Unit 12 - Wrap Up

What are the things that you found most helpful about this course?

1. The class alerted me to many policies and procedures that we did not have and should consider including in our updated policy handbook.
2. The exchange of ideas through the discussion post was beneficial. This class represented many different size schools and positions within those schools. It was good to hear different perspectives and commiserate with schools that were in the same boat as Oldham-Ramona is in.
3. The information that Alan November was beneficial and though provoking. It is something that I will definitely be sharing with my staff.
4.  It was beneficial to walk through some of the barriers of new ideas and initiatives.
5. The Rigor and Relevance Framework was enlightening.
6. I was able to check out and dive into some great examples of school websites.
7. The TCO Assessment Tool will be valuable when we looking at purchasing technology equipment for the coming years as well as working on a strategic plan.

What are some suggestions that you would have for improving this course?

1. I would have liked to have had a few more Zoom meetings with the instructor and the rest of the class. I get more out of in-person/virtual discussion. I understand that in-person was not an option this year.
2. Could the assignments where we were asked to checkout a website be more specific as what we are supposed to look at or read?

Unit 11 - Digital Literacy

 What resources did you find the most helpful?

I found a great deal of the information helpful. The Literacy Quiz and the Information Literacy Quiz Answer Key were not available. The webquest, Velcro crop article, and dihydrogen monoxide article were great examples of websites that needed to be validated. A student reading them with limited knowledge might be tricked into thinking they are credible sites. Reading a web address and looking at the domain name extensions are also very important to check credibility and purpose. This is important for everyone. Even if the website article, web address, and extensions look credible, it is good to find out who the publisher is. November’s site includes a great tool to look up the publisher to websites. Lastly, November’s site had three great questions for users when looking at the external links that are posted on website. These questions would also be useful when considering the legitimacy of a website.

 

As a school leader, how will you help all staff to become digital literate?

 

I think using November’s website is a great way to start. I would like to have all of the staff take the web literacy quiz. I would then like to inter-mix some of the less than credible websites with those that were. I would also like to share the Teaching Zack to Think story. We could go through some of the techniques and tips that November talked about. I would then like to get someone to come in and do some professional development on correctly researching and using the internet.

 

What is your reaction to the Teaching Zach to Think article?

 

My first reaction was…WOW! As odd as it sounds, it is easy and tough to get in the mindset of a 14-year old boy doing a research paper. I have the years of reasoning, research, and education under my belt to know that article and the websites associated with it are the furthest thing from credible. However, Zack does understand that. Many of these students are learning about their research topics the first time they type it in Google. In any case, Zack’s example is a great conversation starter to not only history, but credible websites. One of the first things that we need to tell students is that we need to check multiple sites. If 1,000 sites say the Holocaust happened and 15 deny it, we have to err on the side of numbers. We also need to teacher our students to look at the author and publisher. We need to help our students use November’s three questions. One, what is the purpose of the website? Two, was the author or the research validated? Three, is the website credible? On a broader level, we need to teach our students to interpret what they found and question it if something seems off.

Unit 10 - Customized Learning

What did you learn from this website?

Customized learning is not an overnight change. There needs to be a great deal of thought, planning and professional development before implementing. It is alright to start out slow and take baby steps to achieve the full degree of customized learning that some schools are at. The website pointed out those baby steps, plans, and resource for school districts that were interested in going to distance learning. They also provide interviews from students, teachers, and administrators that have implemented customized learning. These interviews help show the benefits and pitfalls to customized learning. The videos make it more real and an approachable topic. The website also provides professional development and degree opportunities for teachers and administrators. School stakeholders that are interested in customized learning should checkout this website.  

Describe the benefits and pitfalls to implementing personalized learning?

The videos highlighted numerous benefits and pitfalls to personalized learning. As with most things, if done correctly and with efficacy, personalized learning can be a great thing for a school. However, if not done correctly, it could be a disaster.

Customized learning really personalizes the students content and speed of that content. It transforms them from a passive learner to an active learner. Customized learning helps ensure that grades/marks were based on standards and that they were in fact covered. No longer are students given one grade in a class that covers multiple standards. These standards are allowed to be covered at deeper levels and with different kinds of assessments. This benefits the numerous learning styles and interest of our students. Some of these lessons also allow for increased collaboration. It forces the teacher to make more contact with the students at their level. It also increases the vital feedback from teachers to students. In this system, traditional lecturing does not go away, it transforms and focuses.

The three largest pitfalls of customized learning are time, money, and letting go. As mentioned above, customized learning does not happen overnight. It takes time to setup this program and to change a culture at a school. Some of our less motivated students are not ready or do not want the culture/program to change because they like being spoon fed information and not being responsible for their education. Another issue with time is scheduling and professional development. It is not easy to build a flexible schedule or to find time in a day for teachers to meet as a team. Money is always a pitfall. It will cost the district money to purchase technology, personnel to fix/manage technology, software, and professional development time. Customized learning might also require additional staffing. One of the toughest pitfalls is the ability to let go. Parents have to let go of the idea of the traditional classroom and lecturing. Students need to let go of the idea of passive learning and take responsibility for their education. Teachers and administrators have to let go of the idea that not everything has to have a deadline and be on a schedule. Teachers need to let go of the idea of being the sage on the stage and build relationships and trust that allow customized learning to take place.

What questions do you still have about customized learning?

As I was watching the videos, a few questions came to mind. How does it look when students jump from level to level? What does the grading look like? How is it setup in Infinite Campus? How is it handled if a student does not make it? Does work carry over from year to year? What is done to encourage these students that are responsible for their education, but making bad decisions? These questions are really the nuts and bolts of customized learning. The over-arching question that came to mind was how does this work in a small school? Some teachers in small schools have six or seven preps? Time for students and staff is scheduled down to the minute. Electives are a luxury in many of the small schools. Many small schools have to make do with a social studies teacher and not a department of five or six teachers. I would be interested to see examples of small schools making this work effectively.

Unit 9 - Technology and School Leaders

Give a brief review of the information you found on these sites.

These three websites all deal with how technology impacts a district. The first website (http://www.aasa.org/AASATechResources.aspx) is all about awareness. The site contains many links to different topics to help educate and keep our students safe as well as how our students are using technology. One of the links explains the different programs that students could be on and the negative impacts that could be associated with those sites. Every once in a while, I include a list of new website that students are using and their potential harmful effects in my monthly newsletter. This ways, parents can at least know what to look for. Another links explains why Wikipedia cannot be trusted. This is valuable information for students. Another link brings the user to a National Technology Plan. One of the most interesting links on there was to a story that discussed the necessity for technology in education. Other topics on this first website included internet safety, explanations as to how technology can save money, and technology contacts across the country. The focus of the second website (http://tech.ed.gov/netp/leadership) was to give leaders ideas to  create and implement successful technology initiatives. One of the most important takeaways was the role of the teacher. Successful implementation starts with teachers having the right tools, technology, and support. Once these teachers have all of the support needed and have started implementation, use the data gained from them to inform future decisions. Other things included in this site were discussions on budgeting, strategic planning, partnerships, and staff responsibilities. The last website (https://www.iste.org/standards/for-education-leaders) contained the International Society for Technology in Education (ISTE) standards. Some of these standards included things like: modeling digital citizenship, cultivating responsible online behavior, evaluating the strategic plan, effective communication, inspire a culture of innovation, protect privacy and security, and participate in professional learning networks. These standards are important to consider when considering a districts education plan.

What information will be most useful to you as a school leader?

Most of the useful information I discovered through these sites has been a constant idea through this class and the program. First and foremost, our job is administrators is to keep the students, staff, and school safe. This safety includes technology and the internet. Second, we need to keep up with the times. Teachers need to meet students where they are at in the technology world. Schools also need to keep parents aware and alert of possible threats. Third, a school’s vision and strategic plan is vital to its overall success. Expensive and needed technology will not get purchased if a school’s vision and strategic plan is not explained to the stakeholders. Administrators cannot just explain the importance to the stakeholders, they must elicit input from them. Fourth, a district needs to create a culture of risk takers who embrace new models and technologies. Fifth, when budgets are tight, but things need to be purchased, look for ways to cut the budget or look for creative funding avenues. Lastly, partnerships with organizations are the cornerstone of how schools get things done.

Unit 8 - 1 to 1 Initiative

What are the benefits to implementing a one-to-one initiative?

 

The biggest benefit to implementing a one-to-one initiative is meeting students where they are at and where they are at is the technology age. This also allows them to keep pace and connect with the rest of the world. This is by far not the only benefit. One-to-one iterative can help increase student achievement and decrease the achievement gap. Student engagement is also a benefit. Provided that students have internet access, it allows them to work from wherever they want. While initial cost of technology for a one-to-one initiative is expensive, it can cut down on future curriculum cost. Schools can purchase virtual textbooks to put on computers that save cost and more likely to be current. Schools are also able to use course management software and learning management systems. These are just a few of the benefits of a one-to-one initiative.

 

What are some potential barriers to implementing a one-to-one initiative?

 

The largest and most prominent barriers of a one-to-one initiative is cost. Initial cost of computers, software, hardware, staffing, and other peripheral cost can be astronomical. Another part of the cost would be to make sure the wireless network was strong enough to handle and increased load. Unless schools have a clear goal and plan as to how and why initiative is needed, they will not be able to overcome this barrier. While student engagement was mentioned above as a benefit, some would argue that this benefit only appears in the early stages of the initiative. For some students, these computers quickly become a distraction. More computers create a need for more physical space, which some schools already lack. Expanding on the cost barrier from above, increased staffing will be needed to fix and repair broken machines. The last barrier is the apprehension of embracing new technology by the “old guard” in the staff.

 

How does the teaching and learning process change when every student has a laptop computer, or mobile device?

 

Two things need to be noted before the discussion about the change in the learning process takes place. First, technology is just a tool. A paint brush in my hand is just a paint brush, but a paint brush in the hands of an artist is something completely different. Second, technology does not create more trust or increase classroom management. It amplifies what is already going on.

 

When every student has a device, the learning process can change dramatically in a classroom. It allows the teacher to provide more individualized instruction and encourage student centered learning. It allows students to have more of an opportunity to work collaboratively, even if they are not in the same room. Online surveys, games, and programs like Kahoot allow teachers to gauge the amount of the content learned from all students. If all students have a device, teachers are able to use learning management systems that saves them and the student time. These learning management systems allow almost instantaneous feedback and a decrease in the amount of paper. Overall, putting a device in every student’s hands allows them and encourages them to be less passive learners. While teachers need to use and encourage this, they also need to understand that there is a balance that needs to be maintained.

 

At this point in time, how would you respond if a school board member asked if your school should implement a one-to-one initiative?

 

If a board member asked me that today, I would probably politely ask them where they have been the last few months. Prior to Covid, Oldham-Ramona was one-to-one in grades 7-12. Covid created the need for every student in the school to have a device due to distance learning. A pandemic is a great motivator for a one-to-one initiative. Even though we are not in distance learning currently, each student having their own device has helped us to mitigate the possible spread of Covid. No longer are computers being put on a cart and being pushed or shared from room to room. Each student has a computer that they use for the entire day.

Unit 7 - Copyright Policy

Does your school district have a Copyright Policy?

I could not locate a copy of the Copyright Policy for our school. It is my guess that we do not have one. There is mention of copyright in our Acceptable Use policy, but it is hidden under the federal laws and regulations. My guess would be that very few parents go that deep into the policy. We also have a section in the student handbook that discuss plagiarism and cheating.

Does that Copyright Policy need to be updated to reflect technology issues?

This is yet another policy that needs to be created and approved by our school board. Policies are only as good as the approximate time they were created for. All policies, especially technology, need to be looked at regularly to see if they are in compliance of the times. That gray area of when things are not covered or discussed are the times schools can get in trouble or be found powerless.

Does your school district follow copyright laws?

I would like to say that we always follow copyright laws, but know that is not the case. Our school needs to work on finding and maintaining our curriculum cycles. We have teachers that are reproducing copies of stuff that should not be reproduced, but due to its age and inability to get it gets copied. While we try to stop this practice, we are not sitting at the copy machine and policing every copy that gets made. We are working on changing our mascot/school symbol from the Oakland Raider to the ORR in a shield. This is not a change that happens over-night, but we are working on fixing it. There are many other examples of copyright things in our school, but these are some of the more visible and bigger ones.

What are your feelings about copyright laws?

In my opinion, copyright laws are a bit like speed limits. I know they exist and I try to follow them, but sometimes knowingly and unknowingly break them for various reasons. The size of Oldham-Ramona makes it like an old county road that gets patrolled sparingly. Very few companies and organizations are tracking down schools the size of ours to bust them for copyright violations. Schools like Sioux Falls, Harrisburg, and Rapid City are much more likely to get “patrolled”. Like speed limits, we still need to try to follow copyright laws. It is also important for staff and the public to know that you are doing everything you can as administrator to follow the rules and set a good example. 

Unit 6 - Cyberbullying

What online resources and information did you find most useful?

I found the first three websites to be the most beneficial, but for different reasons. The website: http://www.internetsafety101.org/cyberbullying.htm had a wealth of resources under each very important category. These resources were for parents, students, and teachers alike. The Safe Online Surfing website would be a great place to introduce the topic or use it as a pre and post-test for SLOs or just checking content acquisition. Teachers and parents could both use this site. The last website: http://www.stopbullying.gov/cyberbullying/index.html was about defining and presenting users with hard facts about what is and where is cyberbullying happening. The site noted the definition of cyberbullying, laws, resources for teachers/students, tips, reporting, and many other things.

 

How can these resources be used in your school to address cyberbullying?

The name of the game is awareness. The first step is making sure that parents are aware of these resources. Parents need to know what this looks like and the apps that might be used. Parents also have the jurisdiction to check phones and devices. These resources could be used at a general assembly with parents, teachers, and students. These resources could also be used within different curriculums throughout the school. The Safe Online Surfing website would be a great place to start students in lower grades. These resources could also be sent out in newsletters to parents.

 

How do you teach students and staff about cyberbullying?

With students, education about cyberbullying needs to contain what it looks like, how to avoid it, what to do if they or someone they know is being bullied, and resources for them outside of the school. They also need to be told to keep whatever evidence the bully is using. This can be done in many forms. As stated above, an assembly could be used or it could be placed throughout curriculum in subjects like computer, guidance, English, etc. Students also needed to be reminded that what they post on the web or in social media never goes away and can never be taken back.

With teachers, the primary focus of cyberbullying needs to be identification. Teachers need to be able to identify some of the signs of possible cyberbullying. They also need to build great relationships to be able to ask students if there is an issue. Lastly, they need to know where to point the students to find help and resources.