Technology FYI is a series of informational pieces distributed via e-mail to the employees of USD 402.

March 24, 2008 – Marc Prensky in Educational Leadership
Wow.  Marc Prensky again.  He hits the nail on the head!  This is his article from the March 2008 edition of Educational Leadership.

 

View Article

January 8, 2008 – Podcasting:  Let’s Do It!
Do we have what we need to attempt podcasting and vidcasting for/with our students in USD 402?  WE SURE DO!  And what an awesome way to engage students!  Schools across the world are using podcasting and vidcasting as educational tools with children at all grade levels.

Podcasts are audio recordings posted on the Internet; vidcasts are video recordings (complete with sound) posted on the Internet.  To create a podcast or vidcast, basic digital recording equipment is needed, along with software for editing (lots of free software available online).  To access a podcast or a vidcast, you simply need an Internet connection to download the file to your computer.  To listen to the podcast or watch the vidcast, your computer must have software that will read the file (Podcasts are commonly MP3 files, and vidcasts are commonly Windows Media files.).

Some possible uses:

1.       Teachers can find pod/vidcasts online to use as enrichment materials.

2.       Teachers can create pod/vidcasts to supplement or replace the traditional lecture and/or to post for students who are absent or for students who just need to hear it again.

3.       Students and student groups can create pod/vidcasts to explore issues, review, or inform, persuade, as culminating projects, as community service projects—I’m not sure there’s an end to this list!

4.       Some schools/classes/groups use pod/vidcasting to run actual online “radio stations.”

Engage your digital kids!  Improve students’ reading/speaking fluency, inflection, articulation!

Here is an example of a really neat project that one elementary school is doing with podcasting:  http://www.mpsomaha.org/willow/radio/index.html.

Here are a couple of awesome podcasting resources for educators:  http://epnweb.org, http://www.podcastingnews.com/forum/link_7.htm.

Contact your friendly local tech integration resource person (That’s me!) to get started with this exciting technology!  (It does take some planning.)

Helpful hint:  Always completely preview any pod/vidcast that you find online before using it with students. 

December 14, 2007 – Weak wireless? Why?
The following information about wireless technology has been adapted from http://wireless.uconn.edu/wireless_faq.htm.

Which is better, a wireless or wired connection?
Even though wireless networks look attractive for use everywhere, wired networks still give the best performance and speed. In general, a wireless connection works just like a wired connection, except that transmission of data from your computer to your wireless access point (WAP) and back is via air waves (less stable) rather than a cable (more stable). This transmission step has to occur before the data is sent to the switch (In a wired connection, the data goes straight from your computer to the switch via cable.).  Wireless connection speeds may be up to 54 megabits per second (FCC-regulated maximum), but the actual throughput is roughly half the connection speed. Also this bandwidth is shared among all users connected via wireless in a given area. This means that network speeds may be noticeably slower when many people are using the wireless network, or if you are too far from a wireless access point. Generally wireless access will not be as fast as wired.  For long-term (such as all day) network connections, a wired network is still the best solution.
 
What factors might affect the quality of my wireless connection?
(1) signal strength - proximity to a wireless access point (WAP)
(2) signal strength - absorption or deflection of radio signals by obstacles/hindrances such as building materials and atmospheric conditions
(3) interference from another radio frequency source: Unfortunately, things like microwave ovens and 2.4GHz cordless phones operate in the same frequency band are examples of items that can interfere. These radio signals can severely degrade or completely destroy a wireless signal.
(4) number of users on the same wireless access point (WAP):  WAPs are shared media devices—as more people are connected and using the wireless service, the overall throughput and therefore performance per WAP may fluctuate, depending on traffic.
(5) compatibility of wireless communication device (such as laptop computer) and the wireless access point (WAP) in question 

December 3, 2007 – Prensky:  Do they really THINK differently?
Here is Part II of Prensky’s “Digital Natives, Digital Immigrants.”
http://www.scribd.com/doc/9800/Prensky-Digital-Natives-Digital-Immigrants-Part2?publish_banner=1

November 29, 2007 – Generation GAPing Chasm
Here is one of the articles that Ian Jukes referenced quite heavily in his keynote address.  It is only six pages long—should be no problem for us Digital Immigrants--we don't mind reading as much as the Natives do. J
http://www.scribd.com/doc/9799/Prensky-Digital-Natives-Digital-Immigrants-Part1

November 26, 2007 – Digital Kids' Brains are Different!
Most people over age 30 will be able to relate to the statement, “The world was totally different when I was a kid.”  Many times, we continue with, “But kids are still kids.  They’re still the same.  Even if their clothes are different, their music is different, and their social vocabulary is different, they are still just kids with the same feelings, issues, joys and pains that we had growing up.”

Well, if we’re speaking about psychological or social development, that might be close to true; although accelerated physical development and media/technology bombardment has done much to lower the age at which certain, um, less child-like interests seem to kick in.

However, if we’re speaking about learning and the way the brain works, we’re WRONG, according to Ian Jukes, Ted McCain, and Bruce MacDonald, “The InfoSavvy Group,” in their paper Understanding Digital Children:  Teaching and Learning in the New Digital Landscape, which was the basis for the keynote address at the national T + L Conference in Nashville last month.  At the online address below, the paper is in an easy-to-read font and size, even if it is 89 pages long.  Jukes spoke for about an hour and a half (a feat which probably really does require 89 pages of text), and his message, backed by data from brain research, is absolutely compelling in its implications for educators and the way we present information and involve students interactively in the learning process.  The composition helps those of us in the over-thirty age group identify with each other while understanding and accepting the real, research-based differences between our brains and our children’s (or grandchildren’s) brains.

Here is an excerpt from the introductory section of this paper, and below that the link to the entire piece.

Different Wiring
“. . . what I’m talking about here is that evidence is quickly mounting from clinical research that our children’s brains are quickly adapting to accommodate all the new technologies with which they spend so much time – and that because of digital bombardment, because of the pervasive nature of digital experiences in children’s lives today, children today are also different neurologically.

They have become screenagers.  This is the first generation that has actually grown up with a mouse in their hands along with an assumption that the images on the screen are supposed to be manipulated and interacted with – that screens aren’t just for passive consumption.  As a result of this, they’re different in the way their brains are wired.

How do we know this?  A great deal of research, in what is called the neurosciences, has been undertaken in the past few years.  This research is validating much of what we suspected from the psychological research, particularly the psychological sciences.

The bottom line is that children today are FUNDAMENTALLY different from previous generations in the way they think, the way they access, absorb, interpret, process and use information and, above all, in the way they view, interact, and communicate in and with the modern world.  And this holds profound implications for us both personally as parents and professionally as educators.”

Click here for full version of paper in pdf format.

November 6, 2007 – E-mail:  Webmail vs. Outlook
The district has been using Microsoft Outlook Web Access (OWA) for e-mail since the spring of 2006, and OWA usage for all employees district-wide has been in effect since fall of 2006.  Our district hosts its own e-mail server, which is simply a computer—physically located in the high school—with special software and other specifications.

Because the e-mail is web-based, district employees can access their OWA e-mail accounts from any internet-connected computer in the world.  Here are three ways to access the login page through web browsing software such as Internet Explorer:
(1) Go directly to the login page by keying in this URL (web address):  https://owa.usd402.com/exchange
(2) Go to our district website (http://www.usd402.com) and click on the “District Webmail” link near the lower left corner.
(3) Go to our district intranet page (http://intranet.usd402.com) and click on the “Webmail” picture link on the left side of the screen.

Through the web-based e-mail OWA, we cannot view a complete listing of all district employees and e-mail groups.  Instead, a search window is available in which we can search for specific people or groups to address an e-mail message to them.  We can search by display name, first name, or last name.  For security and server traffic reasons, the web-based e-mail also has a time-out feature which logs us off after a certain period of inactivity.

The Microsoft Office software suite that is installed on all of our district computers includes a program called Microsoft Office Outlook, referred to as Outlook Client.  Its icons look like this:
    or  
These icons WILL NOT take you to the internet or to your OWA web-based e-mail per se.  They will take you into the Microsoft Office Outlook software, which will only show your own e-mail if the techs have set THAT COMPUTER to do so.  Through Microsoft Office Outlook, or Outlook Client, we can view a complete listing of all district employees and e-mail groups.  This software does not have a time-out feature.

In order to use Outlook Client to access your individual OWA accounts, one of the district techs, in response to a low-priority work order, must adjust some settings on the computer itself.  Once this setup is complete, you can use Microsoft Office Outlook on that one computer to view your e-mail from your OWA account.  If you are not working on that same computer, you must still use the internet (one of the three numbered methods explained above) to access your OWA e-mail account.

November 2, 2007 – Saving Computer Files
When we create a computerized file, we use a specific software,  For example, to type an essay we might use a word processing software such as Microsoft Word.  To create a slide presentation, we might use a presentation software such as Microsoft PowerPoint.  Once the file is created and saved, it must be viewed using either the software that created it or another software that is programmed to read that specific type of file.

To keep this file on our computer, we have to save it so that we can locate it later.  To do so, we can perform one of at least three possible actions:
(1) Go to the “File” menu at the top of the screen (usually in the top left corner) and select “Save as.”
(2) Click on the “save” icon (looks like a floppy disk) in the toolbar.
(3) Use the keyboard shortcut of ctrl + S (This shortcut saves any changes made to the file if it was saved previously.).

After we have performed one of these three actions, a “save as” window appears on our screen.  If we want to be able to find the file again easily, two CRITICAL actions must be performed in this window BEFORE clicking on the “Save” button:
(1) Use the drop-down arrow beside the “Save in” line (near the top of the window) to navigate to the exact place where the file is to be saved (See “Where Should I Save It?” below.).  This exact location should be showing in the “Save in” line before moving to the next step.
(2) In the “File name” line (near the bottom of the window), revise the name of the file to create a logical file name that contains at least one obvious keyword.  For example, a letter to parents about the zoo field trip could be named “zoo trip parent letter.”

Where Should I Save It?
When we are using school district computers, we have three locations where we can save computer files:
(1) “My Documents” – This is a folder that is physically located on the computer where we are working.  We will not be able to access files in this folder unless we are sitting at this same computer.
(2) Our U: drive – This is a folder that is physically located on the building server.  This folder can only be accessed within the school network using unique, individually assigned Novell login information.
(3) A flash drive – This is a device that must be connected to one of the computer’s USB ports.  Files that are saved on the flash drive cannot be accessed unless the flash drive is connected.

October 31, 2007 – Kan Ed Empowered Desktop
All Augusta students in grades 3-12, as well as all teachers, have access to the Empowered Desktop.  All parents and students should be made aware of this awesome resource!  It is web-based and therefore accessible from any internet-connected computer in the world.

The Empowered Desktop includes free access to research databases (otherwise only available by paid subscription in libraries), a Google Safe Search Engine, and Homework Kansas, an online live tutoring service open during after-school hours.  One resource, WorldBook Kan Ed, offers not only a searchable encyclopedia (also World Book Kids for the younger children), but also an atlas, dictionary, educators’ tools, a special “Explore Kansas” section, and a Spanish-language encyclopedia.

In addition to accessing the rich research resources in their Empowered Desktop, students can keep links to their favorite or most useful websites, and in their Backpack they can save up to 10MB of computer files, anything from digital images to spreadsheets, which they can download at home to continue the work they started at school.  They can then upload the updated version to “carry” it back to school!  Students can hand in their work electronically to their teachers’ folders, and teachers can send the graded version back to the students’ “graded assignments” folders.

Teachers have their own account with the same resources on the Desktop, and teachers’ Backpacks contain a “Public Folder” where they can post handouts, PowerPoints, etc. for students to access from any internet-connected computer.  They can also receive assignments from students and return them graded to students.  The Desktop also provides access to some valuable tools for teachers:  netTrekker d.i., the Learning Station Test Builder for assessment preparation, the Grant Wrangler, video conferencing tools, and teacher productivity tools.

Principals can customize their school’s Desktop by adding any or all of the following no-cost features:  calendar, daily astronomy photo, daily earth science photo, daily history, daily National Geographic photo, daily satellite image, daily word, eSchool News Top Stories, school bookmarks, school news, and Yahoo News.

Access the Empowered Desktop login page:  http://login.learningstation.com/kportal/

October 29, 2007 – Technology Work Orders
The work order system is a database that is used for organizing the tech paraprofessionals’ work days, tracking repeat issues and troublesome equipment, identifying training issues, and supporting personnel/hiring decisions.  It is also used for reporting to the superintendent and school board, and it needs to reflect accurately how many different people, different rooms, and different issues are coming up and being addressed.  This system is NOT for requesting equipment or software that must be purchased.

 

The techs are absolutely not allowed to work without a work order in place or direct communication with Jim S. or Bart.  Please do not ask them to step away from their current work/destination to help you.

 

Please submit a work order before making any phone calls or sending any e-mails.  You can use any computer that has internet access to enter a work order—the “intranet” is now accessible from anywhere, not just within the district.  The web address is http://intranet.usd402.com.  If your computer is not working, please find one that is, and put in a work order.

 

You can view your work orders by logging in to your work order account.  Open work orders are listed when you first log in.  Closed work orders can be viewed by clicking on “My Closed Work Orders” or “All My Work Orders” in the menu on the left side.

 

If you are concerned that a work order has not been completed or is taking too long, please e-mail your principal. Include the work order number in the subject line, and the principal can forward a status inquiry to Bart.  Please DO NOT enter another work order about the same problem.  This skews the data.  Duplicate work orders will be closed with no action.

 

When submitting a work order, please be as specific as possible about the equipment that is the subject of the work order.  Make & model information (especially on printers, projectors, and laptops) is quite helpful to the techs ahead of time so that they are prepared with the correct tools and parts.  Also please remember that work orders are requests for help.  Please limit the text of your work order to the facts.  Editorials, commentaries, and emotional outbursts will probably be closed as improper work orders.

 

Please e-mail or call Kelly if you need login information for the work order system.  Please do not create another account.  This also skews the data.

 

Please do not enter work orders for other people under your login.  This also skews the data.

 

The technology department thanks you for your cooperation in making the work order system work as smoothly as possible.

October 24, 2007 - Laptops for Teachers
Laptop distribution for years one (Y1) and two (Y2) of the first four-year cycle (C1) is complete.  Next year (Y3 2008-2009), non-mobile teachers who have not yet had the opportunity to receive a laptop will have that opportunity.  The following year (Y4 2009-2010), principals, counselors, nurses, mobile teachers, and administrative employees will trade in their current laptops for new ones.  The second four-year cycle (C2) will then begin with the 2010-2011 school year.

TIPS
1.  Wireless connectivity is a special perk that comes with the laptops, but it is not perfect.  Always be prepared to use a hard-wire connection if wireless connectivity is weak or not functioning at all.  New, stronger wireless access points for our buildings are on the purchasing agenda this year.
2.  USB or wireless mouses, wireless presentation mouses, and 10-key number pads do not come with the laptops but can be purchased relatively inexpensively at any computer equipment retailer.

October 22, 2007 – Projectors
In a cooperative effort between the maintenance and technology departments, the LCD projector initiative began last year and is well on its way to completion.  Every classroom at Ewalt, Garfield, and Robinson has a projector mounted and ready for action.  Every teacher at AHS and AMS who has a projector assigned to them has or will be getting that projector mounted.  Working from the work order system, the technology department’s projector technician hangs the projector and speakers and runs the sound and video cable through the ceiling to the special outlet newly installed in the wall, and the maintenance department’s master electrician installs an electrical outlet in the ceiling next to the projector (This outlet is required by fire code—no extension cords allowed.).  The goal is to have a mounted projector in every classroom.

TIPS
1.  Turn off your projector when you’re not actively using it; replacement bulbs are outrageously expensive!
2.  Do not unplug your projector from electricity until it shuts off its cooling fan.
3.  When using a projector with a laptop, to project your computer’s screen onto the wall, hold down the Function (Fn) key and press the function number key (f4, f5, f7, etc.) that is set up as the presentation key on your model of laptop.

October 15, 2007 – Student Computers for Classrooms!
Every elementary teacher received five computers for student use in the fall of 2006.  In the fall of 2008, after the beginning of the school year, five computers per teacher at AMS and AHS will be available.  All of those really old machines that were acquired and refurbished will be removed by technology department personnel.  The technology department will notify teachers when the computers are formatted and ready for delivery.  After receiving this notification, once teachers have tables, chairs, and electrical outlets in place and are ready to receive the new computers, they’ll need to submit a work order to that effect.  Upon delivery to your classroom, your five new computers will be configured to print to the printer that already exists in your room.  So start planning for tables, chairs, and electrical outlets now! 

No matter what subject area or grade level, your five computers will make an excellent learning station or center to incorporate into daily lessons.  For getting started with this integration, a good guiding principle would be that every single student should have to use a computer for a required activity in your class at least once in every four to five class meetings.  Another way to look at it could be at least one-fifth of your students should need to use your five computers for required coursework each class meeting.  Required activities can take many forms, from typing a paragraph to creating a PowerPoint presentation or spreadsheet to researching an essay topic to completing an online interactive activity (on an outside website or on our own USD 402 Online Campus).

October 12, 2007 - New Security System
Employees from Integrated Solutions Group (ISG) will be in our buildings over the next few weeks to complete the installation of our new security systems.  These new security systems will result in much stricter access to buildings during the school day.  In addition to keys already in use, USD 402 employees will be given a proximity card to scan at their building entrance.  Building visitors without a proximity card will have to push a button which will activate an intercom system in the office.  The office staff will be able to view the entrance area and communicate with the person to determine identity/need to enter, and then the visitor will be admitted.  Questions or concerns regarding the new security system should be directed to the building principals.

October 10, 2007 - Technology Literacy
For the definition of the term technology literacy, the Kansas State Department of Education uses the definition supplied by the State Educational Technology Directors Association (SETDA):  “Technology literacy is the ability to responsibly use appropriate technology to communicate, solve problems, and access, manage, integrate, evaluate, and create information to improve learning in all subject areas and to acquire lifelong knowledge and skills in the 21st century.”

Enhancing Education Through Technology Requirement
NCLB, Title II, D Goal 2-A:  To assist every student in crossing the digital divide by ensuring that every student is technologically literate by the time the student finishes the eighth grade, regardless of the student’s race, ethnicity, gender, family income, geographic location, or disability.

Links:
KSDE Library Media & Technology Standards
SETDA Home Page http://www.setda.org/