Posts Tagged ‘computers in the classroom’

Online Courses – Past, Present and Future

Posted: April 8, 2013, 12:39 pm

By Dr. Ramiro ZunigaOnline Courses

(Part 2 of 2)

In Part 1, I discussed variations in design and uses of online courses by school districts across the country. In Part 2, I will share my thoughts on best practices and the appropriateness of specific types of online courses.

Online courses are intended to ultimately serve one purpose: convenience. Online courses allow students to conveniently access courses that are not available to them. Online courses also allow students the convenience of learning at home or other location.

In designing the first online graduate courses I taught, I chose the asynchronous format. At the time, I felt that requiring students to log in at a specific time was not substantially different than asking them to come to class on campus.

Over time, I found that my students and I preferred the hybrid format. Hybrid courses combine the best aspects of traditional and online courses. With this format, students can break away from the monotony of a fixed class schedule, yet they have opportunities to meet and interact with others taking the same course. In my opinion, there is no substitute for this type of exchange. The hybrid format lends itself collaborative learning and expands the students’ social and professional networks. As a result, the hybrid format allows for optimal learning.

Courses that are completely online have several potential pitfalls caused by the course design itself. First, with online communication, there is rarely direct communication. In many cases, instant communication between student and educator is more a myth and less a reality. Often the response to emails and texts is delayed, even between students. And, as discussions are kept brief and often communicate incomplete thoughts, online communication can result in misunderstanding.

Keep in mind that students have individual learning styles. Some students need the constant verbal exchange with fellow students and educators in order to fully understand concepts. Although possible, online learning is more difficult for these students. Closely associated with the individual learning style is individual self-discipline. Completing an online course, especially a hybrid course, requires students to work independently.

Designers of online courses need to consider many factors when developing their courses. Information overload, resulting from the endless sources of online information, is a possibility. Thought needs to be given to the amount of supplemental material that will be emailed or posted for students to read. The frequency of communication and feedback between educator and student also must be considered in the design of the course.

I do believe that online courses will continue to evolve and be better suited for more and more individuals. I also believe that online learning will remain an enhancement to our curriculums. I don’t believe that online curriculums will be the future of K-12 education. I have spoken to many educators about this possibility. These educators have told me that schools and the social development that occurs in them as a result of direct interaction are essential to the education of our children and to the well-being of our communities. These same educators have also told me that online courses do not allow for this. Perhaps more importantly, these educators strongly believe that our students develop the sense of responsibility and direction in our schools.

I believe them.

Tags: , , , , , ,

Posted in Collaboration & Information Sharing, edtech, K-12, Ramiro Zuniga

Add a Comment

Online Courses – Past, Present and Future

Posted: March 5, 2013, 8:32 am

By Dr. Ramiro Zuniga

Classes Online

(Part 1 of 2)

For many years, I’ve been keeping an eye on the evolution of online courses in education.

During this time, my vantage point has shifted from student to technology professional and professor. My thoughts, which have not changed very much, have primarily centered on design of online courses as it relates to rigor, convenience, application, and appropriateness. In Part 1, I discuss the variations in design and uses of online courses. In Part 2, I share my thoughts on best practices and the appropriateness of specific types of online courses.

Looking back, I can truthfully say rigor was lacking in the courses I took as a student. At the time, online courses were relatively new, so this was to be expected. As with any innovation, the initial steps are generally a far cry from future strides.

Since then, more educators have become better acclimated to this new method for delivering instruction. Additionally, robust course management software solutions have emerged in recent years that provide educators more flexibility with course design. It is this combination of the increased comfort level and better course design solutions that have resulted in an increase in course rigor.

Today, online courses come in a variety of formats with differing characteristics—completely online versus hybrid and synchronous versus asynchronous.

The typical online course can be carried out completely online without ever physically meeting in a classroom. Hybrid online courses, on the other hand, split traditional class time with online time. As an example, students can meet every other week in class and complete the remainder of the course online.

Synchronous online courses require that students and educators meet online on specific dates and times in order to carry out activities such as group discussion, lectures, and presentations.  Asynchronous online courses allow for students to complete activities and assignments at their own pace.

One of the more controversial uses of online courses is for K-12 education. Proponents of these programs generally assure proper accreditation and claim that students will excel through their programs. Controversial or not, these programs are gaining acceptance by many. Although the majority of online courses for K-12 are utilized for credit recovery or for delivering courses that are unavailable at students’ home district, other programs offer a complete curriculum to students. Some programs offer courses starting at the middle school level, while others offer courses solely for high school students.

It goes without saying that there are definite advantages to online courses. Many school districts have limited resources and course offerings for their students. Online courses give these school districts the opportunity to overcome those limitations by partnering with universities and other entities to offer what is missing. These opportunities also apply to school districts that are geographically isolated.

To be continued…

 

Tags: , , , , , , , ,

Posted in K-12, Leadership, Ramiro Zuniga

2 Comments

Readjusting Our Perspective to Technology

Posted: December 5, 2012, 11:59 am

Film Projector - Classroom Technology

Remember when this was game-changing technology for education?

By. Dr. Ramiro Zuniga

A few months ago, I was asked to be a keynote speaker at a technology conference being hosted by a school district.  What made this invitation extra special was that the technology conference was being hosted by my hometown school district.  As a keynote speaker, I spoke directly to the teachers and administrators from across the district.

My mission was clear.  I needed to deliver a message that would inspire an increase in the use of technology in the classrooms and administrative offices. Rather than focus on the group as a whole, I decided to challenge each individual to take on the responsibility of expanding their own level of usage.

Most people think having state-of-the-art technology is the most important thing when it comes to technology integration.  I pulled out my smart phone.  I explained that my smart phone allowed me to text, make calls, watch videos, and access the internet, among other things.  I then placed my smart phone on a table and stood back.  As we all watched for a few seconds, the sound of a chirping cricket played over the sound system.  Everyone laughed, and the point was made.  Technology in and of itself is not the answer; people are.

I went to expand on the following points:

  • People have to care enough to learn new technologies.
  • People need to make the time to learn new technologies.
  • People need to continue to practice using the new technologies until practice becomes integration.

The pressure to learn new technologies is nothing new. When I was in high school, film strips were new technology.  Although the technology was relatively simple to use, a lot of teachers were intimidated by the projectors and never learned how to use them.  These teachers cleverly hid their lack of skills by asking for student volunteers to run the projector for extra points.  Many who did learn how to use the projectors used them as a babysitter for students and not in any meaningful instruction.  This same scenario plays itself out today in classrooms, just with different technologies.

Those that produce technologies always promise great things.  In 1913, Thomas Edison proclaimed his technology, filmstrips, would change the educational system completely.  He even predicted his technology would eliminate the need for books in 10 years.  Obviously, he was wrong.  Know too that similar promises were made of radio, television, and the Internet.

Learn a new technology because it exists.  Disregard whether the technology would increase student performance because the technology will not make this happen. Our nation’s educators will.

Here are the strategies I shared with them to begin the process of integration:

  • Make the time to learn – Time waits for no one.  In a year, you will either know how to use a new technology or you won’t.  It’s your choice.
  • Take baby steps – Learn one or two features of a new technology at a time.  If you learn 5 new features in a month, you will have learned 60 features in a year.
  • Collaborate – Learn with your peers.  Hold working lunches where you can learn together or teach each other.
  • Create step-by-step instructions or “cheat notes”- Use the instructions until you become comfortable with the new technology.  Pass those notes on to someone who needs them after you no longer need them.
  • Use the technology that makes sense to you - If you don’t think a particular technology will help you, don’t use it.  Don’t worry about having the latest “apps.”  Don’t worry about having the latest version of a technology.
  • Technology should conform to your life -  You should never have to conform your life to any technology.  For example, if you don’t want your e-mail forwarded to your smart phone, don’t.  You can always read your e-mail when you want to and not when your phones dings or vibrates.
  • Practice, practice, practice -  Continued practice is the only pathway to integration.
  • Most importantly, don’t wait for someone to train you -  Technology is here.  Period.  Use it.  Take the initiative.  You can’t hurt anything by trying.

A change of perspective is fundamental to this process.  Technology integration is not about the technology.  Technology integration is about individuals taking on the responsibility of learning new technologies and continuously using them.

 

 

Tags: , , , , , ,

Posted in Collaboration & Information Sharing, edtech, K-12, Leadership, Ramiro Zuniga

2 Comments

Getting to Know CIPA

Posted: November 5, 2012, 2:49 pm

CIPA internet address bar

By Dr. Ramiro Zuniga

I wanted to discuss a law that most, if not all, technology staff in schools and libraries are familiar with: CIPA.  CIPA, or the Children’s Internet Protection Act, came into existence in 2000.  The purpose behind this law is to protect our children from inappropriate material while accessing the Internet.

Schools and libraries receiving E-Rate monies for equipment and services that provide Internet access are required to have in place technologies that block harmful material.  The harmful materials include images that are obscene, pornographic, or otherwise harmful to children.  Additional requirements include monitoring the Internet activities and educating students on proper Internet etiquette.  Topics to be covered during the educational process include networking, socializing, cyber-bullying awareness, and responding to cyber-bullying.

Schools subject to CIPA have two additional certification requirements: 1) their Internet safety policies must include monitoring the online activities of minors; and, 2) as required by the Protecting Children in the 21st Century Act, they must educate minors about appropriate online behavior, including interacting with other individuals on social networking websites and in chat rooms, and cyber-bullying awareness and response.

According to the Federal Communications Commission website, schools and libraries subject to CIPA are required to adopt and implement an Internet safety policy addressing:

(a) access by minors to inappropriate matter on the Internet;

(b) the safety and security of minors when using electronic mail, chat rooms, and other forms of direct electronic communications;

(c) unauthorized access, including “hacking,” and other unlawful activities by minors online;

(d) unauthorized disclosure, use, and dissemination of personal information regarding minors; and

(e) measures restricting minors’ access to materials harmful to them.

A few things to keep in mind as it relates to CIPA and E-Rate Funding:

  • School districts and libraries are not required to file for E-Rate Funding and, as such, would not be affected by CIPA.  However, I would, for public relations and overall liability, suggest that anyone providing Internet access put in place some form of technology intended to protect students.
  • CIPA does not apply to schools or libraries that receive E-Rate monies for things such as basic telephone services, including local- and long-distance services and cellular telephone services.
  • CIPA allows disabling of the protective technologies by an authorized adult conducting legitimate research.
  • Although CIPA does require monitoring of Internet activities, it does not mandate the tracking of these activities.

Perhaps the most important thing to keep in mind and carry out is to inform teachers, administration, staff, and parents that, although constant monitoring of Internet activities is ongoing, there are no technologies that exist that are 100 percent reliable in preventing access to inappropriate materials.  To do so, schools and libraries must create an atmosphere in which everyone takes on the responsibility of monitoring.

If you are interested in learning more about E-Rate Funding, please refer to my posting on E-Rate from last year: E-Rate Funding: Are you ready for it?

Tags: , ,

Posted in edtech, K-12, Leadership

4 Comments

To BYOT or Not to BYOT

Posted: February 28, 2012, 9:39 am

By Dr. Ramiro Zuniga

Many school districts are still struggling with the decision of whether or not to incorporate a BYOT strategy in their schools.  But what exactly is BYOT?  BYOT stands for Bring Your Own Technology.  The basic premise of this philosophy is that students are allowed to bring in their personal laptops, cell phones, tablets, and other mobile devices to use throughout their instructional day.  As common with new technologies impacting schools, proponents of BYOT suggest that this will revolutionize education.  Those against BYOT suggest that it would cause more damage than good.  Is there a middle ground?  Perhaps, but there are real concerns related to BYOT and a good understanding must be reached before any such implementation should take place.

Advocates of BYOT often question why BYOT has not caught on with most districts.  After all, BYOT would allow students instantaneous resources from around the world at their fingertips.  BYOT would allow students to seamlessly communicate with students from their school or other schools.  Students would no longer have to carry heavy books, as all books could be read on digital devices.

So here, I will present some of the major concerns with BYOT that school districts are facing.  Perhaps an understanding of the concerns might shed light on why schools are still struggling with BYOT.

Technician/Technologist Concerns

For the network administrators working, “behind the scenes,” BYOT could be disastrous.  It is very difficult controlling the spread of viruses using district owned computers using district purchased software.  It would not be feasible for the district to install such software on personal devices.

A constant concern with technology is the expectation that technicians and technologists understand how to use all new applications.  With mobile technology especially, new apps are being created daily.  It is impossible for a technician or technologist to be aware of all applications being brought in through BYOT, let alone know how they work.

Teacher Concerns

Many teachers are concerned that students will be distracting from learning, as many will access non-instructional material at all times.  Think of how many students would rather watch music videos or chat on a social networking site as opposed to conducting research.

It is no secret that students, even within protected school networks, are downloading movies.  Many fear that this activity will explode if students are allowed to use their own devices on

Teachers, today, have the ability to monitor what a student is accessing via a district owned computer.   This capability is not possible with BYOT devices.  This leads teachers to worry about whether students will be more apt to cheat and whether they would even know.  It is possible for students to quickly find answers to questions on the internet.  It is just as easy to text answers across the room or campus during an exam, again without the teacher’s knowledge.

A lot of teachers have the fear of being “shown up,” by a student or “learning from a student.”  This fear, although rooted in outdated pedagogy, still exists today.  Teachers still feel that they should be the individuals holding the most knowledge in the class.

Another fear that teachers have expressed is that they are afraid students might record them and post it on the internet in an edited fashion.  As we all have seen, it is far too easy to post a recording of someone, completely out of context.

Legal Requirements

Know that school districts, receiving e-rate funding, are legally bound by the Children’s Internet Protection Act of 2000.  This law requires school districts to maintain policies and procedures that protect students from accessing inappropriate material via the internet.  School districts are not clear on whether school districts will be held liable if students access inappropriate materials via the school district network via personal devices.

Inequities

Many argue that BYOT will amplify the inequities between students that have access to mobile technology and those that do not.  Teachers and school leaders have long held the belief that the students should seem as homogenous as possible.  They know that many parents cannot afford to provide their children with such technology.  They feel that students that do not have access to mobile technology will feel embarrassed or inferior.  Such feelings, in their eyes, are just not conducive to optimal learning.  Can the district afford to provide mobile devices to all students that do not already have access to such technology?

BYOT, however, brings an added twist.  Parents may not want to provide their children with smart phones and similar devices.  They may not want their children to access the internet without their personal supervision.  Is it right to override parental wishes?

So What’s the Plan?

As I stated in the beginning, school districts cannot enter this realm in ignorance or complacency.  School leaders must ensure that as many questions and concerns be addressed prior to implementation.  Policies need to be in place to deal with those abusing the BYOT privilege.  In addition, these policies must be communicated and more importantly enforced.

I personally believe that it is too early to tell whether BYOT will be accepted across all schools.  As with any technology, I prefer to observe and study before I take a major leap.  I believe, as with any implementation, if things are not done correctly, it will cause more harm than good.  That is to say that BYOT, in and of itself, may not cause more harm but the failure to ensure safety and productivity surely will.

Tags: , , , ,

Posted in data, edtech, K-12, Leadership, Ramiro Zuniga

10 Comments

Replacing Technology Equipment: Don’t Believe the Hype

Posted: March 24, 2011, 9:54 am

By Dr. Ramiro Zuniga

I recently saw a commercial for an electronics store that caught my attention.  The premise of the commercial is that technology is updated so rapidly that your most recent purchase quickly becomes obsolete.  In one of the segments within this commercial, a man realizes  that a 4D television is “coming soon” as he stands in front of his house while his brand new 3D television is being delivered.  To add insult to injury, a cute little girl, I assume a neighbor, runs around his yard mocking him, “You bought the wrong TV sillyhead!”  The other segments in the commercial highlight similar disappointing realizations.  In one, a lady blurts out, “I just bought this one!”

Needless to say, this is a fairly entertaining commercial.  After all, we can all relate to buying something, only to realize that there exists something better or less expensive.

So how does this relate to technology in schools?  Well, after watching this commercial, you might feel like going to the store to “buy the latest.”  If you are a technology leader, you might feel pressure to ensure that your district has cutting-edge technology.  Perhaps you will want to replace computers across all your campuses.  And then, it hits you!  “How am I going to pay for this?”

The truth is that most school districts cannot keep buying and buying all the latest devices.  In my experience, I have seen many technology directors try to do this and it just doesn’t work out.

I have had many teachers and administrators come up to me, over the years, excited about the newest technology.  My question to them is, “How do you plan to use this?”   Often, I get a synopsis of a recently viewed commercial or of some article.  I will then probe a little further, “What type of students are you targeting with this technology?  What grade level were you considering?”  Generally, the end result of the discussion is that the individual succumbed to the marketing ploy of the commercial.

Please do not misunderstand.  I am not criticizing the excitement of the individual.  I too have seen a commercial or read an article and thought about how it could be used by students and or teachers in the classroom.  I applaud anyone that looks for new and different tools in education.  However, I go back to my original question, “How do you plan to use this?”  School districts cannot afford to buy technology simply to keep up with the latest.  As the electronic store commercial states, technology is always being upgraded.  It all must be planned out otherwise the technology might just end up stored in a closet in its original box, unused.

Here are some tips that I offer for technology directors in relation to purchasing technology:

  • Purchase five year warranties with as much hardware as possible.  This will extend your replacement cycle considerably without too much more monetary expense.  Rarely, is there a genuine need to replace hardware sooner.
  • Do not lock into purchasing from a single vendor on a continued basis.  Competitive shopping will get your district the best price.
  • Keep in mind that some technologies will not fit the needs of your district.  Be sure to do some research and call references prior to purchasing.  Invest your time up front.  Time spent here will save much frustration for teachers and administrators across the district down the road.
  • Ensure that you include teachers and administrators from all levels when evaluating a particular technology.
  • Never rely solely on the word of a vendor, even if your relationship is strong and positive.  Every vendor will speak to you for one reason.  That reason is for them to make a sale!
  • Most importantly, make sure that a plan actually exists for the technology under consideration.  The plan should include opportunities for implementation and evaluation throughout the life of the plan.

In the end, commercials are a great resource for learning about technology.  I only caution technology leaders to ensure that it is reason and logic that guides purchases and not hype.  Technology leaders have a tremendous responsibility in ensuring that their school district has the most effective technology available.

Tags: , ,

Posted in K-12, Ramiro Zuniga

6 Comments

E-Rate Funding: Are You Ready for It?

Posted: February 23, 2011, 11:23 am

Okay, so the window to apply for e-rate funding has just opened for the 2011 funding year.  What does that mean?  How does this apply to public schools?  Is it worth all the fuss?  Well let me explain the basics of e-rate first and then I’ll share my opinion on this funding opportunity.

Basically, e-rate is a funding opportunity where the federal government provides monies to public schools to help offset the cost of telecommunications services and continuously providing internet access to students.  The monies come in the form of reimbursements or discounts to public schools for things like high capacity phone lines (broadband), wireless phones, telephone service, and cabling infrastructure.

The general process requires that public schools complete applications that detail the type of equipment and services for which reimbursements are allowed.  The entity that oversees e-rate reviews each application submitted by a school district and determines whether reimbursements will be funded.  School districts can receive anywhere from 20% to 90% funding on their applications.  The funding percentage is determined mostly by the percentage of students that are eligible for free or reduced lunches.  The higher the percentage of students eligible, the higher the discount or reimbursement that schools will receive.

For example, if a school district spends $ 1,000,000.00 in telecommunications equipment (telephones, switchgear, phone lines, etc.) and they are to receive a 90% reimbursement, the school district will eventually receive a reimbursement check in the mail for $ 900,000.00.

A second method for acquiring the same equipment is where a vendor will sell the school district the same equipment for $100,000.00 instead of the $ 1,000,000.00, which represents a 90% discount.  The vendor then applies for reimbursement where they get the remaining $ 900,000.00 directly.

Of course, neither a vendor nor school district will see any money until the overseeing entity is satisfied that the equipment has actually been purchased.

If you are thinking that this is a sweet deal, it is!  Vendors are selling their equipment and getting 100% of their selling price and school districts are getting awesome deals on equipment and services.  And our students are enjoying the benefits.  It’s a win-win-win scenario, right?

Well, the truth is, it can be, however the caveats I would suggest are as follows:

1.      Funding is not guaranteed.  This is a federal initiative that can be taken away at any time!  Vendors will tell you that e-rate is here to stay.  Don’t believe them.  Yes, e-rate has been around for many years now, and the likelihood that this program being terminated is slim.  However, think about it.  The program was created to help schools obtain internet access.  As of today, virtually every school in America has accomplished this.  Wouldn’t you say the program has reached its objective?  And given the economic situation?   You just can’t believe that the well will never run dry.

2.      If your application does not get approved, and you have purchased equipment at a discount, your district will be responsible for paying the vendor for the remaining balance.  Trust me, there is no vendor on earth that will let your district “off the hook.”  They are not going to want their equipment returned.  In most cases, you will have signed a contract so you won’t be able to return equipment.

3.      Remember, even if you file for and get reimbursed $ 900,000.00 on a $ 1,000,000.00 project, you still have to foot the bill up front.  Do you have the $ 1,000,000.00 in your budget?  The reimbursement process may take more than six months or longer before you actually receive a check.

4.      The reason that reimbursements can take so long is the level of scrutiny that your applications and related documents will receive.  Know that the higher your discount rate, the more scrutiny your applications and subsequent documents will receive.  In fact, more often than not, you will be asked to furnish additional documentation well after you have spent your reimbursements.  If your documentation does not support the intent of your application, your district or vendor could be asked to return monies, even if it is in the millions of dollars.

5.      The deadlines are absolute.  If you miss an application deadline, you will have to wait until the next funding year.  Period!

6.      The process calls for very rigid guidelines that will help ensure the highest level of integrity.  Vendors and school districts pay a heavy price in being barred from the process and possible criminal prosecution.  Know that many have paid the price for trying to scam this opportunity.  Many vendors will come to your door and tell you that they can provide consulting services, which means they will want to fill out all applications and related bid documents in their favor.  Hello!!!  “Bid Rigging!”  Do it and you may go to jail.

7.      If you become involved with this process in your district, do not make decisions by yourself.  Make sure you include your purchasing department, business manager, deputy superintendents, and superintendents, at the very least.  Consult your network specialists or other technical personnel from within the district.  Make sure everyone is comfortable with the process and deadlines.  You do have the option of hiring an external consultant to assist but make sure they cannot benefit or participate in any of the projects to be funded.  Another option is to hire an E-Rate Specialist as a district employee.  This person would be responsible for keeping everyone on task and on track.

I do believe e-rate to be one of the best programs that the federal government has created for school districts and our communities as a whole.  I say every district should take advantage of such a great funding opportunity, just make sure you are spending money wisely and not just spending for the sake of spending.  A 90% discount is great but if you don’t spend any money on unnecessary equipment your district will save 100%.

The Universal Service Administration Company (USAC) is the overseeing entity for e-rate.  Here is the link to their website if you are interested in greater details on e-rate: www.usac.org.

Tags: , , , , ,

Posted in K-12, Ramiro Zuniga

15 Comments

Campus Technologists – A Winning Strategy Part 2

Posted: January 26, 2011, 10:29 am

By Dr. Ramiro Zuniga

In Part One, I discussed the advantages and disadvantages of using campus technologists to aid in the integration of technology into our classrooms.  I also spoke of the use and misuse of this potentially powerful strategy.  In this piece, I will discuss the skills and traits that I believe a campus technologist should possess.

  • Positive/Cheerful/Energetic Attitude – This is undoubtedly, the most important trait a campus technologist can possess.  Your campus technologist will undoubtedly face resistance and negative attitudes among colleagues. It will take the greatest of attitudes to minimize such negative energy.
  • People Skills – A campus technologist will work continuously with campus administration, software and hardware vendors, and teachers which makes peoples skills as the most important skills to possess.
  • Creativity – A campus technologists will need to think, “outside the box” when evaluating and implementing technology.  This will also be needed when training teachers at different levels of proficiency in using technology.
  • Research Skills – It is vital that the campus technologists know how to find reliable sources for technology studies, and updates.
  • Technology Skills – These skills, perhaps surprisingly, are the least important.  A campus technologist should be able to use technology, however don’t worry if your campus technologist is not an expert.  A great attitude and a little training will go a long way.  Do not worry if your campus technologist does not know how to install software or hardware.  In time, your campus technologist will pick up some skills.  Generally, leave these tasks to technicians.  This allows your campus technologist to focus on integration.

So where do you find someone like this?  Simple.  Start by really observing the teachers at your campus.  After all, someone from your campus will already have an idea of the proficiency levels.  This is a real advantage.

Look to see who is displaying these traits.  Talk to your teachers to see who really is excited about technology.  Be objective and resist the urge to pick too quickly.  Take your time.  Don’t panic if you don’t find someone at your campus, you can always hire someone outside of your campus.  Again, it’s their attitude that will make the difference.

And now for my unique idea on the use of campus technologists.  Make this position a full time position, equivalent to a teacher in pay.  In fact, it is preferable that you transition a teacher into this position.  I know that there are already full time campus technologist being used in other school districts.  The difference is the adherence to the above skills and traits. In addition, work with the campus technologist to develop timelines by which specific tasks can be accomplished.  Be sure to provide the necessary support that will allow for your campus technologist to succeed.  What is most significant about this role is not focusing on “improving student achievement.”

“Improving student achievement,” is such an overused phrase.  It can not apply to the campus technologist.  Let the classroom teacher worry about student achievement.  The use of technology is a means to an end.  Technology is a tool.  A different way to look at this is that if all technology disappeared today, the classroom teacher would be responsible for increasing student achievement.

The only reason you need a campus technologist is to assist teachers in integrating technology into the classroom, primarily, because technology is all around us.

VFM2QCWXXKKK

Tags: , ,

Posted in K-12, Ramiro Zuniga

5 Comments

Campus Technologists – A Winning Strategy – Part I

Posted: December 9, 2010, 4:40 pm

By Dr. Ramiro Zuniga

Since the mid to late 90s, many school districts have been paying out stipends to individuals selected to serve as campus technologists, sometimes also as instructional technologists or another similar title. In essence, a campus technologist serves as an intermediary between a teacher wanting to integrate technology into the classroom and a computer technician.

Make no mistake, a campus technologist is neither a computer technician nor a network specialist. The intent of this position is not to repair computers, printers, and the like. Their mission is to assist teachers in trying to integrate technology into the daily curriculum. In most cases, the stipend is paid to a teacher, which makes sense because a fellow teacher can “speak the same language.” Of course, it is always easier for teachers to learn from a colleague than “some trainer” from Central Office or “some consulting firm.”

Stipends vary from one district to another but I have seen stipends ranging from $ 1,000.00 to more than $ 5,000.00 per year. This is where a potential dilemma can originate.

Unfortunately, I have seen firsthand how these stipends and positions can be misused. I have also heard many similar stories from my graduate students, teachers and administrators from various school districts.

These stories all seem to follow a similar plotline. A principal decides that “his friend” or “his favorite teacher” will serve as the campus technologist. It is a good way to give someone a raise without really increasing their duties. After all, “you can always call the IT department” if a task is beyond the capabilities of the campus technologist.

Too many times, little consideration is given to the requirements of the position. Technology integration is a gray area in which it is hard to determine how much of the integration can be attributed directly to the campus technologist and how much can be attributed to someone else.

On the other hand, many campus technologists are making a real difference. These technologists understand that their role is an important one. They know that many of their colleagues are resistant to using technology due to lack of training, fear, and other reasons. Many technologists push themselves to learn how to perform basic troubleshooting of computer hardware. Others learn how to install software packages onto classroom computers. Many work before school, after school, during the conference periods, and even during their lunch hour. They understand that they are on a mission.

So I call on principals and other campus leaders to think about the successes that a campus technologist can bring about. I understand that principals want to “reward” their best teachers, but surely, there has to be an alternative to this practice. No Child Left Behind requires that schools produce computer literate students by the time they leave eighth grade. More importantly, technology is here! Let’s do what we can to bring technology into as many classrooms as possible.

In Part II, I will discuss the skills and traits that I feel are essential in a candidate being considered for a campus technologist vacancy. I will also present what I think is a unique idea in relation to the position of campus technologist.

Tags: , , ,

Posted in Collaboration & Information Sharing, Ramiro Zuniga, WHNPS

12 Comments

Exploring the Student Administration Potential of Apple’s iPad: A Proof of Concept

Posted: September 3, 2010, 2:23 pm

If there’s one tech device in 2010 that has made a significant impact on the landscape of our culture, it’s Apple’s iPad. Announced in January, speculation ran wild for months as to what users could expect from the device. It was an immediate hit upon launch in April, with one million iPads sold in just 28 days.

While it has incredible appeal as a consumer electronics device (nothing beats iPad Scrabble), educators and administrators immediately began contemplating the potential uses for the classroom. At SunGard Public Sector, we were eager to develop real-world use cases that would allow us to demonstrate our products being used on the iPad. Thanks to the hard work of our developers, we were able to get our products up on the iPad in a matter of days.

This video demonstrates the impact that SunGard Public Sector’s solutions for K-12 education can have when deployed on a mobile device. Feel free to offer your comments and questions below.

Tags: , , , , , , ,

Posted in Business Process Management, Collaboration & Information Sharing, K-12, Mobility, Sustainability, WHNPS

11 Comments