November 2009 Archives

The Michael and Susan Dell Foundation recently released a report about performance management--defined as a leadership culture that uses technology tools to gather, share, and act upon timely and relevant information in order to improve student achievement. I recently spoke with Lori Fey, the portfolio director of global policy initiatives for the foundation, to talk more about what that term means and how it works in schools.

"What we hope to capture with an overall term like performance management," she told me, "is that it is systematic, it is driven through all levels of the organization--both the academic and the operational part of the organization--and it's [focused on] continuous improvement."

Gathering data on school operations, such as transportation and teacher attendance, can lead to surprising realizations for school districts, said Fey. That data can be used to pinpoint areas for improvement. For example, using performance management, one school district found that the reason why students were not succeeding in Algebra I had to do in large part with a drop in the teacher attendance, she said.

The hope is that data can identify problems before they start, Fey explained.

"One of the things we are seeing is the power of data to identify trends that help you intervene early and effectively to change the course of the student's trajectory," she said.

Another important aspect of performance management is that it's not just about collecting data, but collecting data that educators can actually use. Being able to break data into usable chunks that a teacher or principal can look at and analyze quickly is an important aspect of performance management.

If you'd like to see how specific schools are using this method to help improve student achievement, the report is here, or you can check out a video that will walk you through it here.

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One of the largest school districts in the country, the 174,000-student Fairfax County Public Schools in Virginia, recently upgraded to a Cisco network that is entirely wireless. I had a chance to catch up with Neal Shelton, the district's network engineering supervisor, to ask a few questions via e-mail about why going wireless was important to the district and what kinds of challenges had to be overcome. My questions are in bold, and his answers follow.

The wireless implementation in Fairfax County Public Schools--or FCPS--obviously took quite a bit of time and effort. Why was this undertaking such a priority for the district?

Several years ago, many in FCPS understood the importance of wireless technology in a school environment. Over a two year period (2002-2004), FCPS implemented wireless technology in all its schools and centers. The number of access points grew from approximately 600 to nearly 8,000. Today, there are nearly 8,700 access points located in 240 sites.

The effort to bring wireless to the schools brought new freedom to educational computing. Access to network resources without the constraints of physical wiring provides widespread availability to students and faculty in a range of locations previously thought impractical to wired networking methods.

What sort of learning opportunities does this create for students?

The concept of "network access anywhere, anytime" has great appeal in an instructional environment. A wireless network deployment plan was developed that details necessary groundwork and infrastructure requirements needed for delivery of this new service.

Wireless networks allow students, teachers, and administrators access to the Internet, the FCPS intranet, and other network resources wherever the need arises. Wireless mobile computer labs enable a more efficient use of space that was previously reserved for permanently placed computer labs. These mobile labs allow classrooms to share resources on an as-needed basis and aid in the efficient integration of technology into the curriculum. There are more than 500 wireless mobile labs in place in FCPS. In addition, all elementary school classroom teachers now have a wireless laptop to access wireless infrastructure throughout the county.

What were some of the challenges you faced as the network was put in place? How did you deal with those challenges?

Size does matter. A network as large as the one at FCPS poses challenges. One of the challenges is to keep all access points and wireless controllers functioning in an efficient manner. To overcome this challenge, we created a structured environment that is based upon industry approved standards. The FCPS wireless team ensures wireless efficiency by standardizing configurations and installations. Any wireless difficulties within this framework are quickly resolved with the effective use of monitoring and troubleshooting tools.

To read more about the benefits and challenges of moving to a wireless network, check out this story I wrote for the most recent issue of Digital Directions.

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Here at Education Week and Digital Directions, we primarily cover education in the U.S., but sometimes it's helpful to look at what other countries are doing to see if there's anything we can learn. In that spirit, I'd like to turn your attention to a recent report put out by the International Association for K-12 Online Learning about the state of online learning in Canada.

According to the report, all 13 provinces and territories in the country have some form of online learning in place. In fact, Canada has had quite a history of tapping online education to help bring more options to students in a largely rural country, says the report.

The report breaks down whether the programs are government-run or independent, what kind of legislation is in place regarding K-12 online learning, how the programs are funded, and what kind of quality assurance and accountability is in place for each province and territory. Like e-learning in the U.S., it appears that all of those factors vary from place to place.

The report is packed full of information, making it a must-read for those of you interested in online learning or education in Canada. Check out the report here

What do you think? Is there anything we in the U.S. can learn from what the Canadians are doing?

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If anybody out there is not yet convinced that texting while driving is a serious problem among teenagers, here's more data to show just how prevalent the behavior is. The Pew Research Center released the results of a new survey today that shows that more than a third of young people ages 16-17 who use text-messaging devices have done so while behind the wheel, while nearly half of those between 12 and 17 say they've been in a car while the driver was texting.

The findings, culled from a survey of 800 teenagers and pre-teens, and focus groups, include:

* 75% of all American adolescents ages 12-17 own a cellphone, and 66% use their phones to send or receive text messages. * Older youths are more likely than younger ones to have cellphones and use text messaging; 82% of those ages 16-17 have a cell phone and 76% of that cohort are cellphone texters. * One in three (34%) texting teenagers ages 16-17 say they have done so while driving. That translates into 26% of all Americans ages 16-17. * Half (52%) of cell-owning teens ages 16-17 say they have talked on a cell phone while driving. That translates into 43% of all American youths ages 16-17. * 48% of all adolescents ages 12-17 say they have been in a car when the driver was texting. * 40% say they have been in a car when the driver used a cellphone in a way that put themselves or others in danger.

Many teenagers who were interviewed for the study were "blase" about texting while driving, the report says, and admitted that they don't consider it a hazard. Some even take measures to avoid getting caught doing it, such as wearing sunglasses so passing police officers cannot see the driver looking down. Others suggested that reading a text while driving is not as dangerous as sending one.

The report, written by Pew senior researchers Mary Madden and Amanda Lenhart, is part of the Washington-based center's Internet & American Life Project.

Katie Ash wrote about this issue last month when a study by the Virginia Tech Transportation Center released even more troubling data on teenage driving habits. That study found that about half of teens polled admitted to sending text messages while driving.

The issue has been taken up recently at the federal level, and not just focused on youthful offenders. The center at Virginia Tech reported that nearly 6,000 people died in 2008, and more than half a million were injured, as a result of distracted driving. The highest incidence rate was among young drivers. It is perceived as such a problem that the Obama administration convened a national summit of experts this past September to
discuss the issue and recommend solutions. It resulted in an executive order that forbids federal officials from texting while driving official vehicles, or even their own cars while on business. A number of states have taken steps to ban all texting by drivers.

With cellphones and texting becoming ubiquitous among teenagers and adults alike, it's an issue that will likely get more attention.

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Kareem Dale, the special assistant to President Barack Obama on disability policy, told the educators and advocates at the National Center for Technology Innovation's Tech Innovators conference, that ''technology, for me, is very personal.''

Dale, who is blind, credits assistive technologies for helping him excel in high school, college, and law school. As the point person at the White House on these issues, he said the administration has set a foundation for technology and education to improve the lives of people with disabilities. He pointed to the $12.2 billion in federal stimulus funds targeted for the Individuals with Disabilities Education Act.

''People with disabilities in the education arena are not going to be forgotten even when times are tough,'' he promised the audience.

The conference, titled "Educational Futures—Powered by Technology," is being held here in Washington today and tomorrow. You can read the center's blog on the event here, or follow the action on Twitter using #NCTI2009.

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Over at teachermagazine.org yesterday there was a vibrant discussion about the value for educators in participating in professional online social networks, like the one set up by chat guest Jim Burke, the English Companion Ning, and savvy tech-ed phenom blogger Karl Fisch. Hundreds of educators signed on during the chat, but in case you missed it the full transcript is here.

There were a few takeaways from the discussion, according to Elizabeth Rich, editor of teachermagazine.org and moderator of the chat.

"There's a lot of interest in how social networking can advance teacher professional development," she said, "but also a lot of questions that educators are grappling with as they try to sort out what resources can work for them personally and professionally."

Some commenters noted that privacy issues and local rules for participating in online activities sometimes get in the way. Burke noted how one teacher on his ning was confronted by supervisors after she suggested that some of the teachers in her district were not receptive to new ideas.

"Some people are getting in trouble for it, others are concerned about privacy issues," Rich said. "Others, though, are jumping knee deep into it and reaping all the benefits."

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Fordham University researchers Michael Miles and Bruce Cooper have an interesting commentary on edweek.org this week about the emerging market for electronic readers like the Kindle and similar devices from Sony and Barnes & Noble, and their potential to transform the textbook-driven classroom.

The writers include some arguments for using e-readers as a staple of instruction, while also outlining issues teachers and administrators should consider before making the leap.

They write:

The stage is set for a radical change in education: going electronic to replace the dozens of textbooks students use in school. The availability of these portable readers, as well as the use by some schools of easily assembled and updated digitally based hard-copy readings for students, gives us a glimpse of the classroom of the future.

The potential benefits of using the Kindle or similar devices in teaching and learning are substantial. But these should be weighed alongside the risks and limitations of the technology before we envision a universal "e-book" for every class, program, and activity of the nation's 56 million schoolchildren.

There are likely challenges ahead, though. Getting enough of the devices in schools is a costly endeavor, and issues over licensing of content could complicate the availability of curricula on the devices. (I'm sure this conversation could apply to a range of other tech tools as well). And this article from the Associated Press highlights the concerns of some educators who've rejected the Kindle because of flaws in its voice-reading feature, which makes them essentially inaccessible to blind students.

The authors of the commentary make some good points, and, in the end conclude that "portable electronic readers deserve serious consideration by boards of education and school leaders."

Check it out and let me know what you think.

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Microsoft Corp.recently launched a new social-networking Web site for educators called the Partners in Learning network. It appears that the new community is the latest reincarnation of Microsoft's Innovative Teachers Network. So far, 1.6 million educators from 59 different countries are participating in the online community, according to the company.

This new resource allows educators to connect to others with similar professional interests, subject-matter expertise, or location, and provides access to resources and learning tools for the classroom. It also allows teachers to find and share lesson plans with each other.

This development dovetails nicely with the survey we wrote about last week which found that when educators were asked which social networks they would be most likely to join in the next year, they strongly preferred communities that were education-related. However, only a small percentage of those educators were actually familiar with education-focused social-networking sites and an even smaller percentage participated in them.

That finding is a bit surprising considering the high numbers of participants in Microsoft's community, as well as others like the Discovery Educator Network and Elluminate's LearnCentral, which claim hundreds of thousands of participants.

What do you think? Are education-focused social-networking communities a good resource for educators? Have you joined one, and if so, is it worthwhile?

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If you've been exposed to any kind of news media over the last couple of days you couldn't miss all the coverage of Sesame Street as the groundbreaking program hit its 40th birthday. And if you or your children grew up with Elmo, Big Bird, and Oscar you know what all the hoopla is all about.

Not only did Sesame Street set the standard for quality educational programs, it has stayed current with subsequent generations of children through new-media features and expansion to 140 countries. The Sesame Street Web site includes a range of interactive features, as I described in this story earlier this year on the growing evidence of the impact of such programs.

The Joan Ganz Cooney Center at Sesame Workshop, named for one of the founders of the program, has expanded that work by commissioning research and disseminating best practices about digital learning for children.

But for most children and older fans of the program, it is both simple and sophisticated in engaging children in lessons aimed at building literacy, math, and character. A recent rerun of a 2007 episode, however, ruffled some viewers' political sensibilities. The program included a segment with Oscar the Grouch which referred to the Grouch News Network and called Pox News a "trashy" network.

Comments sent to the Public Broadcasting Service, which broadcasts Sesame Street, suggested that the segment was a cheap shot at Fox News, the conservative news network. PBS Ombudsman Michael Getler addressed the controversy here, and provided an update with additional letters of criticism and support from viewers.

Producers of the show responded, saying the episode was an "equal-opportunity parody" and not intended as a political statement.

The show, producers wrote, "was written in the fall of 2006 -- long before the Fox-Obama controversy, even before Obama was President. The whole segment was a parody of CNN (called GNN) or the 'Grouch News Network.' Children who watch Sesame Street (and adults who remember what it felt like to be a kid watching Sesame Street) know that Oscar the Grouch is a contrarian. He lives in a trash can and loves everything 'yucky,' and 'disgustin.' For a Grouch, 'Trashy' is high praise! Not only would child-viewers be unlikely to connect 'Pox News' to Fox News, in the context of this scene, they would understand the characters to be saying that 'Pox News' is better than 'GNN.'"

What do you think? Is Big Bird becoming more political in middle age? Would the preschool set notice any such subtle or unintended messages?

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Ten ed-tech organizations have been chosen as Innovative Incubators by the Software & Information Industry Association, giving them the chance to match up with commercial vendors and potential investors, the Washington-based group announced this week.

The incubators offer online learning platforms, real-time tech-based assessment tools, social-networking applications, multimedia content, and data-management programs. They include for-profit and nonprofit companies, research groups, and academic institutions. The finalists will participate in the Ed Tech Business Forum in New York City at the end of the month. The annual meeting brings industry executives and entrepreneurs together to discuss business development and new products for the K-12 and higher ed markets.

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A report released yesterday gave most states Cs and Ds when it comes to educational innovation and technology, according to this story by my colleague Michele McNeil.

States are not reinventing education in ways that are necessary to tackle challenges of raising achievement and preparing students for the rigors of the workplace, the report concludes.

"The key to improving results will be to help schools not only to avoid mistakes, but to position themselves better to adopt imaginative solutions," states the overview of the report, "Leaders and Laggards". "In brief, for reform to take hold our states and schools must practice purposeful innovation."

For the most part, however, they are not doing so, according to the report, commissioned by the U.S. Chamber of Commerce, the American Enterprise Institute, and the Center for American Progress.

The findings are based on state data, as well as existing and original research, according to the piece. Some of the research was conducted by the Editorial Projects in Education Research Center, which is affiliated with Education Week.

The report gives letter grades to states based on "seven indicators of innovation: school management, finance, hiring and evaluation of teachers, removal of ineffective teachers, data, "pipeline to postsecondary" (or high school quality), and technology."

The report states:

Our school system...is archaic and broken, a relic of a time when high school graduates could expect to live prosperous lives, when steel and auto factories formed the backbone of the American economy, and when laptop computers and the Internet were the preserve of science fiction writers. And while the challenges are many--inflexible regulations, excessive bureaucracy, a dearth of fresh thinking--the bottom line is that most education institutions simply lack the tools, incentives, and opportunities to reinvent themselves in profoundly more effective ways.

When it comes to technology, the report laments that state data systems provide only limited information on what's working in the nation's classrooms. More professional development is needed as well, according to the report, to help teachers take full advantage of the tech tools that are available. Indeed, the report set out to gauge states' return-on-investment in technology by looking at how it is used to "reduce costs, improve outcomes, or rethink education delivery," but found little data to do so.

Educators often give little thought to how technology might modernize education delivery and thus improve teaching and learning. Schools, for example, frequently purchase computers without clear learning goals--and eventually let them languish at the back of classrooms. Education leaders also have not taken advantage of technology to improve the management of education and make schooling cheaper and more efficient.

Here's an interactive map showing the technology results by state. There are similar maps for the other indicators as well.

In the end, states' ratings in the technology category were based on data that was available, such as access to technology, use of computer-based assessments, online learning programs, and teachers' proficiency with technology.

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If any of you are curious about or interested in beefing up your knowledge about distance learning, this week might be a good time to start. In honor of National Distance Learning Week, Nov. 9th-13th, the United States Distance Learning Association is offering free webinars on a variety of subjects. Tomorrow, for instance, there will be webinars on blended learning, game-based learning, and using videoconferencing in the classroom. There will also be webinars about mobile learning and public policy later in the week.

Click here for a full list of topics and instructions on how to register!

Also, for a fee, you can check out the Webinar we put on here at Education Week last Friday about driving student achievement with education technology.

Our guests covered how districts can more effectively analyze data to help improve academic achievement, including specific advice on how teachers should be using data-based decisionmaking to guide instruction; how one-to-one computing is giving students access to higher-quality curriculum, topical experts, and multimedia tools; and how online courses can be an affordable solution for rescuing students who are in danger of dropping out, giving them a second chance in real time that would otherwise not be available in their brick-and-mortar schools.

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If you're among those who wonder how the powers that be come up with policies that don't seem to reflect the needs and challenges of educators and students, here's another chance to put in your two cents on critical ed-tech guidelines. The Federal Communications Commission is accepting comments on its proposed revisions to the E-rate program, which are intended to align current regulations with the Internet-safety provisions of the Protecting Children in the 21st Century Act.

The proposal calls for new certification requirements for elementary and secondary schools that have Internet access and receive E-rate discounts. Currently, schools and libraries participating in the E-rate program have to certify that they have Internet-safety policies in place and block pornography and other content that could be harmful to children. Local officials would be able to decide which materials need to be blocked.

The revised plan would also require that "a school's Internet-safety policy must include educating minors about appropriate online behavior, including interacting with other individuals on social-networking Web sites and in chat rooms and cyberbullying awareness and response," according to the FCC's notice of proposed rule-making. Schools would also be required to enforce the provisions, and to allow materials to be unblocked for adult use for research and other lawful purposes.

The proposal also includes some clarification of the Children's Internet Protection Act, or CIPA, including definitions of terms like "Internet safety."

Comments can be filed electronically here or here over the next month.

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The Partnership for 21st Century Skills has released yet another resource for educators to help evaluate and improve the integration of 21st-century skills into the classroom. On the heels of releasing its Implementation Guides, which are designed to offer guidance to state-level policymakers and leaders on best practices for building standards, assessments, curriculum and instruction, professional development and learning environments, the organization recently released the Milestones for Improving Learning and Education Guide for use at the district and school level.

The guide includes a self-assessment to help districts or schools determine whether they are in the early, transitional, or 21st-century stage in a handful of categories, and tips to help implement policies that will support further inclusion of 21st-century skills with specific examples of what has worked for states and districts. The guide aims to be a practical, hands-on tool for educators. You can send away for a hard copy of the guide for $10, or download it for free here.

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The U.S. Department of Education is preparing to do an update of the National Educational Technology Plan and is looking for comments on what direction it should take. Karen Cator, who took over as director of the department's office of educational technology on Monday, said that the plan is one of the most important near-term projects for her office to tackle.

The department has set up a Web site where anyone can submit statements, research and resources, suggestions for tech tools, and descriptions of programs, curricula, and best practices. Visitors to the site can also review what others have submitted. An overview of the project and details on the four categories of the plan—teaching, assessment, learning, and productivity—are described.

A working group has been convened to help develop the plan. The members include well known researchers in the field, as well as several educators, and federal officials.

A draft plan is expected in early 2010, according to the Web site.

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A new survey conducted by edWeb.net found that 61 percent of educators have joined a social network, and those who have are more likely to participate in other online activities, such as uploading photos, downloading podcasts, and reading blogs. Out of those educators who have joined a social-networking site, 85 percent use Facebook. However, the survey also found that of those who use Facebook, 76 percent report using it "seldom/never."

Another interesting aspect of the survey found that the educators surveyed expressed an explicit desire to keep personal and professional lives separate on social-networking sites. And although many educators recognized a need to integrate technology, such as social-networking sites, into their teaching, most pointed to time as a constraint to reaching that goal.

Survey results were based on 1,284 responses by teachers, principals, and librarians. It looks like my co-blogger Kathleen Kennedy Manzo wrote about this report in September, when the preliminary results were released. Much of the information is the same, but the recently released report is a little more extensive.

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This Associated Press article provides a great example of what is possible with high-speed broadband access in schools. The story outlines the transition of a rural Louisiana high school to a fiber optic network, which has allowed the students in the school to engage in new learning opportunities, such as access to streaming high-definition video, lessons taught by experts, as well as virtual field trips.

The high school is one of the first in the state to be hooked up to the network with the goal of eventually including all K-12 schools in the state, according to officials at Louisiana Public Broadcasting, which is helping spearhead the initiative. Students at the school are also taking part in a program called FiberKids, which encourages them to explore new ways of learning through fiber optic technologies.

This story is a really great example of the way that schools can tap into high-speed broadband technologies by partnering with organizations to build out already-existing networks. As I've heard many times before from ed-tech broadband advocates, when looking into how to secure a high-speed Internet connection for schools, it's a good idea to explore the broadband initiatives in your area, including higher ed. institutions, nonprofit organizations, state and local governments, as well as coalitions that are working on expanding broadband access.

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Karen Cator, Apple Inc.'s director of education leadership and advocacy, will head the Education Department's office of educational technology starting today. The long-awaited appointment comes several months after Timothy Magner, who held the post since 2006, left the department.

At Apple, Cator was responsible for the company's Distinguished Educator Program, professional development initiatives, and teaching and learning content on the Apple Learning Interchange. She was in charge of technology planning and implementation in the Juneau, Alaska, school district prior to joining Apple in 1997. Cator is also past chair of the Partnership for 21st Century Skills and was on the board of the Software & Information Industry Association's education division.

Cator was part of a panel at the Breakthrough Learning in a Digital Age forum at Google headquarters in Mountain View, Calif., last week, discussing ways to prepare students to be 21st-century learners. During the discussion, she said that "technology offers an opportunity to totally personalize learning."

Students should be given access to personal tech devices and Web 2.0 tools, Cator said. They should also be challenged, she said, to "find their own experts, do their own research, take very complex problems and find out what do we know, what do we need to know to meet this challenge?"

Teachers, Cator said, are critical to helping students learn how to use technology to learn more deeply.

"The role of teachers [in the digital age] becomes much more about creating compelling assignments that leverage personalized learning and that leverage technology" to challenge students to do their best work.

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Longtime ed-tech policy expert Doug Levin will take over as executive director of the State Educational Technology Directors Association later this month, replacing Mary Ann Wolf. Wolf, a former elementary school teacher and consultant on federal grants, is stepping down to spend more time with her young children.

Levin, who helped write the nation's first ed-tech plan more than a decade ago, and its two updates since then, was previously the deputy executive director of the National Association of State Boards of Education. At NASBE, he is credited with promoting greater development and use of digital instructional materials and open educational resources on the Web.

"SETDA is well-positioned to expand its leadership in the greater educational community at this pivotal moment in education," Levin said in a statement. "I look forward to working with our members, my colleagues, and existing and new partners to ensure that our students, teachers, and schools have the capacity and tools they need to deliver on the American promise of a complete and competitive education from cradle to career."

SETDA represents state educational technology directors on national policy efforts, provides professional development, and negotiates partnerships with public and private organizations to promote ed-tech efforts to improve instruction.

The Glen Burnie, Md.-based organization has made significant progress in advocating more effective use of technology in schools, at a time when policymakers and educators are gaining greater appreciation and insight into how digital tools can aid reform, Wolf said recently.

"In terms of our work helping districts and states, we are seeing some new understanding and questions [among school leaders] in asking how technology can really make a difference in teaching and learning, and meeting the school improvement goals," she said in an interview. "When I look at the four assurances required in the [American Recovery and Reinvestment Act] funding, I can't imagine accomplishing them, particularly the reporting and accountability measures that use data, without technology."

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