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Resource slides from Jonathan Costa's BYOD presentation.

Resource slides from Jonathan Costa's BYOD presentation.

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  • This is the defining challenge of our times in public school.
  • Manydevices that get this job done cost little more than the graphing calculators we have been requiring them to buy for years anyway.MostConnecticut districts will go from a 100% capacity problem to a 20% capacity problem.With the affordability of these devices, if you add up what you saved by going digital and using open source, for most, that money will pay for the gap.
  • The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.The only solution then is to wait – wait until that day when we can afford to buy every student the same device.Is it really more equitable to say that no one has access to technology until everyone can have the same thing?It’s not about the device, its about what we do with it.
  • How does denying children access to technology in the name of equity serve their needs?Without access they will never have the opportunity to develop the skills that their more appropriately resourced peers have at home every day.

DLFAN DLFAN Presentation Transcript

  • Taking the Open Pathto a 21st Century School SystemHow every schoolcan realize the promise ofDigital Learning for All, Nowwith money they already have.by Jonathan P. Costa, Sr.EDUCATION CONNECTION © Corwin Press - 2011
  • Presentationcontent based onthe new national publication from Corwin Press. To be released on February 28, 2012 © Corwin Press - 2011
  • The Goal To prepare EVERY student for learning, life, and workin the 21st century. © Corwin Press - 2011
  • Prepare EVERY student forLearning, Life, and Work in the 21st Plan Century Do TrackDigital Learning for All, NOW! Results & Data Change the Change the Change theOrientation to System’s Focus Culture One-to-One Quality, Equity & Alignment & Rigidity & Control Barriers Focus Barriers Risk Barriers  BYOD  True North 21  Positive Policy  Digital Materials  Valued Measures  Common Cause  Open Sources  Synchronicity  Problem Solving Change Leadership © Corwin Press - 2011
  • A Better Model is Possible Resource Scarcity Model Expensive Print Hardware Materials High Costs, High Redundancy, and Low Student Engagement Expensive Traditional Software Classrooms Digital Access Model Low Cost Timely Hardware Materials Low Costs, High Relevance, and High Student EngagementOpen Source Online Software Environments © Corwin Press - 2011
  • The Resource Equation BYOD plus Open Source plus Digital Materials equals Digital Learning for All© Corwin Press - 2011
  • Leveraging a Community Asset Several already have them. Many more would get them. Some cannot or will not. Most districts can finance the gap.© Corwin Press - 2011
  • Equity Concerns Until everyone can have the same thing, no one can have anything. Equitably deficient.© Corwin Press - 2011
  • The Real Equity Problem Equity through denial supports the development of a digital achievement gap.© Corwin Press - 2011
  • BYOD: Tech Solutions No scarcity model scale-up thinking will solve these problems.  Virtual networks  NAC devices  Virtual Desktops (LaunchPad)  Wireless network management solutions (Open Mesh)  Shifting the support paradigm© Corwin Press - 2011
  • The Open Pathway Four Factors of Convergence 1. Open source materials come of age. 2. Moore’s Law continues unabated. 3. Apple/Google Effect – software redefined. 4. Growth of the Cloud and Browser.© Corwin Press - 2011
  • Add it Up! Patterns of purchasing andexpectations havelocked you into an unsustainablesoftware resource model. © Corwin Press - 2011
  • BYOD Critical Decisions Framework Engagement Infrastructure Hardware Student Software & Information Capacity Issues Safety & Materials Board Security Devices Filtering Inventory Wiring & Value Parents Support Monitoring Wireless Decisions Lost & Parent Staff Bandwidth Migration Damage Options Switches Buffer Harvest & Community Permissions and Access Pool Organize Dialogue Funding Charging Training Training© Corwin Press - 2011
  • BYOD Critical Decisions Framework • Board – as the governing body, the earlier the Board is “on board” the better. Without their 1 support, you have no chance. Pay attention to mission, risk management, and cost efficiencies. • Parents – the second critical leg of the support triumvirate, parents can make or break your efforts. They want their kids to be safe and prepared for their lives beyond school, make sure they 2 know how your plans will ensure both will purposes will be fulfilled. • Staff – last but not least, your staff will be the difference between plans that work and those that don’t. Focus on your pioneers and silent majority who know this is the right thing to do. 3 Training, support, and modeling from leadership is critical. • Community – most outside the system will assume that going digital means more money. Focus 4 on value and how the requirements for success in school are evolving. • Dialogue – in all of these interactions, make sure that dialogue and active listening are your primary strategy. Implementations can look different from community to community – as long as 5 you can achieve one-to-one, you are moving in the right direction.© Corwin Press - 2011
  • BYOD Critical Decisions Framework • Security – be sure to have an easily articulated plan for how you will ensure student safety 1 online. Filter, monitor and training in responsible use are always foundational elements. • Wiring & Wireless – do you have the infrastructure wiring coverage you need to cover the 2 campus and a wireless network capable of doing the same? • Bandwidth – are bandwidth capacities robust enough to handle large amounts of traffic and 3 data. Complete pilot tests or have an analysis completed prior to launch to ensure success. • Switches and Access – are your wireless access points and network equipment capable of 4 handling the data and access challenges of one-to-one learning? • Funding – if investments are needed to accomplish any of these goals, look for E-Rate or 5 other funding sources that can be accessed outside of the regular budgeting process.© Corwin Press - 2011
  • BYOD Critical Decisions Framework • Devices – decide and communicate to others what devices you will provide to those that need them and recommend to parents who want to purchase. Use a common standard and 1 avoid being locked into one class of hardware. • Support– have a support strategy that shifts the burden to the user especially for those that 2 bring their own. Use student resources when appropriate – employ the 5 minute rule. • Lost and Damage – adopt a loss and damage policy. While history suggests that it will not be 3 needed often, it is better if everyone knows what the expectations are before you begin. • Buffer Pool – experience suggests a 2-4% pool of spare devices are needed for students who 4 either forget or do not have charged devices on a daily basis. • Charging – depending on use and type, devices may need charging from time to time. 5 Places where this can be done need to be considered.© Corwin Press - 2011
  • BYOD Critical Decisions Framework • Filtering – whichever network access points you use for students, you will need to comply 1 with CIPA guidelines for filtering internet content. • Monitoring – through software and good supervision, it is important to follow and sample 2 student activity and to make that practice known. Follow-up publicly when appropriate. • Parent Options – be sure to communicate to parents what their options are for filtering 3 and monitoring at home. Help them feel empowered to help you keep students safe. • Permissions – review your acceptable use policies for staff and students to see if 4 adjustments for one-to-one learning are needed. • Training – offer training in responsible use for students, staff and parents. There is no 5 substitute for good judgment and decision making.© Corwin Press - 2011
  • BYOD Critical Decisions Framework • Inventory – complete an inventory of existing software and print materials in both 1 productivity and instruction. Total the annual costs and prioritize for potential phase out. • Value Decisions – take the inventoried materials and apply the 90/10 value analysis. 2 Develop a target list of phase out over time and identify savings. • Migration – develop a migration calendar based on the value and priority decisions that 3 you have made. Balance the changes within the productivity and instructional realm. • Harvest and Organize – for instructional resources, organize harvesting and organization 4 sessions where teachers can build their textbook replacement resources. • Training – be prepared to provide some training in new open-source productivity software 5 resources or on the collection of open source instructional materials.© Corwin Press - 2011
  • Goals for Learning Teaching & Assessment Instruction & Data Leadership Curriculum & Focus Resource Communication Deployment Professional Professional Evaluation Support© Corwin Press - 2011
  • Look for Every Opportunity To shift systems thinking . . . Go FROM TO The Goal Credits True North 21 Instruction Teacher Centered Learner Centered Assessment Content Heavy Skills in Context Curriculum Static Adaptive Resources Print Digital Evaluation Adult Actions Engagement Support Provided Self-Directed© Corwin Press - 2011
  • Digital Learning for All NOW! - Implementation Timeline - Phase One - - Phase Two - - Phase Three - Decision Making Planning Implementation •Implementation •Goal and Vision Getting to •Monitoring and Timelines Clarity One- Adjusting Getting •Infrastructure •Device Replacement •Stakeholder Upgrade Execution To- Getting to •Software and and Enhancement to Engagement & One Strategies Resource Inventory Information One- •Migration Planning One- •Infrastructure To- and Execution Capacity •Device Standards •True North 21 Evidence To- One •Device Support •Core & Support Systems •Hardware Issues Alignment One Strategies •Student Safety •Success Metrics Reporting •Device Management Systems •Systems Improvement and •Software & Integration Materials •True North 21 •Faculty and Parent Feedback •Core Systems Alignment •Just-In-Time Training •Curriculum and Resource Migration/Phase-in •Self-Analysis for Systems Planning Strengths and •Success Metrics Weaknesses Articulation •Policy Implementation and Systems •Learning Goal Clarity •Faculty and Parent Monitoring Training/Engagement •Leadership Modeling •Explore Success •Change Leadership and Metrics Support •Policy Revisions Culture •Common and Special •Leadership Modeling Cause Leadership •Change Leadership •Policy Identification and Culture Understanding •Reflection and Mission Alignment Culture Review •Common and Special Cause •What is Next? •Walking the Walk Understanding© Corwin Press - 2011
  • Think of What Leadership Skills Required Adult They Will Need © Corwin Press - 2011
  • Reflection and Conclusion We cannot effectivelyprepare students for known uncertainty in their futures by first demandingcertainty for our own. © Corwin Press - 2011
  • Contact Information Jonathan P. Costa, Sr. Director, School/Program Services EDUCATION CONNECTIONcosta@educationconnection.org 860-567-0863 To view slides: www.slideshare.net/jpcostasr Book Questions:info@digitallearningforallnow.com Book Web Page: www.digitallearningforallnow.com Book Order: www.sagepub.com/books/Book237875 © Corwin Press - 2011