August 2009 Archives

August 28, 2009

National Flu Readiness Initiative Taps Curriki for E-Learning

The U.S. Department of Education recently released new recommendations regarding schools' continuity of instruction policies in anticipation of flu season, many of which hinge on using technology to deliver education. Along with sending home hard-copy packets of information with students in case of a flu outbreak, the document suggests making use of online materials and content, using conference calls and webinars to hold off-site lessons, and recording class meetings with audio and visual equipment to be viewed later.

In addition, the Department of Ed has asked Curriki—an open-source online repository of free curricular materials from commercial vendors, government and professional organizations, and educators—to establish a continuity of learning plan as part of a nationwide readiness initiative. In response, Curriki has pulled together information and resources designed to help schools, districts, and states get prepared for flu-related school closures.

Back in May, my colleague Michelle Davis and I wrote a story about technology's role in providing continuity of education in light of the swine flu outbreak. In that story, as well as in light of recent events, it's clear that online learning and the Internet can make a big difference in helping students keep up with schoolwork even when school doors are closed. Check out more information regarding the H1N1 virus, or swine flu, from the Department of Ed here.

August 28, 2009

CPS Re-Evaluates Social Media Position

After reading yesterday's post about Chicago Public Schools implementing new policies regarding how teachers can communicate with their students through the Internet, which many teachers in the district felt would hinder their ability to use Web 2.0 resources and constrain their instruction, a reader of this blog sent me this article. Apparently, after hearing teachers' complaints, the board has decided to re-evaluate and tweak the new policies, although details surrounding which policies might be changed and how are still under wraps.

August 27, 2009

Social Media Ban for CPS Teachers

I'm a little late on this, I know, but in catching up with the ed-tech blogs I read after being on vacation for a couple of weeks, I came across this post on Alexander Russo's District 299: The Chicago Schools Blog. Apparently Chicago Public Schools, or CPS, has approved a new e-mail policy that prohibits teachers from contacting students through cellphones, non-CPS e-mail, Facebook, Twitter, or blogs and Web sites created off the CPS network.

One teacher's reaction is posted in the blog entry, and judging from the comments that follow, many tech-savvy teachers in CPS are not happy about this new development. Here's an excerpt from the teacher's response:

The biggest frustration is that on the technology front the CPS Network is totally inadequate. The message to me is strong and clear - innovative, tech savvy teachers should look elsewhere for employment. ... I guess this means that the interactive website I've spent this summer designing for my students with open-source WordPress is off limits. I can't share video we create on our own. I can't ask them to compare and contrast two of our own videos, or one of our videos with someone else's, or two videos from elsewhere. I can't solicit student responses on core content.

We've talked a lot here on the Digital Education blog about limits being placed on what students can do on school networks, but not as much about the constraints placed on teachers. While I do think that this may be an extreme example, other school districts are likely facing similar growing pains as they attempt to navigate new developments in a Web 2.0 world.

Does your school have policies in place regarding student/teacher contact over the Internet? If so, what are they? Do you think the rules CPS has enacted will help protect students and teachers from potential problems, or do you think they will hinder teachers' instruction?

August 25, 2009

Making School Cool: The Geeky Approach

What's a good way to encourage ed-tech in schools and reform the way students think about education? Make tech nerdiness cool, says this article from Wired magazine.

Alex Grodd, who runs BetterLesson.com, which allows teachers to share their lesson plans with each other, argues that the driving force behind most students is a desire to be "cool" and fit in with the crowd. "The best schools," says Grodd, "are able to make learning cool, so the cool kids are the ones who get As. That's an art."

The article goes on to describe some of the techniques that schools have used to make geekiness hip, like encouraging students to create lots of projects and displaying them around the classroom as well as eliminating the separation between teachers and students by taking out teachers' lounges and bathrooms, in order to give students plenty of interaction with potential role models.

It sounds sort of silly on the surface, but at the heart of it, any environment in which being smart and doing well in school is valued is certainly a positive educational atmosphere. Check it out here.

August 24, 2009

Education Week Spotlight Series on Technology

If you're looking to brush up on Education Week and Digital Directions' ed-tech coverage, you might want to check out our Spotlight series, which bundles articles about different subjects together for easy reference. There are numerous technology-related spotlights, including Getting the Most from Your IT Budget, E-Learning, Inclusion and Assistive Technology, Technology in the Classroom, and STEM in Schools. All the packages are available for a nominal fee and are in PDF format.

More information and a complete list of Spotlight packages—on assessment, ELLs, No Child Left Behind, response to intervention, and other topics—are here.

August 17, 2009

Boy Scouts Turn to Tech to Stay Relevant

The Boy Scouts of America may be approaching 100 years old, but the national service organization is still working to get hip and stay relevant. All the evidence is in its new handbook, unveiled last week, according to this piece in Sci-Tech Today. The press release says that the new guide is environmentally friendly and "prepares the 21st century Scout for new technology while celebrating the organization’s rich heritage."

2008_handbook.jpg

Indeed. The 476-page book can be accessed online and the printed version is on recycled paper. The guide will also have its own iPhone application, allowing owners of the smartphone to tap into an archive of information that scouts need to "be prepared" for anything.

“The Handbook—like our organization—adopts new and modern methods while maintaining the message of preparedness, responsibility and self-reliance,” Boy Scouts of America Chief Scout Executive Robert Mazzuca said in a statement. “Earlier Scouts earned merit badges in bee farming, blacksmithing, and signaling, but now our Scouts work on 21st century subjects like composite materials, nuclear science, and oceanography.”

To equip scouts for success in the 21st century, the guide combines old and new topics with instructions on knot-tying and neckties, compasses and GPS systems, as well as first aid and Internet safety.

The Sci-Tech Today piece points to other new initiatives "to modernize scouting that include podcasts, an online scouting community, a YouTube channel and a presence on social-networking sites such as Facebook and Twitter."

The organization, which will celebrate its 100th anniversary in February, is trying to keep more boys and young men engaged in scouting, the article states, after losing a good chunk of its members over the last decade. Like most traditional and long-running programs, the Boy Scouts of American is turning to technology to reach more people and better serve its constituency.

August 17, 2009

Media Savvy Helps Student Reporter Land Obama Interview

Here's a nice positive story for a Monday morning, from our guest blogger Tim Ebner:

It took almost a year and a lot of dedicated reporting, but 11-year-old Damon Weaver finally got his wish last week: to interview President Barack Obama. This soon-to-be sixth grader from Pahokee, Florida used Internet sites, like YouTube and SchoolTube, to spread viral videos, which landed him in a seat at the White House for a one-on-one with the president.

There’s a good chance you’ve already heard or seen Damon’s story. During the 2008 presidential election, he and his classmates from Kathryn E. Cunningham/Canal Point Elementary School received national media attention for the election coverage they were producing at their school’s news station, KEC-TV. Damon led the newsroom’s coverage by talking with many of Barack Obama’s supporters, including this interview with now Vice President Joe Biden which spread quickly across the Web.

Brian Zimmerman, the KEC-TV news club director and Damon’s teacher, oversaw the election coverage. He helped Damon and his classmates gain access to press events, so that the students could produce and edit broadcast segments like professional journalists. The resulting work has been posted online to video-sharing sites, including KEC-TV’s own YouTube channel, which has attracted nearly 50,000 page views.

In the lead up to Obama’s election and inauguration, it was Damon who received some noticeable media attention. Suddenly his YouTube newscasts were on CNN, and he was the one answering questions from the press corp. Even while he was on air doing his own interviews, Damon continued to request an exclusive interview with Obama.

On August 13 Damon finally got his chance to sit down with the president, and he asked some hard-hitting questions about school funding and youth violence. He also joked with the president about school lunches and how Obama handles the “bullies” who "say mean things" about him. Damon’s story highlights all that’s possible when students and teachers integrate technology into classroom settings, like the KEC-TV news club. By using social media and sharing sites, the student news program has connected with a global audience of viewers. This type of tech access and integration in schools can be powerful, and for Damon it made the impossible— an interview with Barack Obama—possible.


August 14, 2009

Suit Settled Over Filtering of Gay Web Sites

While we're on the subject of Internet filtering, you might want to check out Mark Walsh's latest post on The School Law Blog about the settlement in Tennessee over access to gay Web sites.

The Metropolitan Nashville and Knox County school districts settled the lawsuit by the American Civil Liberties Union and several students who argued that their filtering software restricted access to informational sites.

Here's some of EdWeek's coverage of the case as well.

August 12, 2009

Internet Filtering Topic of Twitter Chat

With just 140 characters per exchange, it's hard for many to think of Twitter as a venue for vibrant discussion, particularly about a complicated subject. That didn't stop dozens of educators and others from taking part in a Twitter chat yesterday, this one a lively debate about Internet filtering. I was following earnestly, since I am working on a story now about this topic.

You can follow some of it here.

Participants asked whether Internet filtering is too restrictive, why it often means students and teachers can't access Web 2.0 tools—especially social networking sites—what kinds of useful, even vital, resources can't be accessed because of blocking devices on school computers, and whether schools are doing students a disservice by not, instead, teaching them how to navigate the vast archive of good and bad materials online.

One tweet, for example, made this point:

I agree no filtering would be wrong. But so is over-filtering. There must be a happy medium that allows supervised access

The chat is a really good example of how educators are talking the problem out. I'm finding some districts already have had a pretty extensive discussion with all the interested parties—from students and parents to teachers and administrators—to come up with reasonable solutions. Several have decided to ease back on Internet restrictions or to set up procedures for getting useful sites and resources unblocked.

Is this discussion happening in your school or district? Is filtering working for teachers and students, or hindering the learning process?

August 10, 2009

N.Y.C. Summer Pilot Program Customizes Learning

For the 80 or so New York City students who volunteered to participate in a pilot math program at Dr. Sun Yat Sen Middle School in Chinatown, the last five weeks have been anything but a typical summer school experience. The program, for both struggling and high-achieving students, provided lessons that were customized every day to meet the individual needs, and progress, of each student. The School of One, as it is called, included a combination of face-to-face instruction, software-based activities, and online lessons designed to move each entering 7th grader through a defined set of math benchmarks at his or her own pace.

Such personalized attention is often impractical in a typical day during the school year. But educators in the School of One program have designed a multifaceted approach to building students' math knowledge and skills outside of the traditional school time.

"I remember how challenging it was to provide personalized learning for every student in my class," said Joel Rose, a former teacher who works for the city's department of education. He was the driving force behind the School of One, and was able to persuade N.Y.C. school officials to test it out this summer. "I would do what I could before school and after school, but at the end of the day, I didn’t have enough time to plan out lessons for each of my students and deliver them to them the next day."

Much of that planning for the School of One's students is aided by technology. As students entered school each morning during the summer program, which ended last Thursday, they could view their schedule for the day on a computer monitor—similar to the arrival and departure monitors at the airport—and proceed to the assigned location. That schedule could include traditional lessons from a certified teacher, small-group work, online lessons, or specific computer-based activities, most of them offered in converted space in the school library. After each half-day of instruction, teachers gauged each student's progress and instructional needs before plotting out the next day's tasks.

The School of One is set to expand to an after-school program at three middle schools in the city in January. It's worth noting that all the students in the summer program chose to attend, so they are likely highly motivated or being encouraged by their parents to take their studies seriously. And most of the students are of Asian descent. While the Asian community is not monolithic, it has been noted that Asian and Asian-American students, in general, tend to perform better than most other groups on standardized math assessments, and that educational achievement is highly valued among many Asian families. The demographics among students in the program may change significantly once the program is expanded to other New York City schools, and the city will be tracking achievement among all participants to gauge the effectiveness of the approach.

Here's an interesting New York Times piece on the program, and Gotham Schools' take. The city will be reporting on results from the summer program, and will be following the expansion closely to see what kind of application such a design might have for other schools and subject areas.

August 07, 2009

Roundup of Links for Ed-Tech Enthusiasts

If you're looking for new education blogs to follow, you might want to check out The Push, going on at Scott McLeod's Dangerously Irrelevant blog. The Push is an effort to create a solid list of subject-specific education blogs and post them to a wiki where everyone can access them. So far, there's a pretty good list of math, science, and English/language arts blogs. (I see at least one of our edweek.org blogs on there!) Check it out here, and add some of your own suggestions if you have a blog worth sharing.

And on a somewhat unrelated note, the transcript of yesterday's chat about one-to-one computing is up in case you missed the event. Guests Thomas Greaves, the chairman of the Greaves Group, and Leslie Wilson, the president of the One-to-One Institute, answered questions about the advantages and the challenges of implementing one-to-one laptop programs in K-12 schools.

Not surprisingly, many of the questions asked by the audience focused on financial issues—how to fund the programs, how the economy will affect one-to-one, and less-expensive alternatives to one laptop for every student. There's lots of good information there, and if you have something to add to the discussion, hop on over to the one-to-one discussion forum and share your thoughts!

August 06, 2009

Ruminations on Technoslavery

In catching up with the ed-tech blogs I read this morning, I came across a couple of different takes on an issue many folks struggle with: how to know when it's worth keeping up with the seemingly never-ending stream of technological developments, and when it's better to just ignore them.

This first post, from the Harvard Business blog, gives permission not to keep up with the latest developments with social networks and technologies. "There is no hope. You can't keep up," says Alexandra Samuel, the chief executive officer of Social Signal, a social media agency.

Of course, what Samuel advocates is not to turn a blind eye completely to technology, but rather to narrow down what is in your best interest to follow and focus on that particular aspect, rather than keeping up with everything going on in the field. Instead of trying to keep up with the latest up-and-coming technologies, choose what is most helpful for yourself and those you work with, she says.

And then there's this anecdote, by Will Richardson on Webblogg-ed, about being labeled by a stranger as technoslave:

“You’re a technoslave!” the guy yelled across the square, and I looked up to see him hurrying along with an angsty expression on his face. Out of the corner of my eye, I saw my kids wheel around, too, Tucker stopping dead in his tracks. “It’ll ruin your life! Throw it away! Just throw it away!”

Upon further reflection, Richardson comes to the conclusion that he may indeed be a slave to technology, but even though it can be overwhelming sometimes, technology ultimately enhances many aspects of his life and is worth the effort to follow.

What do you think? How do you deal with the overload of new technological developments? When is it worthwhile, and when is it futile? Is there anything you've made a conscious decision not to follow?

August 06, 2009

State Policy Suggestions for Virtual Schools

There's a new report released this week that outlines the variety of state policies surrounding online learning and gives suggestions on how those policies could be changed to better support an online learning environment. The report, by the Vienna, Va.-based International Association for K-12 Online Learning, or iNACOL, is called Policy and Funding Frameworks for Online Learning.

Unsurprisingly, the biggest issue with virtual schools is funding, the report says. Although there is some expectation that online schools can save districts money, the report asserts that, in reality, it takes just as much funding to run an online school effectively as it does to create and maintain a brick-and-mortar school. In addition, the funding models used for many brick-and-mortar schools, which can be based on seat time and attendance, do not work for the online environment, says the report.

A large part of the document focuses on the many different types of online schools and how they should be defined. Supplemental vs. full-time schools, charter virtual schools vs. traditional online public schools, and blended-learning models which combine face-to-face and online instruction are issues more states need to get a handle on, the paper suggests. By identifying and defining the types of online schools out there, the regulations on how those schools should be overseen, the kind of funding they should receive, and how they will be operated will all be easier to discern.

The report cautions against three particular policies: capping the number of students who can enroll in an online school; requiring a certain amount of face-to-face instruction that prevents fully online schools from operating; and setting the funding levels for online students lower than those in traditional brick-and-mortar schools.

A lot of these ideas have been floating around the online education environment for a while, but the paper is a good read on this topic. Considering the rate at which online schools are expanding, keeping up with the policies to make sure students in those programs are receiving a high-quality education with the right amount of funding, oversight, and evaluation is becoming increasingly important.

August 04, 2009

Student Excuse #765: Kindle Ate My Homework

From guest blogger Tim Ebner

When 17-year-old Justin Gawronski returns to Eisenhower High School in Shelby Township, Mich., he's going to have to explain how “his Kindle ate his homework.” Gawronski filed this class-action lawsuit with a second plaintiff from California, alleging that Amazon.com stole his book, George Orwell’s 1984 , which he was assigned as part of a summer reading requirement for an Advanced Placement course.

Gawronski, like a growing number of teens who've embraced tech-based reading materials, purchased the book for just 99 cents using his Amazon Kindle 2. When Gawronski first bought the novel back in early-June, he unknowingly added a pirated version of the text to his e-reader. And, like other Amazon customers, he was surprised to find out that his book had disappeared from the device after the company agreed to remove the illegal versions of the text wirelessly.

This Orwellian mistake has resulted in one big headache for Amazon. Last week CEO Jeffery P. Bezos issued a humbling apology to his customers. The company also released a statement explaining how two of Orwell’s works, 1984 and Animal Farm, suddenly appeared and then disappeared off the screens of e-readers across the country.

The statement read:

These books were added to our catalog using our self-service platform by a third-party who did not have the rights to the books. When we were notified of this by the rights holder, we removed the illegal copies from our systems and from customers’ devices, and refunded customers. We are changing our systems so that in the future we will not remove books from customers’ devices in these circumstances.

Amazon’s mistake came too late for Gawronski, who is now left to explain to a teacher why he can't turn in the assignment.

According to the suit filed late last month, Gawronski had taken notes throughout the e-book, highlighting important sections of the text. While his notes remain saved on the Kindle, he says they’re useless now that the text is missing.

The case has two primary objectives. On one level, it’s seeking reparations, most likely of the monetary type, for Kindle users who purchased and lost work corresponding with the Orwell text. And on another, and perhaps more consequential level, it’s seeking a ban on the deletion of other e-book texts.

The suit argues that, “Amazon has no more right to delete e-books from consumers' Kindles and iPhones than it does to retrieve from its customers’ homes paper books it sells and ships to consumers.”

While this argument may seem pretty cut and dry, the main issue is that a company’s licensing and service term agreements often times trump digital rights for individuals. As this Wall Street Journal article explains, many current licensing agreements with e-readers, like the Kindle, allow for a customer's right to keep copies of purchased texts, but also reserves certain rights to modify, suspend, or discontinue that service. While a real book can be owned, shared, or resold by an individual, most common e-books do not have these privileges.

Clearly there is a difference between owning an actual book and an e-book, but so far there has not been a common precedent set for digital rights. With the popularity of e-readers rising to the point where they are now being used in a classroom environment—and there's the potential for students to access textbooks with e-readers—this pending lawsuit begs an important question: What does it means to own a book in the digital age?

August 03, 2009

Cellphone Jamming Abandoned in Iowa District

This Associated Press article adds yet another chapter to the cellphone saga that schools are currently navigating. Apparently, an Iowa school district has had to abandon a plan to jam cellphone calls on school grounds because of legal concerns, the article says.

The district isn't the first to think of that idea, either. Schools in Pittsburgh and Spokane, Wash., have also pursued cellphone-jamming devices to prevent students from using their phones in class, plans that came to a halt when school officials the practice is illegal. (The article says that only federal agencies, not state or local authorities, are allowed to jam cellphone calls.)

At the heart of it, this story isn't really about whether schools should be able to jam cellphone signals, but what role cellphones play in the classroom. Here's a quote from a school board member in the Iowa school district:

"I don't think they have a place in the educational environment," said Ed Kleinwort, a member of the St. Ansgar school board. "The educational environment is supposed to be about students learning and teachers teaching and teachers can't teach over a cellphone. If a student is busy on the cellphone they aren't learning."

There are numerous examples in the story about how distracting cellphones can be and how much of a nuisance they are to teachers, as well as concerns about how they may be leveraged to cheat. But there are quite a few teachers out there who would disagree with the quotation above—who would say that cellphones are a tool that can be harnessed and used to engage students.

What do you think? Leave your thoughts in the comments section, or weigh in on the Teacher Magazine online forum about this topic here.

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