Posts Tagged ‘technology’

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.

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

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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…

 

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Posted in K-12, Leadership, Ramiro Zuniga

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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.

 

 

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

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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?

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Posted in edtech, K-12, Leadership

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The Power of User Groups – Revisited

Posted: October 2, 2012, 8:11 am

By Dr. Ramiro Zuniga

Last year, I wrote about the benefits of actively participating in a user group.  I also spoke about some of attitudes criticizing such organizations.  In my opinion, those that criticize user groups do so out of ignorance.  These individuals don’t understand the benefits of user groups because they don’t get involved.  As for me, know that I still think quite favorably of user groups.  I have, for years, encouraged my colleagues to seek a higher level of involvement.

There is no doubt in my mind that if you take the time to participate in such an organization, you can make a big difference in how a software product is designed and functions for your school district.  Keep in mind that affecting the design of a software product in your favor can make life easier for your colleagues back home.  Perhaps you can affect the design of the software to where it is more intuitive and thus easier for district personnel to use.  Perhaps you can affect the design of the software to where screens are easier to use.  You might even reduce the number of steps of certain tasks within the software.  Really, the possibilities are endless.

One of the greater benefits in becoming actively involved in a user group, is interacting with your software vendor’s staff.  Interacting with these individuals will provide you with insight on their frame of reference.

Know too, that user groups can take the form of state, regional, and national groups.  Although some would hesitate to get involved with a national organization over an organization within their respective state, doing so could provide added benefits.  Individuals from other states can provide vastly different perspectives that could facilitate your generating new ideas that you may not have conceived of otherwise.  Often, individuals from other states can share information on initiatives occurring in their states.

It is important to know that each level will not necessarily compete against each other.  Each is an added opportunity for impacting the design of a software product.  Although states do have specific data and software requirements that need to be met, I would suggest that school districts share many more similarities that can easily be defined nationally.

I have listed key points and strategies on becoming an active user group member:

  • Understand and commit to the purpose of the group
  • Speak up, share your viewpoint
  • You have to know what you want your software to do.  You don’t have to be a computer programmer
  • Introducing yourself to other users will allow you to build a network of professional colleagues that you can tap into for ideas or support
  • Volunteer for an Officer or Board position within the user group.  Although this does require a significant commitment, it also provides you with tremendous professional and personal growth
  • Collective requests from a user group generally carry more weight than that of a single individual with software vendors
  • Being actively involved will keep you informed of upcoming product enhancements

As I mentioned last year, the reason for becoming actively involved is so obvious.  I will reiterate the same question that I always ask when discussing the benefit of user groups.   “How can you criticize the design of your software when you don’t get involved in the design?”

Once again, I encourage each of you, each of your staff and colleagues to become active members of user groups.  After all, you and your district will reap the benefits.

 

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

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Integrating Technology into the Community

Posted: August 2, 2012, 11:45 am

By Dr. Ramiro Zuniga

School Kiosk

 

I just read an article that really made an impact on me.  The author of the article wrote of a Texas school district that placed kiosks in different areas of town.  This particular school district not only used these kiosks to provide the access to their community, but also sold advertising through the kiosks in an effort to generate revenues.

The article focused on the revenue aspect of this undertaking.  It is after all, a creative way by which the school district can raise revenues, especially during the current budget crisis.  For me however, that is not what caught my attention.

What I thought was of greater significance was the ability for anyone in the community to access the school district network resources.  According to the article, these kiosks were placed in restaurants, grocery stores, municipal courts, and real estate offices other high traffic locations.

What a great idea!  Although kiosks have been around for many years, I can honestly say that I haven’t spent much time thinking about this technology.  I can easily see some of the possibilities that these devices could bring about.

How many times have you been in a building where the signal to your cell phone dies out?  How many times you been unable to open an attachment on your smartphone?  Here is yet another avenue by which parents and students could access the Internet, instructional resources, and other information.

I can recall sitting in a real estate office wishing that I had brought my laptop so that I could view homes that the real estate agent pointed to on her desktop screen.  A kiosk would be ideal for this situation.

I can also see the placement of a kiosk in a community center as being extremely beneficial to those that do not own technology equipment of their own.  In such a setting, community members can begin to learn to use the Internet and overcome any fears of using technology.

Imagine a parent on the run printing out his or her child’s sports schedule.  How about a parent checking school menus at a grocery store without having to pull out there cell phone from their pocket or purse?  There really are a lot of possibilities.

It is easy to see how these kiosks would function well in all of the above mentioned locations.  After all, many kiosks utilize touch screens for navigation.  This makes the use of kiosks fairly intuitive and easy to use.  In many ways, kiosks are less intimidating than laptops or even smartphone applications to inexperienced users.  Another plus is that kiosks can have the ability to print.

Another thing to consider is that kiosks stand alone and are compact.  With kiosks, users typically stand while using the device.  There are no chairs or desks to purchase.  The compact size allows for the kiosks to be tucked into a corner or up against a wall without sacrificing much in terms of pathways.

Of course, these kiosks can also benefit the location owners.  The article that I mentioned earlier pointed out that these kiosks increased traffic for those locations.  I can also see that the traffic may linger a little longer inside of these locations as a result of the kiosks.

And of course, you can’t talk about technology without taking into account the cost of technology.  Considering the potential high traffic locations, the costs for kiosks may be reasonable.  Kiosks can vary in pricing depending on features but many districts have been able to implement kiosks.

Lastly, these kiosks can be customized to make use of school colors and school mascots.  What a great way to let the community know that the district officials want to increase communication.   Kiosks would serve to work against a very common criticism of public schools; lack of communication.  It is my belief that school districts can never do enough to overcome this criticism.

Again, what a great idea!

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Posted in edtech, K-12, Ramiro Zuniga

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Going Paperless: The Wave of the Future?

Posted: July 3, 2012, 2:03 pm

By Dr. Ramiro Zuniga

Going paperless, is it really the wave of the future?

Well before you answer, you should know that the concept of a paperless environment goes back to the mid-1970s.  I would argue however, that today we are much closer to making this a reality.  I would also argue that schools are definitely embracing this concept.

As you may know, there are a several arguments for going paperless.  In this posting, I will look at four of the most common arguments for going paperless and offer my opinion on whether the argument is credible.

Going Paperless . . .

Equals Going Green

This is perhaps the most popular reason that people give for wanting to go paperless.  This argument, however, is highly debatable.  To go paperless, documents must be processed and stored on computers.  Computers must be manufactured and the manufacturing process is anything but green.  In addition, every computer emits carbon gases as they are being used.

Saves Money

Storing documents electronically can save money in toner cartridges, reams of paper, filing cabinets, and postage costs.

Increases Productivity

Managing electronic documents is certainly easier than managing files in filing cabinets so there is certainly time savings.   And of course, electronic documents are easier to duplicate and share.

Saves Space

There is no doubt that this is true.  Thousands more documents can be stored electronically than in traditional filing cabinets.  I can attest to seeing offices that have maintained entire rooms dedicated to filing.

So given these reasons for going paperless, where do I stand?

I am all for going paperless; however, I must admit that I still print too many documents.  I am sure that I am not alone in this.  For me, it is easier to manage documents electronically.  Of course, I ensure that I have proper backups of all my documents.

Many still feel that computer hardware is not reliable enough to fully commit to going paperless.  After all, haven’t you had a computer crash?  Others are kept from going completely paperless because their auditors want hard copy receipts, contracts, etc.

I would suggest that you can always buy external drives for your personal files.  School districts can take advantage of cloud storage or backup and disaster recovery (BDRs) solutions.  For those dealing with reluctant auditors, I would suggest probing and nudging to see what auditors will allow.

So, back to my initial question.  Is going paperless the wave of the future?  I say, “Yes.”

The future begins tomorrow, so go out and start going paperless.  Well, at least, as much as you can.

 

 

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Posted in Business Process Management, data, edtech, K-12, Leadership, Ramiro Zuniga

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Finding the Right K-12 Software Solution

Posted: May 10, 2012, 11:52 am

By Dr. Ramiro Zuniga

Selecting a software solution can be a daunting task and, if not done correctly, can end disastrously.  Several things should be considered when considering undertaking such a task.

The most important thing to understand is why a replacement system is being considered.  Is the cost of the current system too high?  Are users frustrated with the how cumbersome the current system is to use?  Does the current system fall short in delivering what is desired?

As part of the process, a team should be created that consists of a cross section of the actual users that will end up using the software selected.  In no instance should the selection of a software system ever be carried out by one individual.  A core group of about five individuals that have a high stake in the final selection should also be created.  These individuals will typically ensure that the process of selecting a software solution does not go wayward or stall.  These are also the individuals that will communicate with the vendors as process proceeds or questions arise.

An option to consider when evaluating different software systems is to hire a consultant.  A consultant can use his technical expertise to not only to interpret specifics but also to simply and prioritize concerns.

It is imperative that your users get a “hands on” opportunity during your evaluation process.  This will give your users the ability to test drive the proposed software solution.  During this activity, users can ask questions and determine whether the software is visually appealing.

Steps should be taken to ensure a comprehensive understanding of the total cost of ownership.  Initial purchase costs alone do not paint to the whole picture.  Costs should be analyzed over a five year period, minimally.

Although costs are important, costs should never be the driving force behind a software selection.  Of primary importance is the software performance.  The software selection should be based on whether the software meets the needs of your users.

Too often, software selections are made as a result of political pressures.  Political pressures can be avoided by pre-defining and, more importantly, communicating, and adhering to objective criteria.

Software system implementations offer different options:

 

  • Hosted solutions call for the vendor to provide and manage all the needed resources, including hardware and software.

 

  • Onsite solutions call for all hardware and software to be installed and managed in your facilities.

 

  • Temporary Hosted solutions call for the vendor to temporarily host a software system until hardware arrives at your facilities.

 

  • Phased implementations allow for a quick implementation of the most important modules of a software system, and delaying the implementation of less significant modules.

 

  • Data conversions can vary greatly by vendor.  Some vendors will offer complete data conversion services.  Other vendors will offer partial data conversions.  Still other vendors do not provide data conversions at all.

 

  • Training options can range from traditional on-site training to web based training.  More recent trends include webinar training in which the trainer provides training via the internet and telephone conferencing system.  Training can also be offered exclusively via online courses.

 

Care must also be taken to ensure that the implementation is not too lengthy.  Long implementations can lead to a loss of momentum and interest.

Make it a point to conduct site visits and follow up on references.  Doing so will give you an opportunity to see the software in action and interact visit with actual users of the proposed software solution.

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

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E-Portfolio: Can It Make the Difference?

Posted: January 31, 2012, 9:38 am

An e-portfolio, also known as Electronic Portfolio, is a collection of electronic artifacts that collectively represent the works of an individual.  Perhaps the most common use of e-portfolios is to keep track of students’ work.  Many public schools and universities actively use e-portfolios to track and record a student’s progress.

But can an e-portfolio offer more?  Can an e-portfolio make a difference beyond student use?

In a word, yes.  As a professor, I required my graduate level students to create an electronic portfolio but not just for tracking academics.  I asked my students to create and maintain e-portfolios beyond graduation for employment reasons.

We have all heard the phrase, a picture is worth a thousand words.  Well what about a video, an audio recording, a multimedia slide show?  What are these artifacts worth?

In an e-portfolio, they are worth quite a bit.  An e-portfolio can make the difference between interviewing for a job and actually being offered a job.

I have discussed e-portfolios with various superintendents, principals, and other administrators over the last few years.  In short, these individuals have told me that it would be refreshing to interview individuals that maintain e-portfolios.  I have been told that individuals with e-portfolios would set themselves apart from other applicants.  A few of them shared stories in which an e-portfolio was a major reason for offering an applicant a position.

I have also had a few former students share their success stories of securing jobs in part because of their e-portfolios.

Where do you begin?

Start with your alma mater.  Many universities offer life long e-portfolio hosting for current and former students.  If this is not an option, go to the Internet and search for e-portfolio hosting.  I don’t have a particular hosting site to recommend.  I would suggest going through the different examples (templates) offered to see if they are to your liking.  Keep in mind that hosting should not be an expensive option.  In fact, it should be close to five dollars a month.

What do you put into an e-portfolio?

You can store various types of artifacts in your e-portfolio: videos, audio, documents, slide shows, photos etc.  Keep in mind that you want to maintain an e-portfolio that best represents you, your accomplishments, and your professional beliefs.  Remember that this tool is intended to help market yourself to a potential employer.  Ensure that each artifact is of high quality.  Sketchy documents, photos, or videos will work against you.

If you are going to include videos, make sure that they are short in length and significant.  As an example, you may not want to include a one hour conference presentation that you conducted but you might want to incorporate a short clip to show that you are comfortable presenting in a group setting.  It also shows that you have the knowledge and skills to lead a discussion.

If you are going to include documents, convert them to PDFs so that they cannot be altered.

How will you know if your e-portfolio is ready?

Be sure to ask friends to view your e-portfolio before you start using it during job searches.  Ask them for a direct and honest response.  Ask your friends if they find your e-portfolio interesting.  Ask your friends for suggestions.  Also make sure that all of you look for typographical and grammatical errors.  Be sure that you and your friends test the link to your e-portfolio and every link within your e-portfolio several times to ensure that all is well.

What does an e-portfolio say about you?

There are so many positive things that an e-portfolio can say about you.  First of all, an e-portfolio can add so much depth to who you are.  This is because an e-portfolio typically includes thoughts, beliefs, and ideas not covered during an interview.

Second, most applicants don’t use portfolios, so your e-portfolio will set you apart from the other applicants.

Your portfolio also tells others that you are technology savvy and creative.  Believe me, these are characteristics that are highly sought in many positions.

If you include photos of you working with others, it tells others that you are a team player.  And of course, if everyone in the photo is smiling then it shows others that you work well in teams.

How far back in your career do you go?

I think it is fair to include artifacts from early in your career.  I remember reading a portfolio of an individual that included a short but powerful story that explained her professional beliefs.  I would suggest that if the artifact represents you well, include it.

How do you share your e-portfolio to a potential employer?

A strategy I recommend is to mention your e-portfolio as you close your interview.  This approach will give the interview committee something to look forward to.  Within an hour after the interview, e-mail the link to your e-portfolio to the individual heading the committee or the entire committee if you can.

A second strategy is for you to download your e-portfolio to CD and leave it with the committee to view.  The only problem with this strategy is that a single CD has to be passed around from committee member to committee member and this may not occur.

So for those of you currently searching for a new position, consider an e-portfolio.  Keep me posted on your successes.  Best of luck.

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Posted in data, edtech, K-12, P-20, Ramiro Zuniga

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Will a Data Warehouse Ensure a Prodigious 2012?

Posted: January 5, 2012, 2:54 pm

By Dr. Ramiro Zuniga

There are many public school technology directors across the country that openly wish for a data warehouse thinking it to be the ultimate data management solution.  In theory, a data warehouse does sound very appealing.  So what is a data warehouse?

Basically, a data warehouse is a large database that brings together data from unrelated sources, making that data easily accessible and allowing for easy report generation. Case in point, school districts typically use one software program for their business office, one software program for their student data, and a variety of software programs to manage their curriculum.  These systems, and the data, work independently of each other.  Creating a report that requires information from each of these systems can present a dilemma.  Typically, data analysts or computer programmers are brought in to create such reports.  Unfortunately, a lot of school districts don’t have data analysts or computer programmers on staff.

Here’s where a data warehouse comes in.  Data from unrelated systems is imported into the data warehouse in a highly useable manner.  Data is automatically linked within the warehouse so that even non-technical users can create such reports through a user friendly querying utility tied to the data warehouse.  There is no longer a need to consult with a data analyst or computer programmer.

Again, in theory, a data warehouse seems an easy enough solution.

In reality however, data warehouses do require a lot of work and effort from the moment of inception to maintaining after implementation.  Data warehouses can easily fail for several reasons.

One reason that data warehouses can fail is that data being imported is not done so with enough frequency.  After all, how good is a report when the information on the report is outdated?  It is also critical that the data being brought into the data warehouse is good data.  As we all have heard, “Garbage in, garbage out.”

A second reason for failure is that data is not properly linked in a fashion that makes sense and is usable.  As an example, you would never be able to determine if monies were being spent effectively if you can’t tie financial data to the teacher and student data that these monies support.

A third reason that data warehouses fail is not allocating enough time to support the data warehouse.  Every step of a data warehouse implementation requires a great deal of time if it is to be done correctly.  Defining and designing the data warehouse is a major task that requires a significant amount of time.  If data is missing, or if it is not linked correctly, the data warehouse will be deemed useless.

Beyond that, maintaining a data warehouse can be a full time job.  Somebody has to make sure that data is being updated frequently enough.  Somebody has to ensure that the data within the data warehouse is even relevant.  And of course, someone has to make sure that the data is actually accessible.

So are data warehouses a viable solution for school districts?  Yes, but as I often say, be sure to research potential solutions and potential pitfalls.

I offer the following recommendations for those that wish to implement a data warehouse:

  • Seek professional help – creating and maintaining a data warehouse is a monumental task and out of the reach of most public school IT departments
  • Define the pieces of data that are to be maintained within the data warehouse
  • Define times at which the contents of the warehouse will be reviewed.  This should occur on an annual basis, minimally.
  • Identify the individuals that are responsible for implementing any changes to the structure of the data warehouse
  • Define the intervals in which the data warehouse data will be refreshed
  • Be leery of any vendor that oversimplifies the process of implementation,
  • Define a plan and timeline for implementation.  Be sure that all key players understand that implementation will take time.  Most of the key players will have no clue as to what is involved in creating and maintaining a data warehouse.
  • Check references prior to purchasing a vendor solution

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

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