes all educational institutions must <strong>have a response plan</strong> in case of an attack by ransomware. </p> <p>“Updating software to eliminate security vulnerabilities requires time and resources. However, the continuous access and use of electronic devices makes software updates an essential security practice. Despite IT departments recognizing the importance of <strong>a rapid patching cadence</strong>, updates are often scheduled when systems are inactive. A slow patching cadence or late patch installation, open systems up to unauthorized users,” the study noted.</p> <h2>Next Steps After a Ransomware Attack</h2> <p>In the event of an attack by ransomware, <strong>CISA advises contacting the FBI or Secret Service, or CISA</strong> itself. No attack is too small to be ignored, and all should be brought to the attention of a federal agency, CISA states. </p> <p>After reporting the attack, ransomware victims should work immediately with a specialist to isolate the infected systems and <strong>prioritize what needs to be recovered</strong>. Concurrently, they take a good look at outside institutions’ or vendors’ products that have access to their networks. </p> <h2>How to Contain Cyberattackers</h2> <p>CISA notes that schools and universities should secure their networks going forward by <strong>developing containment strategies</strong>. Institutions should segment networks, making it tougher for cyberattackers to remove information or move around and infect multiple systems.</p> <p>Data collection is vital for schools and universities, but the i<strong>nformation gathered is highly sensitive</strong> and needs to be closely guarded. A student’s school file offers “a stereoscopic view of a child’s life, including the location of their home and personal health data, to i<strong>ncreasingly personalized academic records</strong> like attendance, teacher assessments and observations, learning outcomes, and test scores,” the study states.</p> <p>In the wrong hands, this <strong>personally identifiable student data</strong> can be extremely dangerous. </p> <p>“The shift to modern data collection, while integral to a student’s growth and even a school’s standing, also invites incredible risk considering the sheer amount of personal data that’s being aggregated on networks,” notes SecurityScorecard’s study.</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/shailaja-neelakantan"> <div>Shailaja Neelakantan</div> </a> </div> <div class="author-bio"> <p></p> </div> </div> </div> </div> Thu, 14 Nov 2019 15:43:40 +0000 shailaja.neelakantan_v7vl 42901 at https://edtechmagazine.com/k12 How to Talk Tech with Your Superintendent https://edtechmagazine.com/k12/article/2019/11/how-talk-tech-your-superintendent <span>How to Talk Tech with Your Superintendent</span> <span><span lang="" about="/k12/dashboard/benjidamron4341-1" typeof="schema:Person" property="schema:name" datatype="">marquita.brown_tC0Z</span></span> <span>Wed, 11/13/2019 - 15:28</span> <div><p>Running a district IT department becomes increasingly challenging as more technology enters the schools, classrooms and students’ hands.</p> <p>That’s why, when I was an IT director, one of my biggest concerns was building and maintaining an open line of communication with my superintendent. Other IT administrators often ask me how to do that, and my answer touches on trust, curriculum priorities and community. It all comes down to one unifying intention: relationships.</p> <p>Technology departments support all district functions, from financial systems and student information systems to<strong> instructional software at the teacher and student levels</strong>. A trust-based, <a href="https://edtechmagazine.com/k12/article/2019/02/5-strategies-help-superintendents-lead-digital-transformation">working relationship between district IT administrators and superintendents</a> ensures technology decisions and overall strategy align and are articulated appropriately to constituents who make <strong>broader budgeting decisions.</strong></p> <p>The relationship also matters because superintendents rarely have experience working in a school technology department. Instead, they’re expected to possess a more holistic view of the school and district, rather than technology-specific knowledge, which means superintendents often must rely on IT leaders to make informed decisions about technology purchases. </p> <p>The typical superintendent needs school board approval for any tech initiative or large purchase. It’s important that such purchases are made with the tech department’s recommendations for how best to support the curriculum, students, and business functions of the organization.</p> <p><em><a href="https://edtechmagazine.com/k12/article/2019/06/k-12-leaders-get-creative-make-case-network-upgrades" target="_blank"><strong>MORE FROM EDTECH: </strong>Check out the creative ways IT leaders make the case for network upgrades.</a></em></p> <h2 id="toc_0">Let Curriculum Be the Driver of Tech Purchasing Decisions</h2> <p>Technology should not determine curriculum; curriculum should determine technology. All too often, districts embark on <strong>large technology initiatives</strong> without establishing how it ties into the curriculum. When technology is implemented inconsistently with curriculum enhancements — such as learning platforms and classroom management solutions — the chances that teachers successfully use the technology to improve education decrease.</p> <p>IT administrators should <strong>tie technology initiatives to curriculum</strong> or instructional best practices, and be able to articulate why a purchase is being proposed and how it supports curriculum goals.</p> <p>Technology leaders should listen to the needs and wants of those developing any large curriculum initiative, such as a one-to-one deployment, and use that feedback to recommend the best device and network upgrades to support the initiative. They should also have a <strong>plan for funding the initiative</strong> before making a technology recommendation to the school board.</p> <p>This prevents overspending and uninformed technology acquisitions and increases the chances the superintendent and school board will approve the initiative. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/11/keep-wi-fi-6-mind-when-planning-network-upgrades" target="_blank"><em><strong>MORE FROM EDTECH: </strong>What might Wi-Fi 6 mean for K–12 network upgrades? Read this to find out.</em></a></p> <h2 id="toc_1">Proactively Offer Information to Build Trust</h2> <p>School boards are charged with approving large purchases, and board members often question superintendents <strong>about technology costs.</strong> A superintendent may need to explain, for example, why an enterprise network requires more advanced hardware than a home network. This type of request makes the relationship between the superintendent and tech department paramount.</p> <p>Tech departments should provide the superintendent with the information they need to answer basic questions from the board. The superintendent should bring in <strong>trusted technology representatives </strong>only when needed for passing an initiative. </p> <p>School boards often task superintendents with preparing documentation to inform long-range planning and support technology decision-making. IT administrators can help prepare superintendents by <strong>creating a list of hardware and software </strong>that are compatible with district technology, such as <a href="https://edtechmagazine.com/k12/article/2019/02/tcea-2019-texas-district-tackles-11-chromebooks-junior-high-schools">Chromebooks</a>, other laptops, web resources and classroom management tools.</p> <p>Proactively helping the superintendent increases the odds that administrators can get what they <strong>need to better serve their students</strong>, parents, board members and school community.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/kevin-dorsey" hreflang="en"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/KevinDorsey.jpg?itok=A7DXhepK" width="58" height="58" alt="Kevin Dorsey" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/kevin-dorsey"> <div>Kevin Dorsey</div> </a> </div> <div class="author-bio"> <p> <div><p>Kevin Dorsey is the educational technology adviser at GoGuardian and a former teacher, instructional technologist and technology director. He oversaw the largest one-to-one program in Pennsylvania. After almost a decade in district leadership, Dorsey joined GoGuardian to help districts utilize best practices in educational technology.</p> </div> </p> </div> </div> </div> </div> Wed, 13 Nov 2019 20:28:35 +0000 marquita.brown_tC0Z 42896 at https://edtechmagazine.com/k12 Q&A: Tracy Smith on the Value of a Team Approach to Digital Equity https://edtechmagazine.com/k12/article/2019/11/qa-tracy-smith-value-team-approach-digital-equity <span>Q&amp;A: Tracy Smith on the Value of a Team Approach to Digital Equity</span> <span><span lang="" about="/k12/dashboard/rickyribeiro-3" typeof="schema:Person" property="schema:name" datatype="">keara.dowd_i47Z</span></span> <span>Mon, 11/11/2019 - 12:34</span> <div><p>Parkland School District in Pennsylvania, like many of the nation’s public school systems, is seeing increases in student poverty rates and English language proficiency — trends that could make any existing digital divides worse. But Parkland school leaders are <strong>taking proactive steps to improve digital equity.</strong></p> <p>Tracy Smith, Parkland’s assistant to the superintendent for operations, spoke with <em>EdTech</em> about the district’s strategies and best practices for improving digital equity and shared her hopes for bringing broadband to every home in the Lehigh Valley region.  </p> <h2><span style="color: #c74037;">EDTECH:</span> What challenges related to digital equity are you facing in your district?</h2> <p><strong>Smith:</strong> There needs to be a lot of professional development and a change in mindset from teacher-oriented instruction to empowering students to take more ownership of learning. As a one-to-one district, we need to ensure that essential infrastructure for students is available beyond the walls of their schools. <strong>Education now is 24/7</strong>. Parents are a critical partner in this. We’ve done surveys, and 3 percent of our students — about 300 kids — don’t have internet access at home.</p> <p>We also have seen increases in the free- and reduced-price lunch population and the English-language learner population, and we are trying to address our challenges. For example, some staffers say, “How do I teach a class where four students speak a different language?” We’ve experimented with Microsoft Translator, which provides translation on the students’ <a href="https://www.cdw.com/search/Computers/Notebook-Computers/?gclid=EAIaIQobChMIyebGq77Z5QIVBMDICh3rXAUkEAAYASAAEgKVDPD_BwE&amp;w=C3&amp;ln=0&amp;a3407=50713045&amp;cm_ven=acquirgy&amp;cm_cat=google&amp;cm_pla=Brand&amp;cm_ite=Brand+Products+E&amp;ef_id=EAIaIQobChMIyebGq77Z5QIVBMDICh3rXAUkEAAYASAAEgKVDPD_BwE:G:s&amp;s_kwcid=AL!4223!3!69728720179!e!!g!!cdw%20chromebook&amp;s_kwcid=AL!4223!3!69728720179!e!!g!!cdw%20chromebook" target="_blank">Chromebooks</a> when the teacher is talking. We’ve played with it, and it’s remarkable. <strong>Technology can make a difference</strong>, and in this case it’s a good fit.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/08/computing-cost-savings-and-cloud-value-virtualization" target="_blank"><strong><em>MORE FROM EDTECH:</em></strong><em> Learn how mobile apps might help close the “homework gap.”</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> How are you solving the digital-equity problem?</h2> <p><strong>Smith: </strong>For us, the fix is a combination of purchasing Kajeet hotspots and working with <a href="https://www.everyoneon.org/" target="_blank">EveryoneOn</a>, a nonprofit that partners with service providers to offer low-cost internet for qualifying parents. We also work with our community library to make sure they are a resource.</p> <p>We have about 75 Kajeet hotspots, and they’re a great solution. <strong>Students can have them for about two weeks</strong>. If students need something longer term, EveryoneOn is a solution. If that’s not affordable, we work with students, and in some cases we will extend their use of the Kajeet hotspots.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/wylie-wong" hreflang="en"><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> Mon, 11 Nov 2019 17:34:16 +0000 keara.dowd_i47Z 42891 at https://edtechmagazine.com/k12 Q&A: Steve Langford on Equalizing Student Access to the Web and Tech https://edtechmagazine.com/k12/article/2019/11/qa-steve-langford-equalizing-student-access-web-and-tech <span>Q&amp;A: Steve Langford on Equalizing Student Access to the Web and Tech</span> <span><span lang="" about="/k12/dashboard/shaunamillermij5" typeof="schema:Person" property="schema:name" datatype="">shauna.miller_miJ5</span></span> <span>Fri, 11/08/2019 - 15:29</span> <div><p>Inequities in student access to reliable internet service and personal technology are not insurmountable. School districts can improve digital equity through investments, partnerships with businesses and national grants, says Steve Langford, CIO of <a href="https://www.beaverton.k12.or.us/" target="_blank">Beaverton School District</a> in Oregon.</p> <p>He should know. He’s seeing that process work for students in his district. Langford recently talked with EdTech about the challenges of the digital divide and practical ways to overcome them.</p> <h2><span style="color: #c74037;">EDTECH: </span>What challenges related to digital equity are you facing in your district?</h2> <p><strong>Langford:</strong> We deployed our first round of <a href="https://www.cdw.com/search/Computers/Notebook-Computers/?gclid=EAIaIQobChMIyebGq77Z5QIVBMDICh3rXAUkEAAYASAAEgKVDPD_BwE&amp;w=C3&amp;ln=0&amp;a3407=50713045&amp;cm_ven=acquirgy&amp;cm_cat=google&amp;cm_pla=Brand&amp;cm_ite=Brand+Products+E&amp;ef_id=EAIaIQobChMIyebGq77Z5QIVBMDICh3rXAUkEAAYASAAEgKVDPD_BwE:G:s&amp;s_kwcid=AL!4223!3!69728720179!e!!g!!cdw%20chromebook&amp;s_kwcid=AL!4223!3!69728720179!e!!g!!cdw%20chromebook" target="_blank">Chromebooks</a> to students in 2016. Through bond money, we purchased devices and changed the classroom environment. We also added a learning management system and other applications. We also had a team of teachers, called innovation strategists, who provided professional development to their colleagues.</p> <p><strong>Where we missed the mark was connectivity.</strong> We assumed that all students had internet access at home, and they don’t. For about 10 percent of our high school students, connectivity was a real issue.</p> <p>Once we began deploying Chromebooks, I started getting emails from students: “My father lost his job, and we had to reduce our Internet. I don’t have a way to complete assignments. What do I do?” </p> <p>We are right outside of Portland, and we have 41,000 students. <strong>We have parents who are wealthy, but we also have families that are challenged socioeconomically. </strong>It’s something we have to pay attention to. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/11/qa-kim-buryanek-bringing-digital-equity-classrooms" target="_blank"><em>MORE FROM EDTECH: Check out what one Iowa school district is doing to narrow the homework gap.</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> How are you solving the digital-equity problem?</h2> <p><strong>Langford:</strong> We’ve taken a multifaceted approach. In 2016, we formed a digital-equity team made up of teachers and administrators districtwide. We shared promising practices and brainstormed new solutions. For example, one school had a great idea to sit down with coffee shop owners and go to other places where people congregate and ask, “Can you be friendly to our students and let them come sit and work?” A number of businesses said yes. The school team drew a map of businesses in the surrounding areas that offered free Wi-Fi. </p> <p>One school in the group did that, and we shared it out to the other schools.</p> <p>We have great Wi-Fi, so <strong>we also extended our school library hours to late afternoon or early evening</strong>, and that was successful. </p> <p>We also had parent nights and brought in translators in multiple languages. We wanted to reach out to parents of all backgrounds and socioeconomic levels to talk about how the learning environment is changing, how the devices are connected to learning, and the importance of finding ways to have connectivity for students.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/wylie-wong" hreflang="en"><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> Fri, 08 Nov 2019 20:29:51 +0000 shauna.miller_miJ5 42886 at https://edtechmagazine.com/k12 Q&A: Kim Buryanek on Bringing Digital Equity into Classrooms https://edtechmagazine.com/k12/article/2019/11/qa-kim-buryanek-bringing-digital-equity-classrooms <span>Q&amp;A: Kim Buryanek on Bringing Digital Equity into Classrooms</span> <span><span lang="" about="/k12/dashboard/rickyribeiro-3" typeof="schema:Person" property="schema:name" datatype="">keara.dowd_i47Z</span></span> <span>Thu, 11/07/2019 - 15:06</span> <div><p>School districts can’t just invest in laptops, mobile devices and other hardware, then call it a day. To make the best use of the technology, and to try to give every student a comparable digital learning experience, teachers need professional development, says Kim Buryanek, associate superintendent of <a href="https://www.siouxcityschools.org/" target="_blank">Sioux City Community School District</a> in Iowa. The training, she says, can inspire teachers to adopt more engaging teaching styles.</p> <p>Buryanek recently talked with <em>EdTech</em> about how her district is tackling the challenge of digital equity one teacher and one mobile hotspot at a time.</p> <h2><span style="color: #c74037;">EDTECH:</span> What challenges related to digital equity are you facing in your district?</h2> <p><strong>Buryanek:</strong> We have the characteristics of an urban setting. We have a divide, whether it’s a socioeconomic divide or an opportunity divide. It’s a digital divide too. We have almost 15,000 students, and about 68 percent of them qualify for free and reduced-price lunch. We have an 18 percent English-language learner population.</p> <p>Our elementary schools are almost one-to-one, with a <strong>1-to-2 ratio of devices to students</strong>. Elementary students don’t take devices home with them because we don’t see the educational need. We have been doing one-to-one in high schools for nine years, and last year we went one-to-one for grades six through 12. Those students can take their laptops home, but when they get home there’s a divide in connectivity.</p> <p>Asking the right question about access was our first hurdle. We asked, “Do you have connectivity at home?” Over 80 percent said yes. But when we drilled down and asked what that meant, we learned some homes have Wi-Fi and others have internet access on their phones. So, we asked better questions to understand what connectivity looked like at home. We suspect the percentage who have robust access is below 70 percent.</p> <p><a href="https://edtechmagazine.com/k12/article/2019/08/backpack-key-closing-homework-gap" target="_blank"><strong><em>MORE FROM EDTECH: </em></strong><em>Check out the creative ways educators and tech leaders are working to boost digital equity.</em></a></p> <h2><span style="color: #c74037;">EDTECH:</span> How are you solving the digital-equity problem?</h2> <p><strong>Buryanek:</strong> We keep our schools open longer. We have evening and Saturday school so kids can come and connect to our wireless network. We also have robust wireless connections in our 11 elementary schools. We are looking into opening up the elementary buildings after hours in the neighborhoods where there is high poverty and where we suspect students have less connectivity in their homes.We have talked to local businesses that have Wi-Fi, and they are willing to let our kids come in and use the network even if they are not customers. Our next step is to order more hotspots. We have about 20 in our high school libraries that students can check out. <strong>We will purchase more and put them in community spaces</strong> in trailer parks. We’ve also put hotspots in our buses, so kids can ride the bus to and from school and have access. And as they travel to ballgames and activities after school, they can use the Wi-Fi so they are not getting home late and still have homework to do after games.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/wylie-wong" hreflang="en"><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> Thu, 07 Nov 2019 20:06:22 +0000 keara.dowd_i47Z 42881 at https://edtechmagazine.com/k12 Keep Wi-Fi 6 in Mind When Planning Network Upgrades https://edtechmagazine.com/k12/article/2019/11/keep-wi-fi-6-mind-when-planning-network-upgrades <span>Keep Wi-Fi 6 in Mind When Planning Network Upgrades</span> <span><span lang="" about="/k12/dashboard/benjidamron4341-1" typeof="schema:Person" property="schema:name" datatype="">marquita.brown_tC0Z</span></span> <span>Wed, 11/06/2019 - 14:58</span> <div><p>The next generation of Wi-Fi is on the horizon, with big implications for K–12 education. It’s designed for high-density environments — such as auditoriums, gyms or large classrooms — but can put <a href="https://edtechmagazine.com/k12/article/2019/06/e-rate-improvements-support-easier-and-faster-it-upgrades">a strain on current networks</a>. Here’s what you need to know. </p> <h2 id="toc_0">Wi-Fi 6 Is Designed for High-Density Environments</h2> <p>Wi-Fi 6, the next-generation wireless standard, isn’t just <strong>a step up in speed from Wi-Fi 5.</strong> The goal is to boost performance in densely populated areas, but that only works when both clients and access points play by Wi-Fi 6 rules. </p> <p>The nomenclature reflects the Wi-Fi Alliance’s attempt to add clarity to the IEEE numbering scheme (<strong>such as 802.11n</strong>) by assigning sequential names to the protocols. Each new number builds on the one before, with Wi-Fi 6 (<strong>based on IEEE 802.11ax</strong>) focused on high-density environments such as classrooms and stadiums. Wi-Fi 5, the <strong>IEEE 802.11ac</strong> standard approved in 2013, is now widely deployed and should coexist well with Wi-Fi 6 as it debuts. </p> <h2 id="toc_1">Compatible Products Are Appearing in the Market</h2> <p>The standard isn’t yet fully approved, but every major Wi-Fi infrastructure vendor has announced products over the past 12 months, so expect to see more activity. On the client side, the <a href="https://www.cdwg.com/content/cdwg/en/brand/samsung-interstitial.html" target="_blank">Samsung</a> Galaxy S10 cellphone is among the first to support it. Laptops based on Intel Ice Lake and Comet Lake processors should be firmware-upgradeable to support 802.11ax. </p> <p><a href="https://edtechmagazine.com/k12/article/2019/05/fact-or-fallacy-whats-state-digital-learning-schools" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Get information to dispel common misconceptions about digital learning in schools</em></a></p> <h2 id="toc_2">Wi-Fi 6 Improves on Both Performance and Security</h2> <p>Older devices should work fine on Wi-Fi 6 networks, but without new clients, you won’t see any advantage. The biggest jump will be in high-density spaces, but these features require <strong>Wi-Fi 6 clients and APs</strong>. As long as you have old hardware on the airwaves, you’ll see limited or no benefits. </p> <p>Wi-Fi 6 does require the new WPA3 encryption and authentication protocol (the latest version of Wi-Fi Protected Access), which gives stronger security to any client with modern firmware. </p> <h2 id="toc_3">Wi-Fi 6 and 5G Complement Each Other</h2> <p>Wi-Fi 6, with higher speed and density, extends the usefulness of Wi-Fi as a faster, better and cheaper alternative to cellular data, even the superhigh speeds proposed for 5G networks. This reflects both technical advances and a strong consumer preference for wireless. </p> <p>Wi-Fi 6 also opens up more frequencies, subject to regulatory approval in each country. This means you should keep planning for wireless support. Users will get a better experience with <strong>properly engineered and deployed Wi-Fi 6 t</strong>han with 5G. That said, the two are complementary, with Wi-Fi ideal for indoor areas, and 5G the standard of choice for outdoor networks.</p> <h2 id="toc_4">Design a Phased-In Approach to Wi-Fi 6 Upgrades</h2> <p>A full Wi-Fi 6 deployment will mean swapping out APs, clients and network infrastructure, because a <strong>1-gigabit link</strong> isn’t fast enough to feed a high-speed, high-density Wi-Fi 6 AP. Instead, take a gradual upgrade path: Make sure that anything you add to you networks now can support Wi-Fi 6, and then look at how you can accommodate faster AP-to-network speeds in the next <a href="https://edtechmagazine.com/k12/article/2019/06/k-12-leaders-get-creative-make-case-network-upgrades">upgrade</a> cycle.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/joel-snyder" hreflang="en"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/author/Joel_Studio_Headshot_180.jpg?itok=TYcy4rmk" width="58" height="58" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/joel-snyder"> <div>Joel Snyder</div> </a> </div> <div class="author-bio"> <p> <div><p>Joel Snyder, Ph.D., is a senior IT consultant with 30 years of practice. An internationally recognized expert in the areas of security, messaging and networks, Dr. Snyder is a popular speaker and author and is known for his unbiased and comprehensive tests of security and networking products. His clients include major organizations on six continents.</p> </div> </p> </div> </div> </div> </div> Wed, 06 Nov 2019 19:58:55 +0000 marquita.brown_tC0Z 42876 at https://edtechmagazine.com/k12 Key Questions to Ask When Installing IP Video Security Cameras in Schools https://edtechmagazine.com/k12/article/2019/11/key-questions-ask-when-installing-ip-video-security-cameras-schools <span>Key Questions to Ask When Installing IP Video Security Cameras in Schools</span> <span><span lang="" about="/k12/dashboard/benjidamron4341-1" typeof="schema:Person" property="schema:name" datatype="">marquita.brown_tC0Z</span></span> <span>Tue, 11/05/2019 - 15:57</span> <div><p>It’s something school IT leaders and other educators know well: Safety and security are crucial to learning. And schools have a lot to protect — starting, of course, with people and including millions of dollars (or more, for larger districts) of hardware, physical structures and other assets. Networked security — namely, IP video cameras — are a key part of school security strategies. In fact, the number of U.S. schools reporting the use of security cameras for video surveillance rocketed to almost <strong>81 percent</strong> <strong>in 2015-2016</strong>, the latest year available, from just over <strong>19 percent in 1999-2000</strong>, according to the National Center for Education Statistics.<br /> IP video systems should be a key part of most organizations’ security strategies, particularly those with distributed environments. Ask these questions when installing <a href="https://www.cdwg.com/content/cdwg/en/products/networking-products/network-security.html" target="_blank">IP video cameras</a>.</p> <h2 id="toc_0">What Are Features of an Ideal Location?</h2> <p>The intended placement of IP video systems will dictate the type of cameras to purchase and deploy. For example, cameras may be designed specifically to operate indoors or outdoors, capture images from<strong> long distances or run by remote control.</strong> Keep these tips in mind when picking a location for your IP camera:</p> <ul><li>Deploy cameras in conspicuous locations to deter misconduct.</li> <li>Choose ingress and egress points to monitor visitors.</li> <li>Install cameras in poorly lit or hidden locations to detect vandalism.</li> <li>Set up surveillance cameras in meeting locations for liability purposes. </li> </ul><h2 id="toc_1">Is There a Need for Audio?</h2> <p>Audio is a top feature of IP video systems, providing additional context to recorded video. Some video management systems have audio analytics integrated to make video review easier. It’s also important to strike a balance between privacy and security. <strong>Understand how the laws</strong> in your state govern recorded conversations, and consult your legal team to ensure you’re in compliance. </p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/author/zeus-kerravala" hreflang="en"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Zeus%20Kerravala.png.jpg?itok=b1roCh06" width="58" height="58" alt="Zeus Kerravala" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/author/zeus-kerravala"> <div>Zeus Kerravala</div> </a> </div> <div class="author-bio"> <p> <div><p>Zeus Kerravala is the founder and principal analyst with ZK Research, and provides a mix of tactical advice to help his clients in the current business climate and long-term strategic advice.</p> </div> </p> </div> </div> </div> </div> Tue, 05 Nov 2019 20:57:09 +0000 marquita.brown_tC0Z 42871 at https://edtechmagazine.com/k12 How Project-Based Learning Is Helping Students Build 21st Century Skills https://edtechmagazine.com/k12/article/2019/11/how-project-based-learning-helping-students-build-21st-century-skills-perfcon <span>How Project-Based Learning Is Helping Students Build 21st Century Skills</span> <span><span lang="" about="/k12/dashboard/benjidamron4341-1" typeof="schema:Person" property="schema:name" datatype="">marquita.brown_tC0Z</span></span> <span>Tue, 11/05/2019 - 10:51</span> <div><p>Organizations face a growing skills gap — as noted by the <a href="https://www.weforum.org/agenda/2019/03/the-digital-skills-gap-is-widening-fast-heres-how-to-bridge-it/" target="_blank">World Economic Forum</a>, <strong>more than half of employees </strong>will require “significant reskilling” in the next three years to meet 21st century expectations. </p> <p>While digital skills such as cloud computing competency and basic programming knowledge are critical in tech-driven environments, the<strong> bigger picture focuses on analytical skills</strong> — or as <a href="https://www.thebalancecareers.com/top-skills-employers-want-2062481" target="_blank">The Balance SMB</a> puts it, the ability to “confront a problem, think it through, and decisively apply solutions.”</p> <p>To help bridge the gap between current skill sets and the next generation of employees, K–12 schools are adopting a new approach that is ideal for technology integration: project-based learning (PBL).</p> <p><a href="https://edtechmagazine.com/k12/article/2018/11/3d-printing-highly-effective-building-creative-skills-k-12-infographic" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Learn what research says about how 3D printers affect student learning and engagement.</em></a></p> <h2>Exposing Students to 'Real-World Topics' and 'Authentic Experiences'</h2> <p>Project-based learning focuses on “more authentic experiences in the real world <strong>beyond school walls</strong>,” says John Larmer, editor in chief of the Buck Institute for Education’s PBLWorks. He notes that the “project” in project-based learning isn’t just a robot or computer program that students show off at the science fair; rather, projects are analogous to “units of the curriculum that teach both content and skills.”</p> <p>This requires significant teacher-student interaction at a group level. Unlike the research projects of classrooms past where students were given due dates and instructions and then left to fend for themselves, PBL aims to link real-world issues with in-classroom efforts. Teachers are there to facilitate student discovery and guide the process from initial design to eventual conclusion. </p> <p>Larmer points to a public service announcement project that focused on wildlife conservation <a href="https://www.pblworks.org/success-stories/pbl-expands-world-my-students" target="_blank">undertaken by one California school. </a>Through live <a href="https://edtechmagazine.com/k12/article/2019/09/want-start-videoconferencing-program-heres-how">videoconferencing</a>, students met with subject matter experts and then created public service announcements to spread the word about saving marine protected areas in California state parks. </p> <p>Another example: Students at McKissack Middle School in Nashville, Tenn., used <strong><a href="https://www.cdw.com/content/cdw/en/brand/dell.html" target="_blank">Dell </a>Latitude laptops and multimedia software</strong> for interactive history lessons and to create a virtual museum app using ThingLink. When combined with technology, PBL is “one of the best ways to engage students in their academics and expose them to different real-world topics,” McKissack Principal Thomas Chappelle <a href="https://edtechmagazine.com/k12/article/2019/06/project-based-learning-engages-k-12-students-real-world-challenges">told <em>EdTech</em>.</a></p> <p>Ultimately, the goal of PBL is to impart critical 21st century skills, such as analysis and i<strong>nformed decision-making,</strong> by developing intrinsic learning motivation among students.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/12206" hreflang="en"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Bonderud-Headshot.jpg?itok=DLb_Z2cB" width="58" height="58" alt="Bonderud headshot" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/12206"> <div>Doug Bonderud</div> </a> </div> <div class="author-bio"> <p> <div><p>Doug Bonderud is an award-winning writer capable of bridging the gap between complex and conversational across technology, innovation and the human condition. </p> </div> </p> </div> </div> </div> </div> Tue, 05 Nov 2019 15:51:08 +0000 marquita.brown_tC0Z 42866 at https://edtechmagazine.com/k12 How K–12 Education Fits into the Future of Quantum Computing https://edtechmagazine.com/k12/article/2019/11/how-k-12-education-fits-future-quantum-computing <span>How K–12 Education Fits into the Future of Quantum Computing</span> <span><span lang="" about="/k12/dashboard/benjidamron4341-1" typeof="schema:Person" property="schema:name" datatype="">marquita.brown_tC0Z</span></span> <span>Fri, 11/01/2019 - 13:34</span> <div><p>In mid-October, tech giant <a href="https://www.cdwg.com/content/cdwg/en/brand/google.html" target="_blank">Google</a> made headlines with news that it had run a successful quantum computing demonstration. In Google’s <a href="https://blog.google/technology/ai/computing-takes-quantum-leap-forward/" target="_blank">trial,</a> this new type of computer process ran a calculation in <strong>200 seconds</strong> that would have taken the fastest supercomputer <strong>10,000 years </strong>to complete.</p> <p>While we’re a long way from seeing quantum computers in the classroom, some visionaries say advances in the field could have K–12 implications.</p> <p>“Quantum computing harnesses the quantum mechanics properties of molecules to do an entirely different kind of computing,” says Diana Franklin, research associate professor in computer science at the <a href="https://www.uchicago.edu/" target="_blank">University of Chicago</a> and co-principal investigator with Enabling Practical-scale Quantum Computation (<a href="https://www.epiqc.cs.uchicago.edu/" target="_blank">EpiQC</a>), a consortium of quantum researchers and advocates.</p> <p><a href="https://edtechmagazine.com/k12/higher/article/2019/10/schools-upgrade-networks-future-mind" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Learn how future technology demands are driving schools to upgrade their networks.</em></a></p> <h2 id="toc_0">Advances in Science Help Make ‘Bizarre’ Math Tangible</h2> <p>In subatomic physics, quantum states are all about uncertainty. A conventional computer understands two possible states — the well-known <strong>ones and zeros of binary computing</strong>. It’s like flipping a coin: Information is stored as heads or tails.</p> <p>By leveraging uncertainty at the subatomic level, quantum machines can hold information in<strong> innumerable simultaneous states.</strong> Rather than a coin flip, think of rolling a marble. </p> <p>“In quantum computing you can store many more variables in a much smaller space, and update them with a single operation,” Franklin says.</p> <p>The problem is, quantum science makes most people’s brains hurt. As a result, “quantum mechanics has not really filtered down to high school education at all,” says Kenneth Brown, an associate professor in the Department of Electrical and Computer Engineering at <a href="https://ece.duke.edu/" target="_blank">Duke University</a> and an EpiQC researcher.</p> <p>When schools do touch on the topic, “we’ve always taught it as this ‘weird’ thing, this ‘bizarre’ stuff,” Brown says. “Anything we say about it tends to be pretty hand-wavy. It’s very muddled.”</p> <p>Now, the rise of quantum computing gives K–12 <strong>a new tool </strong>to make that bizarre math tangible.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/taxonomy/term/11476" hreflang="en"><img src="/k12/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/headshot_400x400.jpg?itok=CUO3CWC-" width="58" height="58" alt="Adam Stone" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/taxonomy/term/11476"> <div>Adam Stone</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=@AdamStoneWrite&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Adam Stone writes on technology trends from Annapolis, Md., with a focus on government IT, military and first-responder technologies.</p> </div> </p> </div> </div> </div> </div> Fri, 01 Nov 2019 17:34:07 +0000 marquita.brown_tC0Z 42861 at https://edtechmagazine.com/k12