DAY 1-COSN INTERNATION SYMPOSIUM-PART 2

Panel 2 Members: Chris Dede, Lenny Schad, Paul Kim, Phyza Jameel, Shafika Isaacs As we talk about the challenges and examples from schools around the world, I have to think through the issues in a school system where students have access to mobile tools at home and at school; where laptops are available for students in grades 2-12; where special needs students that previously could not communicate verbally without very expensive devices can now do so with an app and iPad placed in his/her hands; or where once the policy was changed so that students could also bring his/her personal devices to school, students in grade 2 are bringing in 3G iPads, and where a WiFi network has been provided at school for both school system purchased and personal devices--what are OUR challenges? The first step must be for the IT staff to "beef up" the wireless network so that the network can accommodate about 2 devices for every user. The standard needs to be n which also requires switches with gig ports which many of us do not have. A phased plan is the only way a school system as the one above can make these updates--> new switches, upgraded access points, and expanded IP schemes. The second step must be professional development for staff and awareness for parents. What do parents need to know about the 3G/4G personal devices in a school setting--the responsibilities of the child/parent, of the teacher and school, libility issues, etc. What type of training to we need to offer for teachers so that they are equipped to engage a room full of students equipped with Internet accessible devices. Once upon a time, when there was a conversation taking place, you could look across the room and by the expression or verbal participation by the students, a teacher could gauge the understanding of the concept. With these devices in the hands of all students, the face is often diverted to the screen, not looking up at the teacher or even at each other. Therefore, we must make sure that our teachers develop a comfortable level with using technology for their own personal learning so that they can assist students in the same area. With the school devices, equity is easier since the school system can ensure that all devices have the same access and applications, the access is filtered appropriately for the varies ages and maturity of the students, and the use can be more focused due to the network technical policies in place. In a nutshell, to a certain degree, the teacher is aware and prepared for how and what the students will access, respond to, create, etc. There are pros and cons to this model. However, with the interjection of mobile devices that are not dependent on the managed WiFi network, a teacher may find himself/herself in a situation where a) not every student has a personal mobile device that is charged and ready to go, b) not every mobile device can access the same content(Google Os vs. Apple Os with all the difference with Java, Flash, Quicktime, Media Players, and the likes.) A student asks for help and wow, suddenly a teachers sees a screen or device that he or she has never seen before filled with buttons and the location of buttons that is completely foreign. If we are talking about secondary, the answers are easier--have the students help each other; but what about a second grader, a seventh grader or what if the problem starts in the middle of an assessment that shouldn't take more than 5 minutes. Do you stop the lesson and try to figure out the device? Do you tell that child not to participate? Professional Development is the key and Mobile Device Management (MDM) will need to continue to evolve. The third step will be to continuously review and tweek the sustainability plan. What happens when a device that IS provided by the system "dies" after a year and a half? We do not have real data on how long an IPad will last? Input requested. The third step