EdTech Magazine - Technology Solutions That Drive Education https://edtechmagazine.com/k12/rss.xml en Q&A: Security Advocate Erich Kron on Protecting K–12 Schools from a New Phishing Scam https://edtechmagazine.com/k12/article/2018/11/qa-security-advocate-erich-kron-protecting-k-12-schools-new-phishing-scam <span>Q&amp;A: Security Advocate Erich Kron on Protecting K–12 Schools from a New Phishing Scam</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 11/14/2018 - 19:24</span> <div><p>An advanced form of phishing attack is spreading throughout K–12 schools and small colleges, leaving users vulnerable to <a href="https://edtechmagazine.com/k12/article/2018/08/how-k-12-school-districts-can-best-prepare-ransomware-recovery">ransomware attacks</a> and <a href="https://edtechmagazine.com/k12/article/2018/11/3-ways-k-12-schools-can-guard-against-cryptomining">cryptomining</a>. According to <a href="https://www.knowbe4.com/" target="_blank">cybersecurity company KnowBe4</a>, hackers have begun to impersonate senior education officials as a new phishing tactic against teachers and staff to gain access to sensitive data. </p> <p>Through extensive research, bad actors have been able to fool teachers into opening the door to their schools’ servers. <em>EdTech </em>spoke with KnowBe4 security awareness advocate Erich Kron to find out more about how smaller institutions and K–12 schools can keep these attackers at bay and <strong>limit their own vulnerability</strong>. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/07/k-12-it-teams-use-phishing-simulations-boost-cybersecurity" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out some of the tactics K–12 schools use to protect themselves against phishing scams!</em></a></p> <h2><span style="color: #c74037;">EDTECH: </span>What is new about this type of phishing scam and why is it so effective?</h2> <p>What we're seeing, which is actually very impressive, is the level of sophistication in these attacks. A lot of people think of these phishing attacks as being something like the “Nigerian prince” scam, meaning they should be pretty easy to see through. </p> <div style="padding: 5px; width: 260px; color: rgb(236, 236, 236); margin-bottom: 10px; margin-left: 15px; float: right; background-color: rgb(51, 51, 51);"><img alt="" data-entity-type="" data-entity-uuid="" hoffman="" src="https://edtechmagazine.com/higher/sites/edtechmagazine.com.higher/files/Untitled-3_0.png" style="width: 260px; height: 300px;" title="“" /><br /><span style="color: #939393; font-size: 10px;">Photo: Courtesy of KnowBe4</span> <div style="font-size: 18px;">Erich Kron, KnowBe4 security awareness advocate.</div> </div> <p>However, these attackers have actually used what appears to be <strong>a genuine email address</strong> from these schools and have built out this very complex email. Essentially, they start out along the lines of “Dear colleagues,” and it goes into a long explanation and talks about integrity and all of those things and ends with a call to action. </p> <p>Usually it's going to be related to a school policy, which the recipient would not expect to see in a phishing scam. It's a different way to approach this. It looks like it <strong>comes from someone in leadership</strong> and it usually makes much more sense to the people who are receiving it. </p> <p>So instead of getting something saying “We need you to verify your Wells Fargo account” when you don't even have a Wells Fargo account, it uses something very topical, which unfortunately gets people to let their guard down and they end up clicking on these emails. </p> <h2><span style="color: #c74037;">EDTECH: </span>If the email speaks about school policy and is not an immediate call to action, how do bad actors get email recipients to give up their information?</h2> <p>The goal here is generally to get people to sign in to their email accounts, or they think they're signing into their email accounts. This is called credentialing. </p> <p>They steal the credentials from these individuals by giving them a fake login page. Then, once they have collected those credentials, they're actually <strong>sending them to the real page</strong> that has those policies. </p> <p>This is particularly interesting and something I haven't seen done to this level in a phishing attack. By redirecting to the real site, victims do not realize that they have actually fallen for an attack. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/05/how-protect-your-k-12-district-data-breach"><em><strong>MORE FROM EDTECH: </strong>Read about how school districts can prevent a data breach!</em></a></p> <h2><span style="color: #c74037;">EDTECH: </span>Why use this kind of sophisticated attack on a school server as opposed to an institution in another industry? Why are K–12 schools and small colleges more vulnerable?</h2> <p>There's a lot of interesting information in education institutions, like Social Security numbers or student loan information. Schools hold a lot of <strong>valuable information</strong>, which allows attackers to build a pretty substantial profile of people at a younger age. For example, we've certainly seen instances where children have had credit scores ruined because somebody has stolen their identity. This is not unusual. </p> <p>For smaller institutions and schools, I think what happens is they <strong>do not necessarily have the budget</strong> to invest in very sophisticated sorts of security programs. </p> <p>Any time you are in a public school or college, there is not always a large budget to try to counter these attacks. Unfortunately, faculty at smaller institutions <strong>do not seem to get as much of the training</strong> on this sort of thing as someone might in the corporate world. </p> <p>So, I think the attackers have found that they are able to get into these networks, and as long as they continue to be successful they will continue to target these institutions.</p> <h2><span style="color: #c74037;">EDTECH: </span>What can institutions do to defend themselves against such sophisticated attacks?</h2> <p>I think one of the key things IT teams have to do is understand that there is a lot of value to training users on how to identify these sorts of attacks. I think, unfortunately, schools focus solely, or disproportionately, on the technology and hope that is going to do it. But that is just not cutting it these days.</p> <p>We also need to make sure that they understand that the same sorts of attacks that are hitting schools can also hit them at home. </p> <p>Another key thing I explain to clients when it comes to phishing attacks is most attacks are going to try to elicit some sort of an <strong>emotional response</strong>. So, if you get an email that you have an emotional response to, you want to step back a little bit and analyze that. </p> <p>Attackers are very good at using emotions to get people to bypass the critical thinking part, which is where they become very successful. </p> <p>There are also some ways to immediately tell if the email is a scam. One of the most telling things you can look for is <strong>the reply address</strong>. Usually, there's a drop-down you can do there where it will spell out who you are sending your reply to. If the rest of the reply address is not the individual that it says it is, that should be a big red flag right there.</p> <p>Finally, training cannot just be a one-off event. Retraining is essential, especially since phishing attacks can correspond to different events throughout the year. For example, near the holidays, there may be scams specifically related to Christmas.</p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html" target="_blank" title="CDW Cybersecurity Insight Report"><img alt="Cybersecurity-report_EasyTarget.jpg" data-entity-type="" data-entity-uuid="" src="https://edtechmagazine.com/sites/biztechmagazine.com/files/uploads/Cybersecurity-report_EasyTarget.jpg" /></a></p> <h2><span style="color: #c74037;">EDTECH: </span>While institutions may not want to solely rely on tech, it is certainly helpful. What tools are available that would be a smart investment for institutions?</h2> <p>I think there are a couple of things institutions need to understand when it comes to accounts. First and foremost, how to deal with your passwords, and second, what we call password hygiene. </p> <p>It seems like every week there's a new breach, and this can be attributed to people <strong>reusing the same passwords</strong> on multiple accounts. </p> <p>Let's say you are on an online forum and it gets hacked, and you use the same password there as you do on your email account. Well, attackers are going to try that password. So <strong>changing passwords regularly is a very important tactic</strong> to get across to users. </p> <p>I am also a big fan of multifactor authentication. Whether it's text message verification or another type of authentication. Generally speaking, the average individual these days has still not moved to adopting that. </p> <p>Password locks are, in my opinion, very valuable tools to invest in. What they do is allow you to <strong>randomly generate passwords</strong> and hold them all in one secure place, which means, hopefully, these passwords do not have to be used more than once. I can tell you personally speaking, I get probably two-thirds of my passwords from this tool.</p> <h2><span style="color: #c74037;">EDTECH: </span>What technology trends do you see coming up that will help smaller institutions defend themselves from these attacks?</h2> <p>I think as we leverage artificial intelligence more, some of the tools that already exist are going to get much more effective at what they're doing. With <strong>computing power increasing and with AI advancing</strong>, IT teams are going to be able to spot these attacks much faster than they have been historically.</p> <p>And this advancement will help endpoint protection, email gateways, all of these vulnerable places where companies are working to deploy AI. It is really going to help make current protections more effective.</p> <p class="MsoNormal"> </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, 15 Nov 2018 00:24:51 +0000 eli.zimmerman_9856 41631 at https://edtechmagazine.com/k12 Q&A: Darrell Ashton of the D.C. OSSE Explains How Data Keeps Kids in School https://edtechmagazine.com/k12/article/2018/11/qa-darrell-ashton-dc-osse-explains-how-data-keeps-kids-school <span>Q&amp;A: Darrell Ashton of the D.C. OSSE Explains How Data Keeps Kids in School</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 11/14/2018 - 08:39</span> <div><p>Big Data has become a helpful tool for educators in the K–12 sphere, especially as personalized learning continues to rise in popularity in classrooms across the country. </p> <p>For the Washington, D.C., <a href="https://osse.dc.gov/" target="_blank">Office of the State Superintendent of Education</a>, data analysis is the key to getting students who have dropped out of school to re-enter and graduate.</p> <div style="padding: 5px; width: 260px; color: rgb(236, 236, 236); margin-bottom: 10px; margin-left: 15px; float: right; background-color: rgb(51, 51, 51);"><img alt="" data-entity-type="" data-entity-uuid="" hoffman="" src="https://edtechmagazine.com/k12/sites/edtechmagazine.com.k12/files/Untitled-3.png" style="width: 260px; height: 300px;" title="“Darrell" /><br /><span style="color: #939393; font-size: 10px;">Photo: Courtesy of OSSE</span> <div style="font-size: 18px;">Darrell Ashton, assistant superintendent of data, assessment and research, OSSE.</div> </div> <p>“By implementing data <strong>sharing and data analytics technologies</strong>, local education agencies can identify and engage with students to get them motivated to re-enter the education system and finish their schooling,” the office told <em>Edtech</em>.</p> <p>To understand how this program is helping to bring more students back into the education system, <em>EdTech</em> spoke with Darrell Ashton, assistant superintendent of data, assessment and research, to explain how OSSE collects and analyzes student data in D.C.</p> <p><a href="https://edtechmagazine.com/k12/media/video/iste-2018-california-district-pursues-data-driven-decision-making" target="_blank"><em><strong>VIDEO: </strong>See how K–12 schools are using big data to make big some changes! </em></a></p> <h2><span style="color: #c74037;">EDTECH: </span>What is OSSE’s data-driven re-engagement project?</h2> <p><strong>ASHTON: </strong>What we do is we provide schools with a report on disengaged youth. This is a report on students who have dropped out or are no longer engaged in public education based on information given to OSSE through tools required by D.C. </p> <p>Schools can use this information to reach out to those students and get them to come back into the education space in some capacity. A lot of times, we find it is helpful for getting adult students to come back in to get their high school diplomas in order to improve their quality of life. </p> <p>I cannot go into the hard data points, but generally, we use the information we receive from the schools to record who has enrolled, who has exited and other important student information.</p> <p>We aggregate this data to <strong>flag students who are no longer attending their classes</strong>, as well as to put down the current contact information for those students to help schools reach out and re-engage them through our re-engagement center.</p> <p>The center specifically focuses on working with schools to utilize the data we collect and disseminate. They receive and work on this information, trying to get specific students to re-engage. The center also provides a place to support students who voluntarily want to re-engage. </p> <h2><span style="color: #c74037;">EDTECH: </span>What is the process for schools to input and send their data? How does this partnership work?</h2> <p><strong>ASHTON: </strong> We get daily information from all of the schools about the students currently enrolled at each of those schools. Usually, what precipitates a student to be flagged as having dropped out is some period of time of absence because most students don’t come into school and say, “Hey, I’m dropping out now.” </p> <p>We receive the <strong>attendance status of each student</strong>, and after a certain number of absences, the school will officially exit that student. At that point, that student is considered — assuming that the student has not continued on with their education elsewhere — to have left the system.</p> <p>Unless they enrolled in a different school, or they were close to graduation and skipped getting a regular diploma and went right to getting an associate degree, that would be considered as disengaged. </p> <p>What we do then is take that information and <strong>regularly update the application</strong> so that the re-engagement center can see. We don't provide data back out to the schools directly; instead we simply put the school's data that were we're running the analytics on into a system and provide it to the re-engagement center. </p> <p><a href="https://edtechmagazine.com/k12/article/2016/01/schools-tap-big-data-understand-trends" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how K–12 schools are using big data to uncover trends in education!</em></a></p> <h2><span style="color: #c74037;">EDTECH: </span>With 220 D.C. K–12 schools to organize, data collection can get kind of messy, how do you clean up the data from these schools?</h2> <p><strong>ASHTON: </strong>D.C. is a choice environment, which means schools have a lot of autonomy to make their own choices. So, we cannot mandate that all schools have to <strong>use the same student information system</strong>. </p> <p>There are roughly between <strong>15 and 20 </strong>different information systems across all of our schools. We can't require them to use the same product, so instead we provide a template. </p> <p>The template tells administrators the data points that they have to be able to provide for us on a daily basis, as well as the allowable values. Because there are different student information systems, schools may not be able to fully use our template, so we also provide them with a mapping tool. </p> <p>For example, we might tell a school they have to provide us with a gender for each student, and that <strong>gender has to fit allowable fields</strong>, using an uppercase M or uppercase F. A school might decide to call that field in their own system something else, they may decide that instead of uppercase they use lowercase, they use the full words, or they may decide that they want to have something else. </p> <p>They have to map whatever they call their field into what we call it. And they have to identify what their allowable values are and how they map to our allowable field, which they do at the start of every school year. </p> <p>We then keep that information so that every day, when we receive their data, we're able to automatically transpose it into a standard.</p> <h2><span style="color: #c74037;">EDTECH: </span>Targeting adult students who dropped out a long time ago means keeping their records. How long do you hold onto student records?</h2> <p><strong>ASHTON: </strong>OSSE does not have a policy on destruction of student data in terms of how long we keep that information. We follow the regulations set forth in the <a href="https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html" target="_blank">Family Educational Rights and Privacy Act</a> to honor the rights of families to the privacy of their education records. Schools are required under FERPA to<strong> retain student records for at least five years</strong>. </p> <p>At OSSE, we maintain those student records in our systems indefinitely. In terms of re-engagement, there is some point where that data is no longer used, but we don't remove it from our system because a<strong> student can opt to re-engage at any point</strong>. </p> <p>We like to hold on to that data because, if nothing else, it provides information on where a student left their education so that the re-engagement process can be better thought out. </p> <p>Depending on what the student is looking to do, knowing how many credits they have prior to their returning to school is very important. Also, this data can be used to calculate trends to pre-emptively identify students who may be in danger of dropping out but have not yet.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/data-analytics-key-skill-administrators-k-12" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more about how data analytics skills are essential for K–12 educators!</em></a></p> <h2><span style="color: #c74037;">EDTECH: </span>What is the biggest challenge with collecting and analyzing this data?</h2> <p><strong>ASHTON: </strong>What we have to spend a lot of our time on is providing or combining data sets to make sure there's <strong>consistency across data</strong>. For example, when one school says that “Chloe” is attending that school, we need to make sure we don't have another school also sending us data saying “Chloe” is attending that second school. We have to go through the processes of resolving those sorts of errors in the data as a whole. </p> <p>The other thing we do is ensure that a school does not send attendance information for students without first also sending us information that the student is actually enrolled.</p> <p>Some of the schools are very good at making sure that those data are consistent. Other schools, because of their limited resources, aren't able to do that. So, for those schools, we help them with that and show them how to use our template. </p> <p>What we try to stress is that schools <strong>should not wait for their data to be “clean” to send it</strong>. Time and time again, what we hear when folks are getting ready to start their data analytics journey is, “I can't start yet because my data is really dirty,” or, “I have got to get my data perfect, otherwise I'll be reporting wrong.” But the reality is that data is coming in all the time. If you're waiting for data to be clean, it is never going to happen.</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> Wed, 14 Nov 2018 13:39:32 +0000 eli.zimmerman_9856 41626 at https://edtechmagazine.com/k12 What Gartner’s Top Tech Trends for 2019 Mean for Education https://edtechmagazine.com/k12/article/2018/11/what-gartners-top-tech-trends-2019-mean-education <span>What Gartner’s Top Tech Trends for 2019 Mean for Education</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 11/12/2018 - 13:21</span> <div><p>Augmented data analysis, blended digital tools and connected networks will reign among technology innovations in the coming year, according to IT analyst group <a href="https://www.gartner.com/en/newsroom/press-releases/2018-10-15-gartner-identifies-the-top-10-strategic-technology-trends-for-2019" target="_blank">Gartner’s top 10 tech trends of 2019</a>. </p> <p>“The top ten digital technology trends are all about building the intelligent digital mesh,” says David W. Cearley, distinguished vice president and analyst for Gartner. “It’s the convergence of all of this and using it to support a continuous innovation process.”</p> <p>School districts have already seen some of these tools enter the educational space, with innovations such as <a href="https://edtechmagazine.com/k12/article/2018/06/teachers-are-turning-ai-solutions-assistance">AI-enabled teaching assistant </a>programs and advanced data collection and analysis to <a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon">improve student assessments</a>.</p> <p>As K–12 schools continue their E-rate processes for 2019, districts should be considering <strong>what tools are worth investing in</strong> to provide their students with the best outcomes in the coming year. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/what-k-12-administrators-should-think-about-when-integrating-classroom-tech" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out what administrators should consider when integrating new education technology!</em></a></p> <h2 id="toc_0">Artificial Intelligence Will Augment Data-Driven Initiatives</h2> <p>Analysts expect machine learning to play an important role in 2019, offering support for tasks that may require more time, energy and training than teachers and administrators have at their disposal.</p> <ul><li><strong>Autonomous Machines:</strong> Gartner predicts AI-enabled machines will be more common in 2019 as the technology advances and becomes commercially available. While autonomous school buses may be far down the road, companies like RobotLAB are already designing interactive learning experiences that <a href="https://www.robotlab.com/" target="_blank">incorporate autonomous machine</a>s to teach programming.</li> <li><strong>Augmented Analytics: </strong>Teachers rely on <a href="https://edtechmagazine.com/k12/article/2018/08/data-analytics-key-skill-administrators-k-12">data analysis</a> to improve their relationship with students, especially as personalized learning programs become more widely adopted. Data collection and analysis has lead to innovations in <a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon">student assessment design</a>, helping educators pinpoint where students are struggling and adjusting coursework to supplement those areas. Augmented analytics will help take some of the burden off teachers who may not be trained in data analytics by using AI to take the brunt of the work instead.</li> </ul><h2 id="toc_1">New Tools Blend the Digital and Physical Worlds</h2> <p>Digital transformation in schools is already happening at a rapid rate, and there seems to be no sign of slowing down. Analysts predict the line between the real and digital worlds will continue to blur as current technologies advance and new tools are developed.</p> <ul><li><strong>Digital Twins: </strong>This concept is not new. Members of the online community maintain multiple versions of themselves through social media sites, online profiles and other means. Systems such as power plants have digital copies, mirroring the real thing, to monitor daily functions. This technology could be used in conjunction with tools like <a href="https://edtechmagazine.com/k12/article/2018/06/interoperability-boosts-speed-school-communications">digital backpacks</a> — longitudinal, interoperable student records — to analyze how individual students learn and to create more effective personalized learning curricula.</li> <li><strong>Empowered Edge:</strong> <a href="https://edtechmagazine.com/k12/article/2018/08/how-edge-computing-could-benefit-k-12-classrooms">Edge computing</a> takes information processing and brings it closer to the source by using edge devices instead of sending information directly to and from a centralized cloud. The next iteration, empowered edge, will use AI to diversify the kinds of devices able to act as edge endpoints, such as displays or smartphones. This could prove crucial for K–12 schools that require more computing power as they integrate new tools like augmented and virtual reality headsets or connected classroom devices.</li> <li><strong>Immersive Technologies:</strong> Speaking of AR and VR, the <a href="https://edtechmagazine.com/k12/article/2018/09/mixed-reality-brings-new-life-k-12-classrooms-perfcon">use of immersive technology</a> is expected to rise as hardware and software continue to improve. According to Gartner, by 2022, 70 percent of organizations will experiment with immersive technology. With <a href="https://edtechmagazine.com/k12/article/2018/09/what-5g-and-what-will-it-mean-edtech">5G on the horizon</a> promising lower latency and more robust connectivity, the quality of these tools will continue to grow, expanding their potential to supplement K–12 education.</li> </ul><h2><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/digital-transformation-trends.html" target="_blank"><img alt="Digital%20Transformation_IR_1.jpg" data-entity-type="" data-entity-uuid="" src="https://healthtechmagazine.net/sites/healthtechmagazine.net/files/Digital%20Transformation_IR_1.jpg" /></a></h2> <h2 id="toc_2">Improvements in Mesh Mean a Focus on How Users Engage with Tech</h2> <p>Schools are swiftly replacing older equipment with their next-generation versions. Previously, chalkboards were a natural part of most classrooms; today, interactive whiteboards reign. As this transition continues, K–12 schools will need to be mindful of how they design their learning environments.</p> <ul><li><strong>Smart Spaces:</strong> Educators are investigating <a href="https://edtechmagazine.com/k12/article/2018/07/4-cs-learning-connected-classroom">connected classrooms</a> and <a href="https://edtechmagazine.com/k12/article/2018/07/how-modern-learning-environments-support-numerous-pedagogies">modern learning environments</a> as the latest innovation in teaching, and Gartner analysts agree that smart spaces will be a major focus for 2019. Combined with other emerging tech such AI and the empowered edge, the future of the connected classroom is guaranteed.</li> <li><strong>Digital Ethics and Privacy:</strong> The technology on Gartner’s list has the potential broaden how we incorporate technology into our lives, which means <a href="https://edtechmagazine.com/k12/article/2018/06/top-3-elements-student-digital-citizenship">proper digital citizenship</a> will be essential. For example, digital twins have great potential for improving learning, but such tools also require giving up valuable data and privacy to the digital universe. This means schools will need to improve curricula addressing responsible technology use and online presence. </li> </ul><p>While educators have to wait to see what’s in store for 2019, the technology on Gartner’s list has obvious potential to change the way K–12 schools approach education.</p> <div class="sidebar_wide"> <h3 id="toc_0">Gartner’s List of Top Tech Trends for 2019:</h3> <p>1. Autonomous Things<br /> 2. Augmented Analytics<br /> 3. AI-Driven Development<br /> 4. Digital Twins<br /> 5. Empowered Edge<br /> 6. Immersive Technologies<br /> 7. Blockchain<br /> 8. Smart Spaces<br /> 9. Digital Ethics and Privacy<br /> 10. Quantum Computing</p></div> </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> Mon, 12 Nov 2018 18:21:47 +0000 eli.zimmerman_9856 41611 at https://edtechmagazine.com/k12 K–12's Digital Transformation Is Giving Libraries a Modern Makeover https://edtechmagazine.com/k12/article/2018/11/k-12s-digital-transformation-giving-libraries-modern-makeover <span>K–12&#039;s Digital Transformation Is Giving Libraries a Modern Makeover</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 11/08/2018 - 12:56</span> <div><p>Today’s school libraries are being reinvented. No longer just a haven for dusty books and stern shushes, the library is now a place for digital resources and makerspaces and flexible learning. They’re alive with activity and are agents for collaboration and creativity.</p> <p><strong>Librarians are</strong> <strong>IT help desk masters</strong>, teachers of <a href="https://edtechmagazine.com/k12/article/2018/04/The-Digital-Citizenship-Curriculum-Digital-Literacy-Cyber-Hygiene-and-More-perfcon">digital literacy</a> and makerspace experts. The landscape of a K–12 library is changing with the times, and librarians oversee an important space for today’s modern learner.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/05/how-implement-library-makerspaces-stem-programs-perfcon" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Check out how libraries can use </em></a><em><a href="https://edtechmagazine.com/k12/article/2018/05/how-implement-library-makerspaces-stem-programs-perfcon" target="_blank">makerspaces</a></em><a href="https://edtechmagazine.com/k12/article/2018/05/how-implement-library-makerspaces-stem-programs-perfcon" target="_blank"><em> to teach STEM!</em></a></p> <h2 id="toc_0">Student Feedback Can Be Helpful for Library Design</h2> <p>Last year, at a cost of <strong>$50,000</strong>, <a href="http://www.hbpirates.org/" target="_blank">Harbor Beach Community Schools</a> in Michigan remodeled the library media center at the high school. The space was outfitted with <strong>modern furniture, laptops </strong><strong>and</strong><strong> audiovisual equipment</strong>. </p> <p>The district asked students for design feedback, and the result is a comfortable space with soft armchairs and tall bistro tables.</p> <p>“It’s a coffeehouse feel, warm and inviting,” Superintendent Shawn Bishop told <em>EdTech</em> for a <a href="https://edtechmagazine.com/k12/higher/article/2018/10/schools-sketch-out-modern-classrooms-and-then-make-them-reality">previous story</a>.</p> <h2 id="toc_1">Library Makerspaces Are a Place to Create and Collaborate</h2> <p>Makerspaces encourage students to explore and create using science, technology, engineering and math concepts. Libraries are an ideal spot for these <a href="https://edtechmagazine.com/k12/article/2018/09/how-makerspaces-schools-help-students-learn-code-perfcon">STEM spaces</a>, where students <strong>tinker, code, problem-solve and build</strong>. </p> <p>Administrators considering housing a makerspace in a library should make sure the library has a proper power supply for large equipment such as printers and audio/video infrastructure for games like “<a href="https://edtechmagazine.com/k12/article/2018/09/game-teachers-should-continue-gamify-classrooms">Minecraft</a>.”</p> <p>Besides expanding internet use, districts can outfit makerspaces with the proper tools and technology — laptops, 3D printing, coding kits — for students to get started.</p> <h2 id="toc_2">Computer Labs Make Way for 1:1 Device Programs</h2> <p>With so many school districts going <a href="https://edtechmagazine.com/k12/article/2018/07/successful-11-device-programs-help-students-get-online-home">one-to-one with tablets or laptops</a>, libraries are the new meeting space for<strong> tech-enabled teamwork</strong>. As such, modern libraries should be <a href="https://edtechmagazine.com/k12/article/2018/03/robust-networking-and-data-center-solutions-power-tech-tools-classroom">outfitted with robust broadband</a> and plenty of places for students and educators to charge equipment. IT administrators must make sure there are enough manageable wireless access points and switches in the library to ensure proper capacity and coverage.</p> <p>Because wireless networking can be an expensive endeavor, <strong>schools can use E-rate funding</strong> to pay for these upgrades. Libraries may apply annually through the federal <a href="https://www.usac.org/" target="_blank">Universal Service Administrative Company</a> for eligible components to bolster high-speed internet. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/11/3-levels-connectivity-k-12-schools-should-consider" target="_blank"><em><strong>MORE FROM EDTECH: </strong>Read more about the different levels of connectivity schools need from day-to-day!</em></a></p> <h2 id="toc_3">Libraries Are Changing, and That Is Not a Bad Thing</h2> <p>For book lovers such as myself, libraries of the past (and present) hold an almost magical appeal — dust and all. Where else can you go to bury your nose in the middle of a 300-page tome, lose yourself to the adventure within and be surrounded by other bibliophiles?</p> <p>The quiet solemnity of the library is being replaced by the<strong> vibrant hum of authentic learning and collaboration</strong> — and it’s a good thing. There will always be books. In fact, you can bury your nose in one just about anywhere, though maybe not surrounded by like-minded bookworms.</p> <p>Libraries are headed into the future, and students and educators will reap the rewards.</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?f=tweets&amp;vertical=default&amp;q=%23ConnectIT&amp;src=typd" target="_blank">#ConnectIT</a> hashtag.</em></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/higher/author/david-andrade"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/david_andrade.jpg?itok=fToEBaac" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/author/david-andrade"> <div>David Andrade</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=daveandcori&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>David Andrade is a K–12 Strategy Specialist and Google Apps/Chromebooks specialist on the education strategy team for CDW·G, a leading provider of technology solutions and services to education, government and healthcare. A former engineer, educator, ed-tech specialist and school district CIO, Andrade works with school districts to assist them with selecting and implementing technology solutions to help them improve teaching and learning.</p> </div> </p> </div> </div> </div> </div> Thu, 08 Nov 2018 17:56:40 +0000 eli.zimmerman_9856 41606 at https://edtechmagazine.com/k12 Review: NetApp AFF A700s Integrates District Data Center and Cloud Storage https://edtechmagazine.com/k12/article/2018/11/review-netapp-aff-a700s-integrates-district-data-center-and-cloud-storage <span>Review: NetApp AFF A700s Integrates District Data Center and Cloud Storage</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 11/07/2018 - 12:35</span> <div><p>All K–12 school districts — even small ones, which still support hundreds of users — have big storage needs.</p> <p>Few vendors can deliver a storage system that can scale from a handful of users to thousands. Enter the <a href="https://www.cdwg.com/product/NETAPP-AFF-A700S-HA-24X7.6TB-40GBE/4853105" target="_blank">NetApp AFF A700s</a>, which retains the simplicity of a small system while scaling to a multinode cluster capable of supporting multitudes.</p> <p>The four-unit rack-mount chassis accommodates dual controllers, <strong>24 solid-state drives and eight PCIe expansion slots </strong>(for additional network ports), and can support 8-, 16- and 32-gigabit-per-second Fibre Channel, 40 Gigabit Ethernet, and both storage area network (SAN) and network-attached storage (NAS) functionality.</p> <p>The included ONTAP data management software makes it simple to start with one system and add as many as 24 in a cluster, then expand with cloud-based storage for <strong>cheaper replication targets and offsite fault tolerance</strong> or to support workloads that migrate from the data center to the cloud.</p> <p><img alt="ET_Q119_PR_Harbaugh-NetApp_product.jpg" data-entity-type="" data-entity-uuid="" src="/k12/sites/edtechmagazine.com.k12/files/ET_Q119_PR_Harbaugh-NetApp_product.jpg" /></p> <p>NetApp specifies as many as <strong>7 million input/output operations per second</strong> and an effective capacity of up to 155 petabytes, with a maximum raw capacity of 39PB in NAS configuration, or 19.8PB raw and 77.8PB effective in SAN configuration. Of course, effective capacity depends on both compression and deduplication, which can boost results exponentially — up to five or six times raw capacity, depending on the type of data being stored. A single node can hit 600,000 IOPS, with an effective capacity of up to 13PB.</p> <p>Configuration of a single A700s is simple, and adding it to an existing cluster is straightforward, given the large number of options. The installation wizard makes the initial configuration easy for any administrator familiar with data storage concepts, even without NetApp training or support. Both are available online or over the phone.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/01/ssds-power-digital-transformation-k-12-schools" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how K–12 schools are using solid state drives to reduce their data center footprints!</em></a></p> <h2 id="toc_0">Intuitive User Interface Makes Storage a Snap</h2> <p>Creating volumes and setting up replication is very intuitive, thanks to a well-developed user interface. The same can be said about enabling compression and deduplication, and enabling SAN protocols over Fibre Channel or iSCSI, or NAS protocols using NFS or CIFS/SMB.</p> <p>A clustered system adds both resiliency and performance: The failure of any one node will not result in downtime, and performance increases with each node.</p> <h2 id="toc_1">Enter Hybrid Storage That Scales</h2> <p>The AFF A700s easily scales to 24 nodes to deliver fault-tolerant, high-performance and high-capacity storage that can be <strong>administered from a single dashboard</strong>.</p> <p>When demand calls for even more storage, the system adds cloud capacity from multiple vendors as well as legacy hard drive–based storage systems in the data center.</p> <p>ONTAP data management software can <strong>automatically move data among tiers</strong> to maximize performance for the most active data. (Data that hasn’t been used for a while can be moved to a less expensive storage tier.) The software also migrates data to keep it with the server instance that needs it.</p> <p>As workloads move from one virtual machine to another (on a server in the data center or in the cloud), keeping the data with the app becomes more complex. NetApp’s software simplifies that process, allowing <strong>a new snapshot of the existing data</strong> to be created for a new version of the app, or for the existing data to migrate from one storage volume to another.</p> <p>Within a system where an app may need to shift from one data center to another, such flexibility becomes even more important.</p> <h3 id="toc_0">NetApp AFF A700s Specifications</h3> <p><strong>Max Drives</strong>: 24 SSDs<br /><strong>Max Capacity</strong>: 39PB<br /><strong>Max IP Routes</strong>: 20,000 IPv4; 6,000 IPv6<br /><strong>Rackmount Size</strong>: 4U<br /><strong>Ports</strong>: 8 Fibre Channel, 12 40GbE, 24 10GbE, 8 SAS<br /><strong>Storage Networking</strong>: FC, iSCSI, NFS, CIFS/SMB</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/higher/author/logan-g-harbaugh"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/author/logan_harbaugh.jpg?itok=P-ASBGv_" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/author/logan-g-harbaugh"> <div>Logan G. Harbaugh</div> </a> </div> <div class="author-bio"> <p> <div><p>Logan G. Harbaugh is a longtime technology journalist with experience reviewing a wide range of IT products.</p> </div> </p> </div> </div> </div> </div> Wed, 07 Nov 2018 17:35:28 +0000 eli.zimmerman_9856 41601 at https://edtechmagazine.com/k12 K–12 IT Leaders Can Mitigate Cybersecurity Risks Through User Training https://edtechmagazine.com/k12/article/2018/11/k-12-it-leaders-can-mitigate-cybersecurity-risks-through-user-training <span>K–12 IT Leaders Can Mitigate Cybersecurity Risks Through User Training</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Tue, 11/06/2018 - 11:37</span> <div><p>IT professionals in every K–12 school district likely grapple with one major security weakness: people.</p> <p>Hackers can send malware and phishing emails, but users need to be trained <strong>how to recognize and report them</strong> — and not click. </p> <p><strong>Forty-six percent</strong> of organizations experienced a serious data breach, according to <a href="https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html" target="_blank">“The Cybersecurity Insight Report” by CDW</a>. </p> <p>CDW’s report notes “employees need to know what to do when faced with a threat. They also need to know how to take preventive measures to prevent malware.” Districts can take several steps to elevate the cybersecurity conversation and keep bad actors away from critical data.</p> <p>One of those critical steps is making users aware of <strong>how to spot possible hacks</strong>. This should be an essential component of any training module moving forward.</p> <p>Students should be taught how to become better digital citizens in order to help schools avoid data breaches. Begin by teaching them about privacy concerns and how to manage their digital identities. A good place to start is the International Society for Technology in Education’s <a href="https://www.iste.org/standards/for-students" target="_blank">Standards for Students</a>. There are similar standards for <a href="https://www.iste.org/standards/for-educators" target="_blank">educators</a> and <a href="https://www.iste.org/standards/for-education-leaders" target="_blank">education leaders</a>. </p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/schools-can-train-next-batch-cybersecurity-pros-0" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how schools are training students to be the next batch of cybersecurity professionals!</em></a></p> <h2 id="toc_0">Time Equals Money Lost in Data Breaches</h2> <p>Besides the time lost when a cyberattack happens, there’s also a financial incentive to train users to steer clear of suspicious looking emails.</p> <p>The <a href="https://studentprivacy.ed.gov/Security" target="_blank">Education Department announced</a> recently it would <strong>strip any K–12 school district of Title IV funding</strong> if it did not adhere to “reasonable methods” to protect student data.</p> <p>Staff should prepare for this possibility by planning and testing recovery strategies well in advance, since schools aren’t exempt from the risk of an attack.</p> <p>Right now, according to the CDW report, just <strong>30 percent</strong> of IT professionals are extremely confident their processes and people can stave off cyberattacks. The report also found that only <strong>34 percent </strong>of IT pros are extremely confident their technology resources could mitigate risks over the next year. </p> <p>Schools should scan their networks for vulnerabilities. The CDW report shows that organizations improve their security posture with network access controls, security assessment tools and supplementary email security.</p> <p>Cybersecurity professionals can choose between <strong>penetration tests and vulnerability scans</strong>. </p> <p>“The knowledge gained during these tests points out weaknesses that could be exploited by a real hacker and provides a roadmap for security remediation,” says Mike Chapple in a recent <a href="https://edtechmagazine.com/k12/article/2018/08/how-choose-between-penetration-tests-and-vulnerability-scans"><em>EdTech</em> article</a>. </p> <h2 id="toc_1">Cybersecurity Is an Ongoing Exercise in Schools</h2> <p>Data security should be an ongoing exercise in schools. Linnette Attai, project manager for <a href="https://cosn.org/" target="_blank">Consortium for School Networking</a>’s privacy initiative and <a href="http://trustedlearning.org/" target="_blank">Trusted Learning Environment program</a>, <a href="https://edtechmagazine.com/k12/article/2018/05/how-protect-your-k-12-district-data-breach">told <em>EdTech</em></a> there’s no one-time, fix-all solution in risk mitigation.</p> <p>Data governance policies are key, she says.</p> <p>“People need training and guidance,” says Attai. “We can’t expect them to be able to understand what we mean when we say, ‘protect the privacy and security of data’ without giving them instructions on how to do that well.”</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?f=tweets&amp;vertical=default&amp;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/higher/taxonomy/term/11581"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Wendy%20Jones.jpg?itok=PabeDPSU" width="58" height="58" alt="Wendy jones" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/taxonomy/term/11581"> <div>Wendy Jones</div> </a> </div> <div class="author-bio"> <p> <div><p class="MsoNormal">Wendy Jones is a K–12 Education Strategist for CDW•G.</p> </div> </p> </div> </div> </div> </div> Tue, 06 Nov 2018 16:37:52 +0000 eli.zimmerman_9856 41596 at https://edtechmagazine.com/k12 3 Levels of Connectivity K–12 Schools Should Consider https://edtechmagazine.com/k12/article/2018/11/3-levels-connectivity-k-12-schools-should-consider <span>3 Levels of Connectivity K–12 Schools Should Consider</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 11/05/2018 - 11:35</span> <div><p>The increasing digitalization of education has put even more emphasis on <strong>internet access in K–12 schools</strong>, leading more school districts, nonprofits and government agencies to invest in programs and services to ensure each student is connected. </p> <p>How much speed do you need? It depends on your learning goals, according to <a href="http://stateofthestates.educationsuperhighway.org/#national" target="_blank">EducationSuperHighway</a>.</p> <p>Here are<strong> three different areas</strong> of connectivity K–12 IT teams may want to consider when deciding how to configure their schools’ networks:</p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/k-12-districts-prepare-their-infrastructures-internet-things" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how K–12 schools are preparing their infrastructures for IoT integration!</em></a></p> <h2 id="toc_0">1. Individual Classroom Technology Use</h2> <p>Technology has become an integral part of day-to-day classroom activities, used for everything from <a href="https://edtechmagazine.com/k12/article/2018/09/use-personalized-learning-tools-boost-classroom-equity"><span class="MsoHyperlink"><span style="font-size:12.0pt;&lt;br /&gt;&#10;font-family:&quot;Times New Roman&quot;,serif;mso-fareast-font-family:&quot;MS Mincho&quot;;&lt;br /&gt;&#10;mso-fareast-theme-font:minor-fareast;letter-spacing:.1pt;mso-ansi-language:&lt;br /&gt;&#10;EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA">improving personalized learning initiatives</span></span></a> to cutting down on <a href="https://edtechmagazine.com/k12/article/2018/08/technology-helps-teachers-prevent-and-mitigate-bad-behavior-classroom">unwanted behavior</a>.</p> <p>Tools like interactive smartboards are helping teachers engage their students, enticing students to be more actively involved in their education.</p> <p>“Teachers and students can upload images easily or interact with the display through their personal devices,” the <a href="https://www.thetechedvocate.org/my-vision-for-the-future-of-interactive-surfaces-in-education/" target="_blank">The</a><a href="https://www.thetechedvocate.org/my-vision-for-the-future-of-interactive-surfaces-in-education/" target="_blank"> Tech </a><a href="https://www.thetechedvocate.org/my-vision-for-the-future-of-interactive-surfaces-in-education/" target="_blank">Edvocate</a> reports. “By integrating personal devices with their interactive board, these companies are creating a way for teachers to combine student-centered methods with their high-tech display.” As connected classrooms become more ubiquitous, schools will need to ensure that individual classes have the necessary bandwidth to incorporate these new tools.</p> <p>Characterized by bandwidth of <strong>100Kbps per student</strong> and one <a href="https://www.cdwg.com/product/HPE-Aruba-AP-315-wireless-access-point/4368418" target="_blank">wireless access point</a> per 1.5 classrooms, this level of infrastructure will support media-rich assessments and classroom use — but not for all classrooms at the same time.</p> <h2 id="toc_1">2. Everyday 1:1 Technology Use</h2> <p>One-to-one device initiatives have grown exponentially over the past few years. According to a report from K–12 device company Kajeet, the number of mobile devices sold to <a href="https://www.kajeet.net/extracurricular/managing-student-devices-in-k-12" target="_blank">K–12 schools grew 10 percent </a>year-over-year, with <strong>73 percent</strong> of teachers polled agreeing technology has changed classroom dynamics over the past five years for the better.</p> <p>Students are also using their mobile devices to assist with their education now more than ever. In 2017, the number of students who used their mobile devices for class <strong>(58 percent)</strong> was nearly equal to the number of students who received a <a href="https://www.cdw.com/product/HP-Chromebook-14-G5-14-Celeron-N3350-4-GB-RAM-16-GB-SSD-US/4946642" target="_blank">Chromebook</a> from their schools <strong>(56 percent)</strong>, <a href="https://www.iste.org/explore/articleDetail?articleid=1087&amp;category=Education-leadership&amp;article=" target="_blank">according to ISTE</a>.</p> <p>With <strong>77 percent</strong> of middle schoolers accessing mobile devices during the school day, district IT leaders will need to build an infrastructure that can handle the internet demand from both students and teachers at any time from any place on their campuses. This level calls for bandwidth of 1Mbps per student and 1.2 wireless APs per classroom.</p> <h2 id="toc_2">3. Video, Virtual Reality and Other Rich Media Use</h2> <p>Media is proving to be an immensely powerful tool for classroom activities, and one that new generations of learners are demanding be more present in their educations. </p> <p>Video has proven to be an effective learning tool as well. According to a <a href="https://www.viewsonic.com/library/education/benefits-of-video-digital-classroom" target="_blank">ViewSonic survey</a>, <strong>75 percent</strong> of teachers reported that media improves student engagement, and <strong>72 percent</strong> reported that students used video material outside of class to learn on their own.</p> <p>At the highest level, students engage in technology-enabled learning experiences every day, and video and other rich media are crucial to that.</p> <p>Teachers are getting behind the movement as well. <strong>Eighty-three percent</strong> of surveyed educators believe virtual reality can help improve education outcomes, according to a <a href="https://www.businesswire.com/news/home/20160627005621/en/Survey-Finds-Teachers-Virtual-Reality-Reality-Classroom" target="_blank">Samsung survey</a>, <a href="https://edtechmagazine.com/k12/article/2018/07/learning-comes-alive-virtual-reality-and-other-audiovisual-technologies"><em>EdTech </em>reports</a>. As these tools develop and schools explore avenues to integrate this technology, districts will be tasked with establishing infrastructures that can handle the connectivity burden. This calls for bandwidth that exceeds 1Mbps per student.</p> <p>For more on how K–12 districts are improving broadband access in schools, check out <em><a href="https://edtechmagazine.com/k12/article/2018/10/states-schools-work-together-bring-broadband-k-12-districts">States, Schools Work Together to Bring Broadband to K–12 Districts</a>.</em></p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/higher/author/calvin-hennick"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/calvin-hennick.jpeg.jpg?itok=xXXtEq5w" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/author/calvin-hennick"> <div>Calvin Hennick</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=calvinhennick&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Calvin Hennick is a freelance journalist who specializes in business and technology writing. He is a contributor to the CDW family of technology magazines.</p> </div> </p> </div> </div> </div> </div> Mon, 05 Nov 2018 16:35:18 +0000 eli.zimmerman_9856 41591 at https://edtechmagazine.com/k12 3 Ways K–12 Schools Can Guard Against Cryptomining https://edtechmagazine.com/k12/article/2018/11/3-ways-k-12-schools-can-guard-against-cryptomining <span>3 Ways K–12 Schools Can Guard Against Cryptomining </span> <span><span lang="" about="/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Thu, 11/01/2018 - 08:56</span> <div><p>Most malware is all about money, and last year’s rise in the value of cryptocurrencies created an incredible opportunity for malware authors. </p> <p>Rather than build botnet armies that they hoped to <strong>rent to spammers or DDoS networks</strong>, they could build them to directly generate real money and cut out the middleman. </p> <p>So, that’s what happened. Starting around the first of the year, global spam volumes dropped by nearly <strong>50%</strong> as botnets around the world were repurposed as cryptominers. </p> <p>In their gold rush, cryptocurrency miners have even simplified things—rather than go to the trouble of cracking into Windows and infecting the whole PC, they’re using drive-by techniques and Coinhive (and a variety of copycat services), a cryptocurrency mining service that runs as JavaScript inside of web browsers, <span class="MsoHyperlink"><span style="font-size:12.0pt;&lt;br /&gt;&#10;font-family:&quot;Times New Roman&quot;,serif;mso-fareast-font-family:&quot;Times New Roman&quot;;&lt;br /&gt;&#10;mso-bidi-font-family:Cambria;mso-bidi-theme-font:minor-latin;mso-ansi-language:&lt;br /&gt;&#10;EN-US;mso-fareast-language:EN-US;mso-bidi-language:AR-SA"><a href="https://krebsonsecurity.com/2018/03/who-and-what-is-coinhive/">Brian Krebs writes</a></span></span>. </p> <p>Sometimes this comes with an appeal to the web site user: “support this site by sharing your computer;” much more often, not, Jerome Segura, head of investigations at Malware Intelligence <a href="https://blog.malwarebytes.com/cybercrime/2018/02/state-malicious-cryptomining/)" target="_blank">writes in a blog post</a>. </p> <p>Here are three actionable tips for handling this newest menace.</p> <p><a href="https://edtechmagazine.com/k12/article/2018/08/how-choose-between-penetration-tests-and-vulnerability-scans" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Read more about when to use vulnerability scans versus phishing simulations for K–12 teachers, faculty and students!</em></a></p> <h2 id="toc_0">1. Everything You Already Know Still Mostly Applies</h2> <p>Cryptomining is just another kind of malware, which means that the normal tools you deploy to <a href="https://edtechmagazine.com/k12/article/2018/08/technologies-schools-must-have-stop-ransomware">block and </a><a href="https://edtechmagazine.com/k12/article/2018/08/technologies-schools-must-have-stop-ransomware">cleanup</a><a href="https://edtechmagazine.com/k12/article/2018/08/technologies-schools-must-have-stop-ransomware"> malware infections</a> are still helpful. However, in-browser cryptomining presents some new challenges because <strong>not every anti-malware tool</strong> is able to detect and block in-browser attacks. </p> <p>K–12 IT managers should <strong>review their anti-malware tool lists</strong> and work with software authors to be sure that their preferred products are offering the coverage they need for both traditional malware and in-browser mining tools. </p> <p>Another gut punch for K–12 managers: in-browser mining is cross-platform, which means that <strong>Mac OS X and Linux users</strong> are just as much at risk. The combination of a high non-Windows population along with a cultural bias against installing anti-malware tools on those platforms adds up to a big security hole. </p> <p>K–12 IT managers need to revisit their non-Windows anti-malware strategy to be sure that Mac and Linux users are properly protected. If protection is mandatory, then auditing is in order; if protection is optional for student computers, then this may be the time to launch a <a href="https://edtechmagazine.com/k12/article/2018/08/3-ways-k-12-schools-can-fill-overlooked-cybersecurity-holes">user education campaign</a> about the dangers of malware. </p> <h2 id="toc_1">2. Network-based Protections Help, but Don’t Solve the Problem</h2> <p>Because cryptominers need to communicate with each other and a Command and Control (C&amp;C) center in order to mine effectively, <strong>network-level protections </strong>disrupt the chain and block the conversion of electricity to cash. The traditional approach is to use network-based Intrusion Prevention Systems (IPSes) to identify outbound connects to cryptomining domains and block or alert on that traffic. </p> <p>That approach still works—if the network IPS has added the approximately <strong>2000+</strong> browser-based cryptomining C&amp;C domains and associated applications to their signature database. K–12 IT managers should review their network-based IPS protections and verify that in-browser mining C&amp;C is being properly detected.</p> <p>However, remember that simply blocking access to the C&amp;C domains doesn’t actually solve the malware problem—systems are still infected and users are still engaging in risky behaviors. An IPS block on C&amp;C needs to be accompanied by some action, such as a notification or in-person visit (for smaller schools) to help the user clean up their infected system. </p> <p>In the case of intentional mining, notifications can help students understand the negative consequences to the school caused by their actions. K–12 teams should <strong>regularly review IPS logs</strong> and combine the review with end-user notification about when and why a block occurred. This is the only way to actually change user behaviors, help users understand what’s wrong with their personal computers, and give them the information they need to solve the problem. </p> <p><a data-entity-type="" data-entity-uuid="" href="https://www.cdw.com/content/cdw/en/orchestration/cyber-security-report.html" target="_blank" title="CDW Cybersecurity Insight Report"><img alt="Cybersecurity-report_EasyTarget.jpg" data-entity-type="" data-entity-uuid="" src="https://biztechmagazine.com/sites/biztechmagazine.com/files/uploads/Cybersecurity-report_EasyTarget.jpg" /></a></p> <h2 id="toc_2">3. DNS-based Protections May be a Good Addition</h2> <p>DNS-based filtering services, such as <a href="https://www.cdw.com/search/?key=OpenDNS&amp;ctlgfilter=&amp;searchscope=all&amp;sr=1" target="_blank">OpenDNS</a> and Quad9, advertise their ability to block connections to malicious domains. To use them, IT managers configure the public resolvers into their <a href="https://www.cdw.com/product/Cisco-Prime-Network-Registrar-DHCP-DNS-Authoritative-Jumpstart-Appliance/3166876" target="_blank">DHCP servers</a>, possibly backed up with some firewall rules to redirect non-compliant users who want to override the DHCP default DNS service. </p> <p>In theory, these types of services would be perfect complements to network-based IPS, working in concert to block lookups of <strong>known </strong><strong>cryptomining</strong><strong> domains and malware sources</strong>. </p> <p>In practice, there’s a lack of efficacy data and third-party testing showing coverage in areas such as cryptomining. DNS filtering has also been criticized by organizations such as ISOC for creating collateral damage and fragmentation of the Internet. In environments such as K–12, DNS filtering can be a difficult tool to wield. </p> <p>K–12 IT managers who have already chosen to implement DNS-based filtering should <strong>enable </strong><strong>cryptomining</strong><strong> categories for their school</strong>. Where DNS filtering services are not already in place, local modifications, including adding known cryptomining domains to a local DNS block list in school DNS resolvers, will help to reduce the impact of this malware.</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/higher/author/joel-snyder"><img src="/k12/higher/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/higher/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> Thu, 01 Nov 2018 12:56:47 +0000 eli.zimmerman_9856 41586 at https://edtechmagazine.com/k12 Is K–12 Education Ready for 5G? https://edtechmagazine.com/k12/article/2018/10/k-12-education-ready-5g <span>Is K–12 Education Ready for 5G?</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Wed, 10/31/2018 - 12:13</span> <div><p>2020 is just around the corner. That’s when experts predict that 5G wireless will be broadly available. </p> <p>Increasing <a href="https://www.qualcomm.com/news/releases/2018/02/25/qualcomm-network-simulation-shows-significant-5g-user-experience-gains" target="_blank">data speeds and responsiveness times by nearly 1,000 percent</a>, a fully functioning 5G network could be a game-changer in the way universities use, manage and set up everything from IoT devices to data-heavy applications like augmented and virtual reality.</p> <p>“Human brain signals take <strong>14 milliseconds to travel</strong>,” says <a href="https://www.idc.com/getdoc.jsp?containerId=PRF005014" target="_blank">Jason Leigh</a>, senior research analyst for mobility at IDC. “The most recent tests have recorded 5G latency times — how fast a signal goes to and from a device — at <strong>under 10 milliseconds</strong>. Network responsiveness could be even faster than your brain.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/10/states-schools-work-together-bring-broadband-k-12-districts" target="_blank"><em><strong>MORE FROM EDTECH:</strong> Check out how K–12 districts are trying to bolster access to broadband in schools!</em></a></p> <h2 id="toc_0">How Does 5G Differ from 4G?</h2> <p>5G uses the millimeter wave portion of the spectrum, <a href="http://www.ni.com/white-paper/52190/en/" target="_blank">between 30 GHz and 300 GHz</a>. The signal covers smaller areas than 4G, and <a href="https://transition.fcc.gov/Bureaus/Engineering_Technology/Documents/bulletins/oet70/oet70a.pdf" target="_blank">has trouble moving through solid objects</a>, like buildings and trees. However, it covers distances with much greater speed and capacity. So, instead of a central 4G cell tower, with 5G, wireless carriers will have to install a much greater density of smaller, portable towers to carry signals. </p> <p>The advantages are clear.</p> <p>“Today’s average 4G tower can support about <strong>2,000 connections at one time</strong>,” says Leigh. “With 5G, you could support more than a million connections per square kilometer.”</p> <h2 id="toc_1">Education Researchers Test the Power of 5G</h2> <p><a href="http://wireless.engineering.nyu.edu/tedrappaport/" target="_blank">Ted Rappaport</a>, professor and NYU Wireless founding director, led a team of researchers to prove that 5G signals would work in an urban school environment. </p> <p>“We measured around the streets of Manhattan and deployed test equipment that emulated commercial installations on portable towers at lamp post height to prove that mmWaves could work <strong>even better than today’s wireless networks</strong>,” he says.</p> <p>In addition to urban schools, Rappaport says that rural areas could also benefit from 5G capabilities.</p> <p>“5G equipment could allow immediate replacement of aging copper wires with ‘wireless’ fiber,” says Rappaport. “Tests done in Virginia found the distances reached by the mmWave signal were much greater than people thought — <a href="https://spectrum.ieee.org/tech-talk/telecom/wireless/millimeter-waves-travel-more-than-10-kilometers-in-rural-virginia" target="_blank">up to 10 kilometers</a>.”</p> <p><a href="https://edtechmagazine.com/k12/article/2018/09/4-tips-boost-your-k12-districts-wi-fi" target="_blank"><em><strong>MORE FROM EDTECH:</strong> See how K–12 districts can boost their current Wi-Fi!</em></a></p> <h2 id="toc_2">How Can K–12 Schools Prepare for 5G?</h2> <p>Although nationwide 5G coverage is still a few years away, K–12 IT leaders should start preparing now.</p> <p>“Educational institutions should evaluate the opportunity to ditch legacy hardwired networks supporting classrooms, and the <strong>related complexity and cost</strong>,” says <a href="https://www.isg-one.com/industries/higher-education" target="_blank">David Hemingson</a>, partner and leader of the higher education and academic medical center divisions at advisory firm ISG. </p> <p>It’s also time to rethink business agreements with telecommunications carriers.</p> <p>“[5G] presents a new opportunity for schools to host small cells, but also new challenges, as they will have to deal with carrier requests and a new business model,” says <a href="https://www2.deloitte.com/us/en/profiles/phwilson.html" target="_blank">Phil Wilson</a>, managing director of telecommunications strategy and operations at Deloitte. Overall, education leaders and researchers are sharing excitement for <strong>the future that 5G technology could bring</strong>, including <a href="https://edtechmagazine.com/k12/article/2018/09/mixed-reality-brings-new-life-k-12-classrooms-perfcon">augmented reality and virtual reality</a>.</p> <p>“We have hints of what we’ll see,” says Rappaport. “Virtual meetings, 3D imaging, AR, VR. It could give us the ability to interact in a tactile way with remote objects with virtually no latency, even across great distances. 5G teaching and learning technologies are probably being developed in startups as we speak.”</p> </div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/higher/author/erika-gimbel"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/erika-gimbel.jpg?itok=COBsR_2x" width="58" height="58" alt="" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/author/erika-gimbel"> <div>Erika Gimbel</div> </a> </div> <div class="author-bio"> <p> <div><p>Erika Gimbel is a Chicago-based freelance writer who specializes in B2B technology innovation and educational technology.</p> </div> </p> </div> </div> </div> </div> Wed, 31 Oct 2018 16:13:35 +0000 eli.zimmerman_9856 41581 at https://edtechmagazine.com/k12 How K–12 Schools Can Get Started with Blended Learning https://edtechmagazine.com/k12/article/2018/10/how-k-12-schools-can-get-started-blended-learning <span>How K–12 Schools Can Get Started with Blended Learning</span> <span><span lang="" about="/k12/k12/k12/higher/user/9856" typeof="schema:Person" property="schema:name" datatype="">eli.zimmerman_9856</span></span> <span>Mon, 10/29/2018 - 09:41</span> <div><p>Last school year, our school started a <a href="https://edtechmagazine.com/k12/article/2018/09/experts-weigh-key-considerations-k-12-11-programs">one-to-one</a> <a href="https://www.cdw.com/search/Computers/Notebook-Computers/?w=C3&amp;ln=0&amp;a3407=50713045&amp;enkwrd=Chromebook" target="_blank">Chromebook</a> initiative for sixth-grade students. That meant our incoming seventh-grade students would not only have Chromebooks, but they would know how to use them. Entering the school year, I had the following assumptions:</p> <ul><li>All of our <strong>classroom management problems would be solved</strong> because our students would be engaged with technology.</li> <li>We could cancel our school’s future orders of copy paper and <strong>get rid of the copy </strong><strong>machines</strong>, because we could put everything online.</li> <li>Students would always do their work <strong>if it was </strong><strong>online</strong>, because they always had access to a device.</li> <li>Students would be <strong>adept with the technology</strong> because they used it the year before.</li> <li>A one-to-one initiative would <strong>not alter</strong> how I teach my students.</li> </ul><p>After the school integrated the new Chromebooks, however, my original assumptions played out as a distinctly different reality:</p> <ul><li>One-to-one initiatives have a lot of their own <a href="https://edtechmagazine.com/k12/article/2018/08/technology-helps-teachers-prevent-and-mitigate-bad-behavior-classroom">classroom management problems</a>. Luckily, a lot of these issues had been hammered out the year before, but the biggest issue was off-task behavior online. Additionally, just because students are doing work on a computer, that doesn’t mean that it is engaging or effective.</li> <li>A lot of school work still needs to be done on paper. Depending on the grade level and subject, students can’t always work out their thinking only on a computer, particularly with math. <a href="https://edtechmagazine.com/k12/article/2018/07/how-modern-learning-environments-support-numerous-pedagogies">Blended learning classrooms</a> often move seamlessly between online and offline activities, so don’t cancel those copier maintenance contracts quite yet.</li> <li>Students don’t do their work for many reasons beyond access to and availability of technology.</li> <li>Though my students used Chromebooks in the past, they still <strong>needed support to understand</strong> how to best use the internet as a resource for learning.</li> <li>The one-to-one initiative at my school <strong>completely changed the way that I teach</strong>. Blended learning has helped me become a more effective and efficient educator.</li> </ul><p><em><a href="https://edtechmagazine.com/k12/article/2018/07/how-roll-out-chromebooks-your-district-jiffy" target="_blank"><strong>MORE FROM EDTECH: </strong>Check out how K–12 schools are rolling out Chromebooks in their area</a>!</em></p> <h2 id="toc_0">5 Ways to Get a Blended Learning Program Off the Ground</h2> <ol><li> <p><strong>Enter with the Right Perspective:</strong> The key word that people miss in blended learning is “blended.” Technology will not replace the great work that you already do in your classroom. It should reduce the mundane, repeatable tasks that bog down your class time. Technology should <a href="https://edtechmagazine.com/k12/article/2017/11/pd-planning-and-tech-investment-are-integral-blended-learning-success">help us become better teachers</a> by helping identify needs instantaneously and reduce wait time for valuable academic feedback.</p> </li> <li> <p><strong>Start with Google Classroom: </strong>The very first thing you must have is <a href="https://www.cdw.com/content/cdw/en/brand/google-interstitial.html" target="_blank">Google</a> Classroom. It is easy to set up and enroll students in your classes. Google Classroom is the <a href="https://edtechmagazine.com/k12/article/2018/08/google-classroom-updates-k-12-teachers-should-know">easiest way to get materials and instructions</a> out to your students immediately. Also, most educational apps connect with Google Classroom to import rosters and post assignments. Start simple by posting your daily agenda only on Google Classroom, and make it part of your students’ entrance routine to check for the agenda and an activity online. </p> </li> <li><strong>Investigate Different Learning Models:</strong> Blended learning is going to look different in just about every classroom. Teaching is a personal endeavor, so each teacher will blend technology into their classrooms in their own way. Assess your comfort level by looking at some <a href="https://edtechmagazine.com/k12/article/2018/07/4-cs-learning-connected-classroom">models of blended learning</a> used in successful classrooms:  <ul><li><a href="https://www.blendedlearning.org/models/" target="_blank">Station rotation</a>: Great when device availability is limited. Students rotate through stations that include small-group instruction, collaborative tasks and independent practice on the computer.</li> <li><a href="https://www.blendedlearning.org/models/" target="_blank">Flex model</a>: Students work through content and course material online while the teacher takes the role of facilitator and guide. In the flex model, the students are in charge of their own learning.</li> <li><a href="https://www.blendedlearning.org/models/" target="_blank">Flipped classroom</a>: Students learn new concepts at home through homework while class time is freed up for hands-on learning and guided practice.</li> </ul></li> <li> <p><strong>Assign Something:</strong> Get started by giving your students a list of online assignments in the form of a playlist or hyperdoc. <a href="https://www.cultofpedagogy.com/student-playlists-differentiation/" target="_blank">Playlists</a> and <a href="https://www.cultofpedagogy.com/hyperdocs/" target="_blank">hyperdocs</a> <a href="https://edtechmagazine.com/k12/article/2018/08/what-k-12-administrators-should-think-about-when-integrating-classroom-tech">flip the responsibility</a> of learning from the teacher to the students in the form of a self-paced list of assignments and resources. I like teaching this way because it frees me up from the front of the room to help individual students and provide more <a href="https://edtechmagazine.com/k12/article/2018/10/data-driven-instruction-how-student-data-guides-formative-assessments-perfcon">meaningful instruction</a> in small groups. </p> </li> <li> <p><strong>Ask for Help: </strong>Coming into this school year, I had huge plans on how our school’s one-to-one initiative was going to transform my classroom. I soon found out that I was in way over my head. I had good ideas, but I was overwhelmed with finding the right mix of technology and traditional teaching that worked best for me. Luckily, we have a fantastic<a href="https://edtechmagazine.com/k12/article/2018/09/5-key-areas-technology-professional-development-teachers"> technology integration coach</a>, plus our district offered blended learning coaching from a local nonprofit. Now, my students learn at their own pace through video and playlists. I am freed up to help individual students and teach in small groups. <br /> ​​​​​​​<br /> Don’t be afraid to <a href="https://edtechmagazine.com/k12/article/2018/10/add-dash-professional-development-your-blended-learning-program">ask for help from administration, coaches and other teachers</a> who are successful in blending their classrooms. Remember, you’re just getting started. Keep in mind that technology shouldn’t be used just for technology’s sake — everything you do should be for the benefit of your students.</p> </li> </ol></div> <div> <div class="field-author"> <div id="taxonomy-term-" class=""> <div class="author-photo"> <a href="/k12/k12/k12/higher/taxonomy/term/11576"><img src="/k12/k12/k12/higher/sites/edtechmagazine.com.k12/files/styles/face_small/public/people/Headshot-TeachPlus.jpg?itok=hp4pWZJX" width="58" height="58" alt="Steinmetz" typeof="foaf:Image" /> </a> </div> <div class="author-info"> <span>by </span><a rel="author" href="/k12/k12/k12/higher/taxonomy/term/11576"> <div>Raymond Steinmetz</div> </a> <a target="_blank" class="twitter" href="https://twitter.com/intent/follow?region=follow_link&amp;screen_name=@blended_math&amp;tw_p=followbutton&amp;variant=2.0"><span>Twitter</span></a> </div> <div class="author-bio"> <p> <div><p>Rhode Island-based 7th-grade math teacher and education blogger.</p> </div> </p> </div> </div> </div> </div> Mon, 29 Oct 2018 13:41:01 +0000 eli.zimmerman_9856 41576 at https://edtechmagazine.com/k12