-tictech message:
Dear Folks,
Here are my notes of the recent ET meeting. As per Tictech rules, it is
posted in plain text. An easier to read, formatted version is available
here:
http://hale.ssd.k12.wa.us/et_notes11-02.htm
If anyone remembers things not listed here please post. I'm sure discussion
of the topics would be welcome.
*** tony
November 21st Educational Technology Forum
Agenda:
# Update on Network Analyst situation (Charlie Walker)
# SysOp training situation (Charlie Walker)
# Budget impact on IS services/support (John Rowlands)
# CWS roll out (Manny Ovena)
# Printer issues and how to arrange/manage tech support in your building
(Tier 1 support ideas, arrangements in buildings etc.)
# Instructionally integrated use of technology (example, analysis and
extension) [work alike follow up activity]
# Assess2Learn Training sessions for the rest of the year (dates)
# Input/output activity
Meeting:
Charlie Walker---
Effects of Budget Cuts -
Four analyst positions cut
Individual analysts will need to serve more schools
Distributed building-based support will be utilized to help remedy cuts
Four levels of building-based support:
School Tech - UWIRED and High School Students
CWS admin - Ability to administer CWS computers
SysOP - recommended for most Ets
SysAdmin - More technical position, requires 6 hr class and test
Utilize some of active directory processes
Most people will not want this level of tech access/responsibility
Printing Issues -
Problems are arising from people buying inexpensive printers and then
sharing them out on the network for other computers. This involves virus
risks. Also, IS analysts can't support this practice. A Jet Direct device
for $134 is the proper solution and is available on B2B.
Manny Ovena-----
CWS Rollout -
Passed out a brochure detailing CWS rollout.
CWS offers:
Office Suite
Professional tools (also available on Web)
include professional standards and templates
Student-Parent communication tool (teacher web pages)
Desktop access to student information
CWS teachers will receive 6 hrs of training
Only teachers and principal-approved classified staff have CWS access
CWS machines are locked down rather tightly owing to support issues.
Ordinary users (teachers) do not have install privileges. Qualified
building-based support staff should be able to assist with this as well as
IS analysts.
For problems logging in, contact Help Desk
Additional Equipment -
For every 10 teachers, a printer, projector or laptop will be available
to schools.
Student Information System -
Next Fall, SIS info will become more complete
Itinerant staff have access to student information from all schools to
which they are assigned
Nurses also have access to student info
John Rowlands ---
Effects of Budget Crisis -
Holds up graph showing ports, phones, email accounts all going up. Now,
support will be going down.
* The IS budget was cut by 24%. This resulted in a 15% reduction in
network analyst support in schools, and a 40% cut in these services for
central staff. We are focusing our support on the schools.
* Help Desk receives up to 3000 calls/day is losing staff member
* Assistance for web help and training also being cut (a brochure is
being fashioned to help people in need of assistance)
* Telecommunications cut as well
* Additional positions that were about to be filled, are cut
The State is reducing funding for schools.
Feedback on performance of analysts in buildings is welcomed
David Engle ---
* In the face of these cuts we need to build the capacity to support
ourselves
* Instructional support should be the primary role of ET personnel
rather than tech support
* It's a myth that cuts to education will not affect students
* Hand Out: 'How to Know if Your Technology is Integrated' Ten
characteristics [see below]
Both David Engle and John Rowlands spoke to the difficulty of having
personally witnessed colleagues losing their jobs.
Carl Shutoff---
Video Presentation -
Year-long 4th grade unit from the Story Path Curriculum as an example of
technology-infused curriculum
CDROM of project available
Feedback for this project solicited from all attendees
ET group described as diverse involving elementary through high school but
process for integrating technology is the same:
* Begin with standards and move to
* assessment and evidence and then
* design lesson
David Engle ---
* Gave information about stipends and payment
* Name tags for future meetings
* Breakout options for future meetings
Tictech -
To be used as communication group for forum members for now along with
David's distribution list
List of ET members given to Mark Ahlness for Tictech invitations
David offers assistance for those wanting help subscribing to Tictech
TLP - Handout on building-wide SchoolKit licenses available to all building
staff for buildings where a Teacher Leadership Project teacher is based.
Breakout session -
Group divides into middle-high school and elementary groups
Discussions regarding experiences integrating technology with curriculum
are conducted
Input - Brainstorming Session
Attendees are invited to state issues they would like to address in the
future. Topics include:
Sharing projects
Effective coaching
How to use a school web site
Virtual Reality
How to assist tech-resistant staff
Soliciting help from Microsoft, Adobe and Macromedia
Copyright issues
Professional development: how we can do it ourselves
Software opportunities for Macs
Handout:
How to Know If Your Technology Is Integrated
1. An outside observer would view the use of technology as a seamless
component of the lesson.
Imagine that an outside observer is looking at your use of technology. Would
this person agree that it fits well with the rest of the lesson and advances
student learning?
2. Students work toward a lesson-relevant goal.
When kids are spinning their wheels and appear disinterested, something is
wrong. With fully integrated technology, students should have a specific,
lesson-related goal when they are working.
3. The technology activity is a logical extension of the lesson.
Do your technology activities broaden students' understanding (horizontal
integration) or give them a deeper understanding of the topic (vertical
integration)? If the answer is "None of the above"; it's time to rethink
your technology applications. ,
4. A real problem is being solved by the use of technology.
Technology should make a lesson easier to teach, more fun to learn, or stick
better in the brain. Figure out what specific problems your use of
technology is solving, and if they don't leap into your mind, develop
activities that are solution-oriented.
5. You can describe how a particular student is benefiting from the
technology.
Most instructional interventions make sense for hypothetical students, but
what about Sally or Juan? Think about how individual students are using
technology and decide if it is helping them specifically to reach the
learning goals you've established.
6. You would have trouble accomplishing your learning goals if the
technology were removed.
This is the old "pull the ladder from under the scaffold" test. If
technology is a key part of a lesson or unit, then it would be difficult to
teach without it, or your expectations for the students would be greatly
diminished.
7. You can explain what the technology is supposed to do in a few sentences.
Peter Lynch, a top financial manager, gave his analysts 90 seconds to
explain what a company did and why it was a good investment. If you would
have difficulty explaining how technology is improving a lesson, then it
isn't.
8. All students are able to participate.
In good lessons, everybody learns. The same is true of good technology
integration. Certainly, there will be individual differences in how well
students use the technology, but all of them should benefit.
9. Students are genuinely interested and enthusiastic about learning.
Technology is motivating, and its use should get your kids fired up about
learning. Take a look at how you are integrating technology into your
lessons and make sure it motivates as well as instructs.
10. More cool stuff is happening than you expected.
The add test for technology integration is getting better results than
expected. For example, the kid you had hoped would move to a different
district suddenly becomes interested, and does fabulous work.
Ted-nology and Learning Magazine (August 1998)
[These notes were posted with permission from David Engle]
Tony Hand
tghand@seattleschools.org
Technology Coordinator
Nathan Hale High School
Seattle School District
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