Thursday, November 7, 2013
Great Resource for Flipped Learning
Paula Stanbridge, another member of our Tech Team had a teacher recently send her an article titled Turning Education Upside Down about Flipped Learning. Much of the article highlighted the efforts of Clintondale where all classes are flipped. While studying the article, I stumbled across another link which lead me to http://flippedclassroom.org/.
Searching Google Drive
Tonight, Sharon Mumm shared a blog post with our Tech Team about searching Google Drive for all of the files created by a specific users. The syntax is simple but the power is great. Use owner: followed by the email address. For example: owner:wild@student.mtnbrook.k12.al.us. Once I saw this tip, I searched for more. Check out https://support.google.com/drive/answer/2375114?hl=en for more tips for searching your Google Drive.
Wednesday, February 6, 2013
Winmail.dat is
Going to Send Me to a New Place!
This information is an
exerpt from
How to Prevent Winmail.dat
Attachments from Being Sent in Outlook
By Heinz Tschabitscher,
About.com Guide
Do random recipients of your teachers emails, seemingly out of the
blue, complain about a mysterious attachment called "winmail.dat", which
they cannot open, no matter what they try? We find that this generally occurs when
teachers on on Windows machines using Exchange Outlook send emails to parents
that have a MAC.
It's Outlook's fault, in a way-- or the recipient's email
client's??? If Outlook sends a message using the RTF format (which is not very
common outside Outlook) for bold text and other text enhancements, it includes
the formatting commands in the winmail.dat file. Receiving email clients that
do not understand the code therein display it as a stale attachment. To make
matters worse, Outlook may also pack
other, regular file attachments in the winmail.dat file. We seem to have this occur when teachers attach
a PDF? Of course without going to
each recipients home and sitting with each sender, it is hard to know all of
the details.
Fortunately, you can get rid of winmail.dat altogether by making
sure Outlook does not even try to send mail using RTF.
Prevent Winmail.dat
Attachments from Being Sent in Outlook
To prevent Outlook
from attaching winmail.dat when you send an email:
1. Click
File in Outlook.
2. Select
Options.
3. Go
to the Mail category.
4. Make
sure HTML or Plain Text is selected for Compose messages in this format: under
Compose messages.
5. Now
make sure Convert to HTML format or Convert to Plain Text format is selected
for When sending messages in Rich Text format to Internet recipients: under
Message format.
6. Click
OK.
Prevent Winmail.dat
Attachments in Outlook 2002-2007
To make sure Outlook 2002 to Outlook 2007 do not attach
winmail.dat files:
1. Select
Tools | Options... from the menu.
2. Go
to the Mail Format tab.
3. Under
Compose in this message format:, make sure either HTML or Plain Text is
selected.
4. Click
Internet Format.
5. Make
sure either Convert to Plain Text format or Convert to HTML format is selected
under When sending Outlook Rich Text messages to Internet recipients, use this
format:
6. Click
OK.
7. Click
OK again.
8. Disable
Winmail.dat Stubbornly Going to Particular Recipients No Matter the Default
The standard settings for outgoing mail formats in Outlook
can be overridden per email address. So, on a per case basis — when somebody
complains about an inexplicable "Winmail.dat" attachment after you
have made all the right settings changes —, you may have to reset the format
for individual addresses:
Search for the
desired contact in your Outlook Contacts.
1. Double-click
the contact's email address.
2. Alternatively,
click on the desired email address with the right mouse button and select Open
Outlook Properties... or Outlook Properties... from the menu.
3. Make
sure either Let Outlook decide the best sending format or Send Plain Text only
is selected under Internet format:.
4. Click
OK.
Extract Files from
Winmail.dat without Outlook
If you receive winmail.dat attachments with embedded files,
you can extract them using a winmail.dat decoder on Windows or OS X.
Tuesday, June 26, 2012
Preparing for BYOD
Tomorrow, I will have the opportunity to discuss BYOD and all that it means in our educational environment with a group of colleagues, several of which I consider good friends. I respect the knowledge of these fellow technology directors and look forward to our discussions. While watching the nightly news, I began to reflect on the past year and the steps taken in MY school system in the area of BYOD and digital devices in general. The result of this mental process was this blog post.
Bring Your Own Device (BYOD) is an opportunity to provide students with personal devices but as with all technologies in the educational environment must be "planned for" and can not be implemented successfully without involving the IT staff, the administration, teachers, parents, and students. Many teachers will welcome professional development on everything from integration ideas for mobile devices in the classroom to new strategies for classroom management. It is important to communicate guidelines to both parents and students and discuss realistic expectations for supervision of students using personal devices on school campuses.
In many school districts, there must be policy changes before students are allowed to use personal mobile devices at school. What about the liability for the device if it is damaged or lost on school grounds? How much responsibility should the IT staff have for the "set-up" of these devices? Is the wireless infrastructure designed to accommodate these devices and the district or school owned devices? What about devices with 3G/4G capabilities and filtering? How important is printing if we are trying to go green?
To begin this conversation, I will attempt to give you a reference point for where my school system is in our planning and implementation and would love to hear comments from others via blog post or tweet.
In Mountain Brook Schools, we implemented a "Guest" wireless network, an "Apple" wireless network, and a MBS (Mountain Brook Schools) wireless network several years ago. What is the difference in the networks you might ask? The MBS network is the wireless network used to authenticate our school system owned Windows laptops. All K-12 students in our district have individual logins and passwords, have access to a "personal" home directory or network storage and access to shared space for collaboration. The MBS network allows students to access all network resources via school system owned laptops. The Apple network was originally designed for Apple computers and laptops used in fine arts classes. This network allowed access to the Internet and printing but not access to network storage. We knew that the picture, video and audio files created in these classes could easily "fill up" home directories so use alternative storage for these classes. Last but not least, the Guest network was created for any students, parents, and/or visitors that brought personal laptops onto a school campus. The access works with our Cisco solution. When trying to access the Guest network, a Cisco window pops up and the visitor or student enters the access code and password. After connection the guest laptop has access to the Internet only. If the owner of the laptop is an employee or student, he/she can access his/her files via our Stoneware portal.
Although personal laptops were allowed at the discretion of the local school administrator, most students chose to NOT bring a laptop to and from school since laptops or computers are provided on campus.
With the invent of Smart phones, the IPad, Android devices and Kindle Fire, students DID want to bring their personal devices to school and DID want to use these personal devices in class. Many of our administrators and staff agreed initially and others agreed after intense research.
It was time to expand our network to support personal tablets and to change the Code of Conduct (which is a Board policy) to allow students to have phones at school at the discretion of the administration of each school and specifically each teacher. The Board of Education voted to accept the changes to the Code of Conduct for the 2011-2012 school year.
We have developed a set of guidelines to include in the appendices of our AUP and that will appear in our elementary Student Handbooks. I have not had the opportunity to discuss these Guidelines with secondary principals as of this post. Guidelines for BYOD.
In addition and in preparation of what is to come, since August 2011, we developed an infrastructure upgrade plan and are in the process of securing funding and are in the process of developing Moodle modules that will provide professional development in regard to teaching in a digital environment.
These modules include but are not limited to classroom management, designing high quality digital learning environments, digital citizenship instruction for students using Common Sense Media's Curriculum (http://www.commonsensemedia.org/educators/curriculum) and more. This Moodle course is a blend of online and face to face PD and is in addition to our Summer Learning Conference formerly known as the Technology Conference.
We have investigated Mobile Device Management (MDM) products and have determined that we want a system that is not OS specific. We believe Air-Watch to be a strong contender for this solution.
We are in the process of conducting a Digital Device Pilot (DDP) in nine classrooms to answer many of our other questions. Students will have iPads to use at school and home. The participating teachers are encouraged to use digital content/textbooks instead of printed text.
I believe it will be an exciting 2012-2013 school year and look forward to the challenge of change.
Bring Your Own Device (BYOD) is an opportunity to provide students with personal devices but as with all technologies in the educational environment must be "planned for" and can not be implemented successfully without involving the IT staff, the administration, teachers, parents, and students. Many teachers will welcome professional development on everything from integration ideas for mobile devices in the classroom to new strategies for classroom management. It is important to communicate guidelines to both parents and students and discuss realistic expectations for supervision of students using personal devices on school campuses.
In many school districts, there must be policy changes before students are allowed to use personal mobile devices at school. What about the liability for the device if it is damaged or lost on school grounds? How much responsibility should the IT staff have for the "set-up" of these devices? Is the wireless infrastructure designed to accommodate these devices and the district or school owned devices? What about devices with 3G/4G capabilities and filtering? How important is printing if we are trying to go green?
To begin this conversation, I will attempt to give you a reference point for where my school system is in our planning and implementation and would love to hear comments from others via blog post or tweet.
In Mountain Brook Schools, we implemented a "Guest" wireless network, an "Apple" wireless network, and a MBS (Mountain Brook Schools) wireless network several years ago. What is the difference in the networks you might ask? The MBS network is the wireless network used to authenticate our school system owned Windows laptops. All K-12 students in our district have individual logins and passwords, have access to a "personal" home directory or network storage and access to shared space for collaboration. The MBS network allows students to access all network resources via school system owned laptops. The Apple network was originally designed for Apple computers and laptops used in fine arts classes. This network allowed access to the Internet and printing but not access to network storage. We knew that the picture, video and audio files created in these classes could easily "fill up" home directories so use alternative storage for these classes. Last but not least, the Guest network was created for any students, parents, and/or visitors that brought personal laptops onto a school campus. The access works with our Cisco solution. When trying to access the Guest network, a Cisco window pops up and the visitor or student enters the access code and password. After connection the guest laptop has access to the Internet only. If the owner of the laptop is an employee or student, he/she can access his/her files via our Stoneware portal.
Although personal laptops were allowed at the discretion of the local school administrator, most students chose to NOT bring a laptop to and from school since laptops or computers are provided on campus.
With the invent of Smart phones, the IPad, Android devices and Kindle Fire, students DID want to bring their personal devices to school and DID want to use these personal devices in class. Many of our administrators and staff agreed initially and others agreed after intense research.
It was time to expand our network to support personal tablets and to change the Code of Conduct (which is a Board policy) to allow students to have phones at school at the discretion of the administration of each school and specifically each teacher. The Board of Education voted to accept the changes to the Code of Conduct for the 2011-2012 school year.
We have developed a set of guidelines to include in the appendices of our AUP and that will appear in our elementary Student Handbooks. I have not had the opportunity to discuss these Guidelines with secondary principals as of this post. Guidelines for BYOD.
In addition and in preparation of what is to come, since August 2011, we developed an infrastructure upgrade plan and are in the process of securing funding and are in the process of developing Moodle modules that will provide professional development in regard to teaching in a digital environment.
These modules include but are not limited to classroom management, designing high quality digital learning environments, digital citizenship instruction for students using Common Sense Media's Curriculum (http://www.commonsensemedia.org/educators/curriculum) and more. This Moodle course is a blend of online and face to face PD and is in addition to our Summer Learning Conference formerly known as the Technology Conference.
We have investigated Mobile Device Management (MDM) products and have determined that we want a system that is not OS specific. We believe Air-Watch to be a strong contender for this solution.
We are in the process of conducting a Digital Device Pilot (DDP) in nine classrooms to answer many of our other questions. Students will have iPads to use at school and home. The participating teachers are encouraged to use digital content/textbooks instead of printed text.
I believe it will be an exciting 2012-2013 school year and look forward to the challenge of change.
Wednesday, May 16, 2012
How Many Apple IDs Do I Need?
As the technology director for Mountain Brook Schools, when we entered the iPad arena, I applied to become our Authorized Purchaser. I also setup six (6)Facilitators and thought I was ready to go. I soon figured out that although I was an Authorized Purchaser, I could not redeem a voucher. I sent the same template .csv file that I had used for the previous 6 facilitators substituting the already created facilitators with myself (alias email address) as a Facilitator and emailed to the same person I had previously emailed to setup the other six. After much stress, I learned that you no longer email Apple's vpp@ apple.com a .csv file for facilitators, you now needed a Program Manager. At that point, with another alias email address, I set out to become a Program Manager so that I could make myself a Facilitator so that I could redeem the voucher I purchased as the Authorized purchaser!!!!
The email address for each role must not be currently used as an Apple ID so my email address now as a long list of alias addresses used for my many Apple identities. I think I have figured out all of the current roles required for Volume Purchasing and Vouchers and have linked to the New Education Store successfully. If you too are wondering how many Apple IDs you need, hopefully the information below will help.
The email address for each role must not be currently used as an Apple ID so my email address now as a long list of alias addresses used for my many Apple identities. I think I have figured out all of the current roles required for Volume Purchasing and Vouchers and have linked to the New Education Store successfully. If you too are wondering how many Apple IDs you need, hopefully the information below will help.
Managing your Apple ID
To manage any Apple ID go to the Manage My AppleID web page.
http://appleid.apple.com/and click on the \"Manage my Account\" link. You should know that the roles assigned to Apple IDs do not appear to be interchangeable. One might assume that just because you can purchase a voucher that you can redeem one or just because you can set-up Facilitator accounts that you are one. No No No.
Four Basic Rolls
There are 4 basic rolls for school systems purchasing app vouchers: Authorized Purchaser, Program Manager, Program Facilitators, and User.
1. The Authorized Purchaser can purchase Volume Vouchers via the Apple Online Store for Education. This process is considered separate from the App Store Volume Purchase Program. To access the Apple Online Store for Education, the website has recently (May 2012) changed. https://ecommerce.apple.com/
2. The Program Manager assigns Program Facilitators.
To set up and manage the Program Facilitators for your institution, visit
http://edu-vpp.apple.com/asvpp_manager/.
Note: A new Apple ID will be automatically created for each Program Facilitator, to be used exclusively with the ASVPP. When providing email addresses for your Program Facilitators, do not use addresses that are already associated with an Apple ID.
Note: A new Apple ID will be automatically created for each Program Facilitator, to be used exclusively with the ASVPP. When providing email addresses for your Program Facilitators, do not use addresses that are already associated with an Apple ID.
3. The Facilitator redeems Volume Vouchers and purchases app codes at the site below.
Program Managers should send the following information to new Facilitators once their accounts have been created so that the new facilitators can complete the account verification and setup instructions directly.
· Go to http://appleid.apple.com/ and click on the \"Manage my Account\" link.
· You'll be prompted to change your password, and update your security settings. Please record this information for your records. When you're finished, click \"Save Changes\".
and sign in with: Facilitator Apple ID: example@mtnbrook.k12.al.us and your new password, set during account verification.
· Once you've agreed to the terms and conditions, you'll be able to redeem vouchers and make purchases.
4. An alias User Apple ID is used in our school system for system owned devices where by the school system purchases apps. These Apple IDs are aliases for the local school or district facilitator accounts. For example, you may have an AppleID for Board Member iPads such as boardipad. It would be an alias for the central office facilitator account. These are credit cardless accounts. All email messages for these aliases are sent to a facilitator account. If a user uses their own school email address or personal email address, we do not push out board/school purchased apps to that account but they can personally purchase apps as long as these apps do not violate the Technology Usage Agreement.
Tuesday, May 8, 2012
An Upgrade to the Network is Required!
April came and went in such a flurry, I did not have time to reflect on all that IS the technology and education world. Our technology team spent much of March and April evaluating our hardwired and wireless networks. Next, we developed a four (4) phase infrastructure upgrade plan. We have completed Phase I which was to upgrade switches in closets where needed to provide the necessary GB ports to swap out our current 802.11g access points with the faster 802.11n access points. As everyone knows, your infrastructure must be upgraded if it is to support the influx of personal wireless devices with BYOD as well as district issued laptops and digital devices such as iPads. With our private cloud and portal for 24/7 access for students and staff, our current infrastructure is taxed. Unfortunately the funding is not always available to meet the need.
Phase II is to actually replace the current access points, referenced in Phase I. Phase III involves upgrading core switches to provide a 10 GB backbone on each campus and replace current local school servers with faster servers with 10 GB NIC cards. It should be noted that district-wide applications are housed on virtual servers located in the District Technology offices and that local school servers are used primarily for file storage and grade/course level applications. We have migrated many of our applications to cloud based applications but continue to install Microsoft Office to the local machine.
For, Phase IV, we mapped out areas that may require additional access points due to anticipated use.
To write the four (4) phase plan, we physically visited each closet to ensure that our records were complete and accurrate. I have never found a tool that did a perfect network inventory but then I am extremely detailed oriented. Next, we spent weeks researching all of the various vendors that provide wireless solutions and 1 GB and 10 GB switches. Our third step was to get preliminary quotes for possible solutions.
To date, we have secured funding for Phase I and part of Phase II but are working to secure funding for all four (4) phases. However...I am a firm believer that the time to plan is when you don't have money so that you are ready to implement when you do. More to follow as we progress.
Phase II is to actually replace the current access points, referenced in Phase I. Phase III involves upgrading core switches to provide a 10 GB backbone on each campus and replace current local school servers with faster servers with 10 GB NIC cards. It should be noted that district-wide applications are housed on virtual servers located in the District Technology offices and that local school servers are used primarily for file storage and grade/course level applications. We have migrated many of our applications to cloud based applications but continue to install Microsoft Office to the local machine.
For, Phase IV, we mapped out areas that may require additional access points due to anticipated use.
To write the four (4) phase plan, we physically visited each closet to ensure that our records were complete and accurrate. I have never found a tool that did a perfect network inventory but then I am extremely detailed oriented. Next, we spent weeks researching all of the various vendors that provide wireless solutions and 1 GB and 10 GB switches. Our third step was to get preliminary quotes for possible solutions.
To date, we have secured funding for Phase I and part of Phase II but are working to secure funding for all four (4) phases. However...I am a firm believer that the time to plan is when you don't have money so that you are ready to implement when you do. More to follow as we progress.
Sunday, March 25, 2012
Technology Tools Are Growing Up!
Over the years, I have watched as technology equipment, software, and even the Internet have become critical parts of the learning environment. I still get excited when I find products that make life easier!
Tonight, as I was catching up on email prior to returning to school after Spring Break, I read through quite a few emails but the two containing the information below sparked my interest.
First, was an article at http://www.fastcompany.com/1823819/khan-academy-ipad about an iPad app for Khan Academy. Skeptical, I downloaded the app myself. For teachers integrating the "flipped classroom" or for students just looking for help with a particular concept, Khan Academy has proven to be a worthwhile resource. With the app, accessing the content is even easier than from a regular browser. The best part is that if you have a WiFi iPad you can download the video, then access it when the Internet is not available. Check it out.
Second, I took time to read an email I had received to see how Microsoft web apps compare to Google Docs. Let me set the stage....Mountain Brooks Schools use Microsoft products on all school owned computers and laptops and all staff have Microsoft Exchange email accounts and access to web mail. Students have access to Google Apps for Education. Staff also have access to Google Apps for Education as well so that they can collaborate with their students. We are blessed with application software. However, I do enjoy the formating and comfort of Word, PowerPoint, and Excel. When I accessed https://login.live.com/ to login, I used my existing Microsoft email address wild@mtnbrook.k12.al.us when signing up for my Windows Live ID. To be secure, I did change the password from my "normal" email password. I was able to share folders, create Word documents, etc. with ease. I then downloaded the Windows Mesh to sync a folder on my laptop with my SkyDrive. The SkyDrive offers 25 GB of free storage! Last I downloaded the mobile app (SkyDrive) for my iPad and was able to access the documents in my SkyDrive. I haven't setup the Hotmail account or calendar to sync with my Outlook calendar or email because with webmail, those features are not important to me although they are certainly available. For those of you who have wanted to have the collaboration capabilities of Google Docs while using the familar Word, the SkyDrive is your ticket!
Tonight, as I was catching up on email prior to returning to school after Spring Break, I read through quite a few emails but the two containing the information below sparked my interest.
First, was an article at http://www.fastcompany.com/1823819/khan-academy-ipad about an iPad app for Khan Academy. Skeptical, I downloaded the app myself. For teachers integrating the "flipped classroom" or for students just looking for help with a particular concept, Khan Academy has proven to be a worthwhile resource. With the app, accessing the content is even easier than from a regular browser. The best part is that if you have a WiFi iPad you can download the video, then access it when the Internet is not available. Check it out.
Second, I took time to read an email I had received to see how Microsoft web apps compare to Google Docs. Let me set the stage....Mountain Brooks Schools use Microsoft products on all school owned computers and laptops and all staff have Microsoft Exchange email accounts and access to web mail. Students have access to Google Apps for Education. Staff also have access to Google Apps for Education as well so that they can collaborate with their students. We are blessed with application software. However, I do enjoy the formating and comfort of Word, PowerPoint, and Excel. When I accessed https://login.live.com/ to login, I used my existing Microsoft email address wild@mtnbrook.k12.al.us when signing up for my Windows Live ID. To be secure, I did change the password from my "normal" email password. I was able to share folders, create Word documents, etc. with ease. I then downloaded the Windows Mesh to sync a folder on my laptop with my SkyDrive. The SkyDrive offers 25 GB of free storage! Last I downloaded the mobile app (SkyDrive) for my iPad and was able to access the documents in my SkyDrive. I haven't setup the Hotmail account or calendar to sync with my Outlook calendar or email because with webmail, those features are not important to me although they are certainly available. For those of you who have wanted to have the collaboration capabilities of Google Docs while using the familar Word, the SkyDrive is your ticket!
Thursday, March 15, 2012
An Awesome Find
The Spark
Dr. Missy Brooks, Curriculum Director, recently attended a session facilitated by Bernajean Porter during the 2012 CoSN conference. When we met for dinner at the end of the day, she couldn't wait to share her find! They had been given as a handout during the session called "Grappling's Technology and Learning Spectrum." After reviewing the handout, I too was excited to finally hold a piece of paper in my hand that I thought simplified what we all know...It is time to move beyond merely teaching technology literacy and adapting what we already do to just "doing it" with technology, to actually using technology tools to transform learning. In other words, to use technology to enable new learning tasks not possible without technology.
The Process
While Missy was attending her workshop, I too was involved in a workshop that was an eye opener. It did not center around technology but instead conversations. In attempt to summarize...
1. The participants were asked to find a seat around one of the 5 or 6 tables. We were also asked not to sit with another member from our school district. (When we used the process at a meeting this week, we had to improvise to say that members from each school should be represented at each table.)
2. We were asked to select a member at our table to be the facilitator and another to be the note taker.
3. We were then presented with a question. We were instructed to "go around" the table and say..."Have you considered..." and then your idea for a solution. The only response allowed after you stated your idea from the group was "Thank you." Now for anyone reading this blog that knows me, I have a difficult time, not stating my opinion so I wasn't sure how I was going to like this concept!
4. As we went around the table and participants began to realize that no one was going to "find flaws" in his/her response and since there could be no discussion of the thought given; the ideas started flowing and elevating in merit with each statement made. I was wow'd! By the time we were asked to report back to the group, we were getting somewhat silly with the "Have you considered...." and the numerous "Thank You" responses but the quality and quantity of the information listed was awesome.
The Benefit
Tuesday of this week, using the guide Missy had gotten from her workshop, the process I had gotten from my workshop, and a collaborative tool our superintendent, Mr. Barlow had recently discovered for notetaking...http://www.typewith.me/, Missy and I facilitated a meeting to plan summer staff development. The results included a very productive and enlightening brainstorming session with school principals, assistant principals, technology leaders, a professional development specialist, and classroom teachers and a list of workshop ideas for our week long Learning Conference (formerly named Technology Conference) scheduled for July 2012.
This summer, we will still offer a limited number of literacy sessions to introduce teachers to new tools then move up the spectrum to several workshops that are considered "adaptive uses." However, the real impact will come from the GREAT ideas we collected for workshops that will involve the Transforming Uses where...
Dr. Missy Brooks, Curriculum Director, recently attended a session facilitated by Bernajean Porter during the 2012 CoSN conference. When we met for dinner at the end of the day, she couldn't wait to share her find! They had been given as a handout during the session called "Grappling's Technology and Learning Spectrum." After reviewing the handout, I too was excited to finally hold a piece of paper in my hand that I thought simplified what we all know...It is time to move beyond merely teaching technology literacy and adapting what we already do to just "doing it" with technology, to actually using technology tools to transform learning. In other words, to use technology to enable new learning tasks not possible without technology.
The Process
While Missy was attending her workshop, I too was involved in a workshop that was an eye opener. It did not center around technology but instead conversations. In attempt to summarize...
1. The participants were asked to find a seat around one of the 5 or 6 tables. We were also asked not to sit with another member from our school district. (When we used the process at a meeting this week, we had to improvise to say that members from each school should be represented at each table.)
2. We were asked to select a member at our table to be the facilitator and another to be the note taker.
3. We were then presented with a question. We were instructed to "go around" the table and say..."Have you considered..." and then your idea for a solution. The only response allowed after you stated your idea from the group was "Thank you." Now for anyone reading this blog that knows me, I have a difficult time, not stating my opinion so I wasn't sure how I was going to like this concept!
4. As we went around the table and participants began to realize that no one was going to "find flaws" in his/her response and since there could be no discussion of the thought given; the ideas started flowing and elevating in merit with each statement made. I was wow'd! By the time we were asked to report back to the group, we were getting somewhat silly with the "Have you considered...." and the numerous "Thank You" responses but the quality and quantity of the information listed was awesome.
The Benefit
Tuesday of this week, using the guide Missy had gotten from her workshop, the process I had gotten from my workshop, and a collaborative tool our superintendent, Mr. Barlow had recently discovered for notetaking...http://www.typewith.me/, Missy and I facilitated a meeting to plan summer staff development. The results included a very productive and enlightening brainstorming session with school principals, assistant principals, technology leaders, a professional development specialist, and classroom teachers and a list of workshop ideas for our week long Learning Conference (formerly named Technology Conference) scheduled for July 2012.
This summer, we will still offer a limited number of literacy sessions to introduce teachers to new tools then move up the spectrum to several workshops that are considered "adaptive uses." However, the real impact will come from the GREAT ideas we collected for workshops that will involve the Transforming Uses where...
- Student roles expand to include explorers, producers of knowledge, communicators, and self-directed learners;
- Teacher roles expand to include facilitators, designers, learners, and researchers;
- Learning and assessment practices are changed;
- Students initiate technology uses as they create their own learning experiences;
- Research is sustained inquiry for original thinking and conclusions useful to others; and
- Teachers view technology as essential for development of higher-order thinking skills.
Additional Reading from Sharon Mumm: Redefining Instruction With Technology: Five Essential Steps
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