School Evaluation Summary

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501

Reflection

This week’s assignment was to evaluate my school, using the Maturity Model Benchmarks survey.  I was particularly interested in this, as I recently became a member of the school’s technology focus group, made up of about 6-7 people to make recommendations on how technology can be implemented to improve job performance.  As such, this assignment allowed me to consider an even broader array of perspectives, from that of an administrator, student, board member, and more.  Because my school relies so heavily on technology just to function, and has no brick and mortar option, I assumed that the school would meet many of the higher benchmark standards; however, with online education becoming more and more popular, I realized that relying too heavily on the “virtual data-sharing” part of technology can be seen as a detriment.  There are many components to technology, including, for example, cutting edge hardware that can only be found in a science lab setting.

I also noticed that due to the structure of our school, certain technology decisions by our parent company are made which may not be in the best interest of our particular school.  As such, I am looking forward to sharing some of this information with my technology focus group, suggesting that we continue this first step of getting feedback from staff in one department to push for greater independence and influence in determining how technology shapes how each of us, teachers, administrators, and students, are able to play our parts in our school.

Below is the link to my published survey:

https://docs.google.com/spreadsheet/pub?key=0Ao7vnAlS1A-KdHJMVnpVOURJbUlJX0xfWi1hMFl3dHc&output=html

View this document on Scribd

I have been having some problems with Scribd, so here is the direct link to the google document:

https://docs.google.com/document/pub?id=1JvvQ8EuY2MO-a0ab_mEVgV2cK_LKjctr5EqUz7H72Fw

As this project details extensive technology resource management via and extensive evaluation process including long range planning and problem analysis (evaluating the strengths and weaknesses of a school’s technology problem using predefined criteria) using the Maturity Model Benchmarks, this artifact meets the following AECT Standards:

• Standard 4: Management
  • 4.2 Resource Management
• Standard 5: Evaluation
  • 5.1 Problem Analysis
  • 5.2 Criterion-Referenced Measurment
  • 5.3 Formative and Summative Evaluation
  • 5.4 Long-Range Planning

Technology Use Planning Overview

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501

Any serious discussion of the concept of technology use planning seems to include several recurring themes: rethink, revise, vision, future, fluid, goal, ongoing, etc. This is because technology use planning involves much more than implementing an ad hoc solution to an immediate technology problem, or a static document with permanent objectives, but rather a focused, comprehensive approach which articulates a clearly defined goal, and a detailed approach on how to achieve that goal, while also considering the ever-changing nature of the field.

This week’s assignment focused on several excellent resources discussing this topic. Perhaps the most prominent was the National Education Technology Plan 2010 (NETP). The document “presents a model of learning powered by technology, with goals and recommendations in five essential areas”. Those areas include:

1. Learning: Engage and Empower
2. Assessment: Measure what Matters
3. Teaching: Prepare and Connect
4. Infrastructure: Access and Enable
5. Productivity: Redesign and Transforming

I believe this document would be an excellent resource for technology use planning because of the very nature of the document’s intended audience. Because of the autonomy of the states, the federal U.S. Department of Education makes a variety of recommendations, however it leaves the specific details of implementation up to the states themselves. This is critical, as we have seen that it is important to consider concepts related to the digital divide and digital inequality in any plan to implement technology in education. The demographics of the states are varied, and so I think that the NETP is valuable in that it can be applied to a wide range of situations, whether it be at a state government level, or even in the private sector.

It was remarkable reading See’s article “Developing Effective Technology Plans”. Written in 1992, his core concepts were, and still are, an accurate methodology for implementing technology plans. I agree with See’s assertion that technology plans should be limited in scope, that effective technology plans are short term, not long term” at least in terms of making specific recommendations that would limit acquisitions to current technology. However, I think it is also wise to have longer term goals for specific items such as, for example, budget considerations; if a company is projected to grow by a certain percentage over the next few years, funding can be appropriated without limiting spending to specific technologies which may become outdated. However, as stated earlier, any plan for technology use needs to be a living, breathing plan, so to speak, so it could also be a worthwhile endeavor to make long-term suggestions, with the requirement that the recommendations be regularly re-evaluated.

I also generally agree with See’s statement that “effective technology plans focus on applications, not technology”. One of the thoughts I have been considering throughout this course is the relationship between “can” and “should” when it comes to implementing technology. Thus, consistent with See’s recommendation, any solution should start with a goal in mind, and any proposal to meet that goal should consider all possible methods, with the best solutions being made because they are the best solutions for the problem, not because they happen to be at the cutting edge of technology. I also appreciated his wisdom in that technology needs to be integrated into subject matter and not merely taught on its own. As See so eloquently stated, “Do we have classes called “pencil?” Then why do we have classes called “computer literacy?”

In my own field of work, I have had limited experience with making large scale technology recommendations. However, in my current school, I recently became a member of our school’s first Technology focus group. At our first meeting, we were asked to create a vision statement, and begin to draft 30, 60, and 90 day goals. In light of this week’s assignment, it is interesting to note that our team has already unknowingly begun by starting with a goal in mind, and having short term goals. I am looking forward to sharing some of the excellent resources that I was introduced to in this week’s assignment.

References

See, J. (1992). Developing effective technology plans. The Computing Teacher,19(8).

U.S. Department of Education, Office of Educational Technology. (2010). Transforming American education: Learning powered by technology. Washington, D.C.

AECT Standards

This artifact conforms to the AECT Standard 3: Utilization, 3.4 Policies and Regulations, in that I was able to discuss a selection of policies and regulations that are used to influence educational technology, including the NETP.

Digital Inequality Assignment

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501

This assignment focused on exploring the concepts of digital inequality and the digital divide.  I was very much looking forward to this assignment, as much of my work seeks to address these issues indirectly.  My experience in this field is as an employee of an online charter school which currently services over 11,000 students across the state of Pennsylvania, with approximately 25% living in the metropolitan Philadelphia area.   As a school we provide computers for every student (desktop computers for students in grades K-6, and laptop computers for students in grades 7-12).  Because internet access is required, the school provides internet reimbursement for all family units.  This provides the family a choice of the internet service provider that may work best for them.  For special situations, such as for students with special medical needs or homeless students, the school will provide wireless cellular based aircards.  The area of Pennsylvania that I service is located within Philadelphia; many of my students come from low and/or fixed income situations.  As such, often the computers we provide are the only computers in the home.  When technology problems arise, students are required to have a backup plan in place, such as utilizing the computers at a local library, or taking one’s laptop to a remote location which provides free Wi-Fi access.  The company that provides the curriculum and interface for our school also provides free online educational resources, including downloadable apps available for iPhone and iPad.  As a result, I have seen first hand the pros and cons of many of the solutions suggested as part of the assignment’s focus, at least as it pertains to an urban environment.

That being said, many of my coworkers service areas that are not urban, and as a result face different challenges.  For example, eastern Pennsylvania alone is home to at least 3 distinct demographics.  The city of Philadelphia is the 5th most populous city in the United States with over 1.5 million residents, complete with the strengths and challenges that come with urban living.  When including the entire metropolitan area, the number rises to 6 million people.  The Philadelphia suburbs are diverse, including the affluent Main Line area, as well as a collection of smaller communities.  Less than 75 miles west of Philadelphia is Lancaster County, a rural environment famous for farmland and the Amish community, a community form whom a discussion digital inequality is irrelevant by choice.  Thus, the needs of one community may not be the same as the needs of another, and as a result it is important to maintain a broad view to meet the needs of as many people as possible.

Ethically, this assignment has caused me to think of specific examples of people who may not consider themselves a part of the problem of digital inequality, because they do not consider access to technology as a problem. I think of members of the Amish community, for whom electricity is a religious violation.  I think of one of my unmotivated students, who stated that all she wanted from life was to be able to go to the corner store and buy food, and thought that education was unnecessary.  I think of my mother, who had little use for computers…  at least until I purchased her an iPad as a gift during the holiday season.  It is worth remembering that for some, there are benefits to a life without internet and digital technology.  However, it is a matter of debate if one’s personal convictions should dictate the technology needs of family members, especially those in younger and future generations.

A major part of this project was working collaboratively; it was interesting having the capability to work with people from not only other states and in other time zones, but from Canada as well.  I was reminded how valuable it is to have a variety of perspectives on any type of panel, as opinions will differ, but usually for excellent reasons.  In addition, such groups often allow people with differing strengths and weaknesses to come together so that each person has the ability to do what she or he does best.  However, there are of course logistical challenges in this type of project, such as the group members’ personal schedules.  For future collaborative projects, I think a clearly defined project management style of organization with an appointed leader would be beneficial.

After some initial discussion via a separate google document, each group member was permitted to freely edit the presentation.  The result was a presentation which included everyone’s voice, especially in the discussion of pros and cons of each of the seven suggested recommendations as well as alternatives.   So although a clear recommendation was not made, I appreciated the grouping of rankings, which also accommodated some of the varying of opinion within the group.

AECT Standards

This assignment conforms to the following AECT Standards, through the use of collaborative and integrated media technologies (Google docs, Google presentation), discussion of real world policy and regulations in an attempt to utilize technology for the benefit of others, and effective management of available resources.

• Standard 2: Development
  • 2.4 Integrated Technologies
• Standard 3: Utilization
  • 3.2 Diffusion of Innovations
  • 3.4 Policies and Regulations
• Standard 4: Management
  • 4.2 Resource Management

A copy of the Scenario and assignment are below:

 1. Scenario

You and your classmates are members of a Digital Inequality Task Force hired by your State Superintendent of Public Instruction. She has been given a special allocation of $50M to address digital inequalities in the state, and she wants the Task Force to consider the following seven options:

1. Install computers in all public libraries in the state and expand the hours when the computers are available.
2. Expand staffing and other resources so that public schools can be open to the public after normal school hours, on weekends, and during the summer months.
3. Provide individuals in disadvantaged communities with computers.
4. Provide high-speed Internet and mobile access for all state residents.
5. Subsidize Internet Service Providers to provide low-cost Internet to all state residents.
6. Provide information literacy courses to enhance computer skills and enable knowledgeable use of digital technologies.
7. Develop free online educational content, giving first priority to content most relevant to lower socio-economic groups before content that is relevant to the rest of the public.

2. Your Assignment

As a member of this Task Force to the State Superintendent of Public Instruction, you are assigned the task of evaluating these alternatives, possibly suggesting other alternatives, and giving recommendations. She has asked your group to prepare a multimedia presentation that will be delivered to all the relevant stakeholders.

For this assignment, you will collaborate with your small group, using Google Presentation to address the following:

1. Discuss and compare digital divide and digital inequality;
2. List the seven options suggested by the State Superintendent of Public Instruction;
3. Describe any alternative(s) in addition to the seven you believe should be considered; and
4. Identify the strongest alternatives and the weakest alternatives and why you rate them as you do.

Tech Trends Assignment

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501

This week’s assignment focused on looking at trends in technology, and how those trends affect the field of education. The assignment began by introducing the 2012 Horizon Report, a fantastic resource which discussed a variety of current technological trends, as well as trends which are on the “horizon” (pun intended). I was most interested in the discussion of the most current trends, which included mobile apps and tablet computing. Because the technology is new, its implementation is still evolving, and it was useful to have as a resource examples of creative ways that the technology is being implemented. As a music teacher, I was particularly interested in the way tablet technology was used to teach conducting. I was reminded of the Nintendo Wii game “Wii Music” which teaches concepts such as rhythm, harmony, and even conducting, in a game format so that even young children may be exposed to these core concepts. Recently, I also purchased a new music notation program, Notion, which is available for PC and Mac platforms, as well as a version for the iPad. The computer-based program has the standard set of features for music publishing, but also has its niche in that it can be utilized in a live performance environment. As I read the Horizon Report, I found myself thinking about new and exciting ways that up-and-coming technologies such as gesture-based input will be used in current music technology. I suspect the next several years will continue to yield exciting advances.

The main project of this week’s assignment was to create a lesson plan. My current work in education is not in a traditional classroom setting; however I was able to adapt the assignment to work primarily in a studio teaching setting. I found it to be a productive exercise to rethink how I would present material using technology as a primary means of instruction. After some reflection, I’ve concluded that for my teaching style and subject matter, technology would primarily serve to speed up the learning process, although potentially at a cost. For example, there is much that can be learned by transcribing a solo using nothing but one’s ear, an instrument, and a pencil or notation program, so I hesitate to implement software that can convert audio to MIDI in the early stages of the learning process. Similar arguments have been made regarding the use of calculators in the math classroom, and it has been interesting to see how that argument has evolved as the use and availability of calculators have become so ubiquitous. It will be curious to see the level that technologies such as mobile apps and tablets become a regular, or even mandatory, part of modern society. As a result, my lesson plan incorporates technology as a supplementary, rather than primary, means of instruction. Here is a copy of my lesson plan, embedded using Scribd.

View this document on Scribd

This lesson plan conforms to the AECT standard 1: Design (1.1 Instructional Systems Design) and Standard 3: Utilization (3.1 Media Utilization, 3.3 Implementation and Institutionalization) in that the lesson is designed to use available resources including (computer software and hardware) to facilitate the learning experience through the use of media (sound and video), and can be implemented in a traditional or studio classroom setting.

RSS Feeds Assignment

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501

RSS:  Is it Really (that) Simple?

I approached the topic of learning about RSS with a curious sense of expectancy.  I had noticed the orange symbol countless times in the past, but was something that I had continued to put off on fully exploring.  My personal ability and enjoyment of surfing the web had not seemed limited by not knowing much about RSS, and from the little I did know, I hesitated because the word “subscribe” was involved.  Not wanting to be inundated with unwanted information that could be seen as spam or junk mail, I simply chose not to explore RSS.  However, when I saw that learning and actively using RSS was a part of this course, I thought it was a good opportunity to finally take a fresh look at the technology.

I was surprised by what I discovered, and found myself subscribing to a wide variety of feeds, including politics, music technology, the blogs of friends, and of course, educational technology.  I think what has attracted me most to the technology is the ease at which it was possible to access new information, and that the specific content of the information could be narrowly construed to eliminate information on topics about which I had little interest.  In addition, I found myself perusing the various search results, focusing on two items: the number of posts per week, and the number of subscribers.

I can already see myself using RSS several ways professionally.  At the cyber charter school where I work, we are always looking for ways to enhance online learning while also being responsible with the funding that we have, so I was pleased to see a feed which will keep me abreast of the newest free resources that are available.  In my capacity as a music teacher, I was delighted to find a site which will inform me of upcoming new music resources, music software updates, and much more.  I am looking forward to being able to quickly scan the collection of feeds for information of interest, and being able to quickly share that information with my students when appropriate.

Click here for the link to my RSS feed bundle, which contains some great resources related to educational technology!

The AECT Standard 4.4: Information Management states that “Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.”  The RSS feeds Assignment aligns with this standard in that RSS technology enables the user to manage, control, and share information in an effective manner to facilitate learning.

Learning Log Assignment

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501

The Learning Log Assignment, and my relationship with WordPress

I was initially very excited about the prospect of starting my own blog as part of the learning process of EDTECH 501.  What better way to use technology to showcase my learning!  However, then I was introduced to WordPress.

WordPress seems to be a powerful tool, capable of great things and great flexibility.  I was very impressed at the amount of capability that one gets for no cost.  However, as with any complex tool, there is the inevitable learning curve that most be considered.  It took me quite some time to become familiar with the user interface, and I confess that much of the time while working with WordPress I could not help but think, “I wish Apple had designed this!”  However, as my project slowly came together, the technology slowly faded into the background, and I found myself looking for ways to enhance my learning log.  “I wonder how to embed an audio player?  Are there more third party widgets available?  What else can I do with this?”   And so, it seems that I have grown to respect WordPress.  I still find it to be far from intuitive, but certainly a medium that can provide great results when one takes the time to properly explore its many features.

The AECT Standard 4.4: Information Management states that “Information management involves planning, monitoring, and controlling the storage, transfer, or processing of information in order to provide resources for learning.”  The Learning Log Assignment aligns with this standard in that using a WordPress blog to manage information is an effective manner to aid in learning.  Not only does it provide a medium to manage learning resources, but it also is a resource which can be shared.

Introduction Video

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501

AECT standard 2.4, Integrated Technologies states:

““Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40).  Integrated technologies are typically hypermedia environments which allow for: (a) various levels of learner control, (b) high levels of interactivity, and (c) the creation of integrated audio, video, and graphic environments. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web.”

This video assignment conforms to the AECT standard 2.4 by means of integrating supplementary audio, video created using an integrated webcam, as well as proprietary graphic and effect elements using a computer as the creation device.