Creating Access to the Internet

It’s a great idea to put digital devices to work in classrooms, but the more digital devices we have, the more access we need.  To get everyone online as classes demand, schools need robust wireless and wired networks. When several classes in the vicinity of each other are busy with lessons that require wireless, will some students be denied access? Suppose your school installed enough access for the number of students and staff in your school. Will this be adequate? Not if parents and others coming into your school want to connect wirelessly and your students come to school with their own personal digital devices. Think of the students who have digital devices in their lockers and backpacks, and remember that some students come to school with more than one device that seek access to your network. Perhaps, you say that those coming into the school can only connect with one device. How do you go about making sure this system works—passwords, getting the Mac addresses of all authorized devices. . . . ?

The Center for DIGITAL Education, in an article by Tanya Roscoria in December 2012, quotes Shane Buckley, CEO of Xirrus, saying, “build out 10 times more capacity today than you think you need. By the time these devices get deployed, you’re going to eat all that up straightaway.”

The Education Week article, School Districts Seek Faster Internet Connections, tells of how limits in bandwidth cause problems with use of online video, educational games, video editing, etc.  The article also reminds us that problems of slower access may be caused by outdated wiring, routers, switches—all the ingredients that make access possible.

What to Do About Textbooks?

Wouldn’t it be wonderful if we could just order iPads or some other device with all the interactive texts and curricular materials we wanted for our students? Wouldn’t it be wonderful if this was possible for schools and that they could afford whatever it cost? Even if the funding is there, most of the time schools can’t just call up a publisher’s rep, find out what’s available and order. Let’s say you want to change your elementary reading program, but most of what you’ll find online is meant to enhance your program, give additional practice to students who need it, and/or enrich the program for advanced students. The problem is: Where’s the core program? Do you have to use your old texts or have the teachers create their own online courses?

Although, some teachers are adept at creating outstanding courses using free online resources, many need the school system to supply a text, an online program, and/or materials for teaching. Because of funding difficulties, some schools have decided that the best path to follow is to continue to use old textbooks, even it they have to be rebound. This approach saves money while allowing teachers to branch out from the texts to online learning and apps that are free or very low cost. It also gives those extending the life of old texts more time to make decisions about directions for the future.

Confusion: One-to-One with Technology and Students

It sounds good to go one-to-one with our students and tech devices. The problem is: how? Schools and districts are taking different approaches to the problems involved with this transition. Some are going the BYOD route, some are integrating devices such as iPads one or two grades at a time, some have taken the whole school route with laptops or devices, and many continue to use classroom sets of laptops/devices and computer labs, which are usually available to teachers on a scheduled or signup basis.

Besides the problem of how to work toward a one-to-one structure, difficulties emerge with funding of laptops/devices, professional development, teacher and parent acceptance, and curricular resources. While some may look to laptops/devices to lighten the student backpack load simply by replacing traditional textbooks with etexts that are similar to traditional texts, others look to a change to dynamic interactive resources and greater teacher and student selection of materials for learning. The path away from traditional texts often happens when teacher advocates champion new methods of instruction. Those who aren’t advocates note that their methods get results needed on standardized testing, college testing, and Advanced Placement testing. Surely, these problems will sort themselves out as time goes by, but considering the fast pace of technology development, will schools continue to be left in a state of confusion about what to do and how to do it?

Do Teachers Have the Tech They Want?

We could have predicted the outcome of a PBS Learning Media survey conducted by VeraQuest Research. The survey, completed in December 2011, sampled 500 randomly selected teachers in the United States. Findings show that while most teachers (91%) have access to technology in their classrooms, only one-fifth of these teachers say they have the right level of technologies needed to accomplish what they want with their students. The problem, according to the teachers sampled, is lack of funding for classroom tech needs, not lack of knowledge or training, not slow Internet connections, not materials that don’t enhance the curriculum, or other possible difficulties.

now! Board for Interactive Classrooms

now! Board is a new portable technology that turns any surface into an interactive environment. It works with any projector and computer and can be used in classrooms, hallways, gymnasiums—wherever. The screen height can be adjusted according to room and student needs. It is extremely easy to use and at a price of $499, it can be an alternative to interactive whiteboards. Comments from teachers include the words: wonderful, amazing, and highly impressed. A teacher from Arkansas, who referred to the now!Board as a “cool tool”  said, “I was really surprised by how compact this gadget was. It’s about the size of a PB&J with the crusts of”, which makes it a perfect portable device for schools.

Stand Up for Tech in Schools

The International Society for Technology in Education (ISTE) has announced the paper and CD, “Advocacy and Educational Technology: A Guide to Getting Your Voice Heard” by Hilary Goldman.  Priced at $5.95 for members and $7.95 for non-members, this guide shows you how you have the power to effect change. With the needs of schools in the digital age, educators have to work together as advocates for getting the technologies they need in their classrooms. Advocacy means understanding the digital needs of your school or district, voicing your beliefs and knowledge, and making sure elected officials keep in mind what today’s schools need. Goldman guides you to becoming more knowledgeable about:  the issues facing tech use in our schools; programs that will help you help your school or district provide effective education to students; and working with ISTE to “transform education in the digital age".

Save Money with AppShopper

If you are looking for the best buys or freebies in iOS Apps, the free App, AppShopper can help.  Although App Shopper does include advertisements, it’s a good way to learn about free Apps, updated Apps, “popular” Apps that have been discounted, and new Apps that might be of use to you in your classroom. You can make a wish list of types of Apps you would like to have, and AppShopper will let you know if there is a price drop for the Apps. TCEA (Texas Computer Education Association) Tech Notes for January 5^th includes information about AppShopper and other ways to save when you need that just-right App.