Blue Skunk Bloghttp://doug-johnson.squarespace.com/blue-skunk-blog/Doug Johnson's thoughts on libraries, technology and life.Mon, 15 Jan 2018 21:09:57 +0000en-USSquarespace V5 Site Server v5.13.492-285 (http://www.squarespace.com)Future predictions at oddsDoug JohnsonFri, 12 Jan 2018 00:26:18 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/11/future-predictions-at-odds.html40946:348998:36020669 

Is technology mankind's salavation or its doom?

It seems like everytime I open a newspaper or link from a social networking site, I am confronted with some form of prognositcation related to technology and both its immediate and long range impact oh the human condition. And these predictions are often diametrically opposed. For example:

  • The automation of jobs will lead to mass unemployment and a further increase in the income gap; or automation of jobs will fill the roles of rapidly retiting baby boomers and free workers from mundane tasks, giving them time to pursue creative pursuits.
  • All children need technology skills like coding to thrive in tomorrow's economy; or tech skills are highly overrated and we need instead to be developing interpersonal skillls, empathy and creativity.
  • Schools are being improved with technology permitting personalization and motivation; or education is being destroyed by technology, off-loading what should be professional, human tasks to programmed instruction.
  • The Internet is the death knell of libraries; or libraries are more important than ever in helping users understand and use technologies that may be new to them and by providing critical venues for face-to-face interactions.

The dichotomies are not as simple, of course, as my examples sugget and most of these predictions have "both and" discussions waiting to happen.

Sadly, I often feel the victim of social media's use of click-bait in accessing these articles. Just what are qualifications of people writing these predictions? Are they doing it to guide and inform? Or simply to generated revenue via clicks? Who does Buzzfeed and Edsurge and New York Times hire as writers and what are their qualifications to pontificate and what may be their unstated biases? And how, exactly you define bias, anyway?

The ability to select, analyze and evaluate information, a long-standing goal of information literacy units and the librarians behind them has never been more important - or more difficult.

I like to think of myself as a critical user of information and ideas. But increasingly wonder if I am up to the task of knowing if Wall-E or The Terminator is what the future holds. And if I can do anything about the direction except keep my fingers crosssed.

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Do you have a backup (book)?Doug JohnsonWed, 10 Jan 2018 13:29:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/10/do-you-have-a-backup-book.html40946:348998:36019479 

Having a good backup is the first rule of computer security and sanity. In case of media failure, your thesis, book draft, lesson plans or last will and testament, ought to be stored in at least two places. For anyone who has lost a draft of any form of writing or lost data of any type, a corrupted or lost file can ruin your whole day. 

Having a backup book, however, is also a necessity for me.

I cannot remember a time that I was not actively reading a book. Whether Henry Huggins or Hardy Boys or Robert Heinlein or James Bond or Michael Connelly (or occasionally a college text), I have always been "working" on a book. Reading a book is as much a part of my day as is breakfast. One of Johnson's 3 rules of travel is "Always have a book to read" since much of vacation time is spent waiting. I have carried books to the top of Kilimanjaro and into the depths of Columbian mountains and in a canoe into Quetico. I guess if I have a serious mental health problem it is an addiction to reading.

This addiction also includes not just having a book, but having a backup book, knowing exactly what I will read next. What if I were on a flight to Narita with 6 hours to go and finish the book I was reading! The horror! This is why I like taking my Kindle on trips. I have enough books downloaded on it to last me for 20 years in solitary confinement or a week on a cruise ship.

My guess is I am not alone in having a fear of being without access to a book. Judging from my friends, many of us, have not just a backup book, but huge backlog of books on our Kindles or by our bedsides or on hold at the library. It seems to me, librarians are especially prone to this phobia (Does a fear of not having a book have a name?)

While I try to make a very limited use of social media, I do like Goodreads to help control my fear. Goodreads is a great source of getting book recommendations from like-minded people, creating of list of "want to read" titles, and recording those books you have read - over the course of a year or eventually over your life, I suppose. Once or twice I have started reading a book and thought "Gee, this sounds familiar" and go back and look at my Goodreads list to find I did read the book a few years earlier. If it is a mystery, I usually go ahead and reread it anyway since I usually don't remember who-done-it.

I also write a short review, a sentence or two usually, so inform others about my opinion of what I have read. 

Do librarians and others for whom reading may be a passion, get kids onto Goodreads or another social reading site to help stimulate their interest in reading? (I could not find any age restrictions for Goodreads.) If not, shouldn't we actively encourage this healthy form of social networking?

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Personalizing or depersonalizing learning with technology?Doug JohnsonTue, 09 Jan 2018 14:48:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/9/personalizing-or-depersonalizing-learning-with-technology.html40946:348998:36017887 

Diane Ravich, a thinker and writer for who I have great respect, enumerates "5 Risks Posed by the Increasing Misue of Technology in Schools (EdSurge, Dec 29, 2017). I agree with all of them, but I think this one needs a bit more explication:

Risk Two: The Proliferation of 'Personalized Learning'

Personalized learning, or “competency-based education,” are both euphemisms for computer adaptive instruction. Again, a parent rebellion is brewing, because parents want their children taught by a human being, not a computer. They fear that their children will be mechanized, standardized, subjected to depersonalized instruction, not “personalized learning.” While many entrepreneurs are investing in software to capture this burgeoning industry, there is still no solid evidence that students learn more or better when taught by a computer.

There are some very distinct definitions of "personalized" learning. The one Ravich describes is certainly one the education industry promotes, one in which the programmed instruction basically controls the educational experience. It consists of sophisticated, yet mindless, activities that supposedly teach basic skills and move the learners ahead based on some kind of in-program assessment. The teacher, if there is one and not just a lab monitor, turns the student over to the machine. Which really does not give a damn about the child except for the data he/she generates. 

Yet I see two other uses for technology that are a better description of personalization. The first is a modification and extremely targeted and monitored use of systems like the one above for intervention for kids not learning in the traditional classroom. Depending on what research you read (published by independent researchers or by company-owned researchers), this approach may or may not be effective.

The other description that technology allows for personalization, however, is when the professional teacher, knowing the child, can use a learning management system to provide materials and activities fitted to individual ability and interests. Rather than replace the teacher, the technology augments the ability of the professional to reach every student.

Tom Snyder, a software developer, wrote in a 1999 article predicting the future of educational technology:

“A presidential commission has been established to study the growing inequity in computer allocation. Apparently, most computers are being used to deliver instruction to poor kids in the inner-city schools, putting these students at a clear disadvantage. All the best jobs and places in incoming college classes are going to applicants who were ‘fully teacher taught'.” from “Technology, Trends, and Gizmos: A Timeline for the ’90s and Beyond” Technology & Learning, September 1990, 92-98. 

As it turns out, Synder is partially right. The poor have access to computers; the affluent have individual devices and human teachers who know how to use them constructively.

I would hate to see personalization turned into a dirty word in education, when its concept is so important. Let's call programmed instruction what it is - depersonalized instruction - and fight to keep it from being called personalized.

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Is the blog dead?Doug JohnsonMon, 08 Jan 2018 14:45:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/8/is-the-blog-dead.html40946:348998:36017883 

Mark Crotty at To Keep Things Whole blog, observes:

One positive aspect of the blogging phenomenon is was that it had many people, without necessarily being aware of it engaging in the sort of intellectual exploration associated with the original essay. This idea holds particularly true in what many called "process posts." I often begin with just a seed of an idea, unsure exactly where the post may end up. I do almost no drafting, editing, or revising. In a way it's like journaling publicly. The quality of writing in blogs is not always high quality; it can sometimes be rather poor. But that's besides the point. More people were struggling to capture their ideas via the written word, which often sharpens one's thoughts and leads to unforeseen conclusions. Many notable authors have said something about the notion of not knowing what they thought until they wrote it down. The back-and-forth in comments can extend that thinking. This reason, more than anything else, is why I keep blogging.

But finally he asks:

I'm not sure how many people actually read blogs any more.


I've wondered the same thing. The Blue Skunk was started in 2005 as what I thought would be a very temporary experiment. (I honestly didn't know at the time I named the blog "Blue Skunk" that it was a brand of marijuana -really, I didn't!) I wondered if blogging was "my thing" since I was writing articles and columns and had even published a book or few. But I quickly came to find it a tool as Mark describes it, to "capture my thoughts" and clarify my thinking. And having no shame, share my conclusions without editors or censorship or occasionally good judgement. (See Why the Blue Skunk Blog and Why I Write for Professional Publication) for a bit more thoughtful approach to my writing.) Writing this blog has probably given me more joy than it has given my readers.

Yet the decline of blogging has seemed steep over the last few years as Mark notes. I have found many of my favorite bloggers have dropped out or moved on. The readership of the Blue Skunk, at least indicated by the number of comments I get to my posts, has slowed to a trickle. The days of a dozen responses to a single post has trickled to one every now and again. (I do value those faithful readers very much.)

I often ask myself if this is because my ideas have become stale, irrelevant, or meaningless to others in the profession. As one ages, one questions one's relevance more and more as bright young minds move into the field - as they should. Has this blog simply become too self-indulgent? Do I post too often or not often enough? Am I writing simply for the sake of writing or am I making a meaningful contribution?

Or is has blogging as a format simply had its day? I reluctantly tweet and re-tweet and have a "following" on Twitter of 6,780 souls. Mostly, I am sure, following my snarky t-shirt slogans more than clicking the links to the blog. In an environment of Facebook and Twitter and Instagram and clickbait, have 500 words simply become to costly in terms of time and attention? Personally, I find the value of Twitter in becoming aware of links to longer, more insightful pieces of writing. Having a discussion on Twitter to me is like having a debate with bumper stickers alone.

I personally value those bloggers who have stayed with it - the Larry Cubans and Mark Crottys and Joyce Valenzas and Miguel Guhlins and Scott McLeods. They still challenge my thinking in ways formally published articles do not. Thank you to them and all bloggers still brave enough to share their ideas.

I am afraid if you were hoping this entry was to inform readers that I would not longer be blogging, you will be sorely disappointed. If blogging or just the Blue Skunk is a dead horse, it is one I will continue to beat. Sorry about that. But at least you will still be getting your money's worth.

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Is librarianship a reactionary profession?Doug JohnsonSun, 07 Jan 2018 20:35:50 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/7/is-librarianship-a-reactionary-profession.html40946:348998:36018640This tweet appeared in my feed a day or so ago:

 

Link in post: http://www.bbc.com/news/uk-42587007

As anyone knows who reads this blog, I am a believer in libraries and the good they do for kids, communities, and society. But I worry that we dismiss educational innovations out-of-hand when funds are spent that "could have gone to libraries."

While the objection to the UK's "English hubs" came from a political party, it was re-tweeted by an eminent library leader, I suspect in agreement. To me the post sends a message that a new effort to help disadvantaged students means less money for libraries. I find it hard to believe there is a direct cause-effect relationship.

While libraries have been empirically proven to improve literacy for many people, there are obviously many people libraries fail to reach - and for probably many reasons.

I worry that we as librarians do ourselves a disservice when we reject out-of-hand innovative practices when they seem to threaten our established practices and norms.

As I have often stated, creativity is needed when the accepted best practice in education does not work. I don't know of any educational resource, practice, or theory that meets the needs of 100% of our kids. My analogy has been that I want my dentist to use best practice when working on my teeth - unless that practice is not effective. Then I want him to be creative. 

What might be some new programs in your school that are getting funds "that might be instead spent on the library?" Digital resources? A new reading curriculum? 1:1 initiatives? Do we as librarians simply resist, protecting our own programs?

Or do we critically examine these innovations to see if we have a role in making them as effective as possible, especially for those not now well-served by our traditional programs?

Do we as a profession want to be known as reactionaries or innovators? I hope it is the latter, especially as long as some kids are not doing as well as they might.

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Sophistication and simplicity - can you have it both ways?Doug JohnsonThu, 04 Jan 2018 11:33:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/4/sophistication-and-simplicity-can-you-have-it-both-ways.html40946:348998:36017470

One of the main premises of the book is that although people are often keen to blame themselves when objects appear to malfunction, it is not the fault of the user but rather the lack of intuitive guidance that should be present in the design. Wikipedia entry for The Design of Everyday Things by Donald Norman


This old cartoon came to mind when thinking about a new-ish AV system we have in some meeting rooms at our district offices.

The room in which our school board meets is connected via sliding walls to two other large rooms. The advantages are obvious - when there is a large gathering a huge room can be created. When there is a need for space for multiple meetings, we can have that as well. Flexibility.

The difficulty we have had is providing a flexible means of controlling the sound and projection systems in these rooms. A single audio source - computer or microphone - needs to be heard on the speakers in either one, two, or three rooms depending on the setup. A single video source needs to be shown on between one and eight projectors and monitors depending on the setup. (Add to this, additional audio and visual recording and transmission needed for school board meetings which are broadcast over community television.)

The consultants put in a clever system using software on wall mounted iPads that allows us to do this. Serving as touch panels, the user can select the input and output sources needed for the particular event. When it works, it works like magic. When it doesn't work or if the user is unfamiliar with the system, frustration mounts. Often these rooms are used in the evenings, outside our tech staff's regular hours.

This dilemma - the need for both sophistication and simplicity - is increasing during what feels like a very rapid, transitional time in technology evolution. Automobiles now have complex systems that control audio, navigation, and who knows what else, but they don't yet have a Siri-type AI that allows the driver to simply say "Please play NPR at a medium volume" or "Give me the GPS directions to the nearest gas station." We still need to know what buttons to push and in what order.

It's lovely to have highly-functional technologies. It's not so lovely to need a programming degree and the patience of Job to operate them.

Do we, when selecting resources for our schools (or homes) ever make simplicity a criteria when making the choice - or do we always just go for the product with the most bells and whistles?

I am going to find my old copy of Donald Norman's wonderful book The Design of Everyday Things. I may be worth a re-read.

Oh, Alexa, learn quickly, please

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Homage to LM_NetDoug JohnsonMon, 01 Jan 2018 14:10:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2018/1/1/homage-to-lm_net.html40946:348998:36016466

Georgia library media specialist Tony Pope last week began a series of listserv posts (these means of communication for people who have the intellect and patience to write over 140 characters) asking about the history of LM_Net, a now 25-year-old Professional Learning Network for school librarians. Below is a Head for the Edge column I wrote in 2008 called "Continuing Education" that honors the role LM_Net played in my career:

Continuing Education

Head for the Edge, Library Media Connection, September 2008

You Know You’re a Librarian in 2008 when…you know more librarians in Texas than you do in your home state because of LM_Net.

Peter Milbury and Mike Eisenberg, the founders and moderators par excellence of LM_Net for the past 15 years, announced last November that they are passing the torch.

For the one or two of you reading this who don’t know about LM_Net, it has been the mainstay electronic mailing list for an estimated 100 million school librarians in 2 million countries, on a dozen other planets, and at least two identified alternative universes. It produces in excess of a billion e-mail messages each day - 10 billion on “recipe day.” (These numbers are rough estimates.)

I was an early subscriber and participant on LM_Net using my university “vax” account back in 1992 when I first joined. This was 1200 baud modem dial-up, line interface, pre-WWW, uphill-both-directions-in-the-snow Internet days. Not soft and cushy like young‘uns have it today with your graphical interfaces and wirelessness. The computer screen was hard to read by lamplight, too.

Anyway, LM_Net became my first Internet “continuing education” experience. And the learning began early.

It was my second year as library media supervisor and I was getting lots of push-back from the district librarians I had inherited. I was determined to make them tech integration specialists and they seemed just as determined to remain print-only librarians. After one particularly frustrating day, I turned on my computer, opened my e-mail, and just let rip about the reactionary, troglodytic, myopic, nature of school librarians, concluding that they had better damn well wake-up and smell the coffee or they would all be replaced with techs and not to let the door hit ‘m where the good lord split’m on the way out. And off the rant went to LM_Net. 

Let me put it this way - I got some reaction. I knew librarians had good vocabularies, but even I learned some new words. I believe after that other LM_Netters opened my e-mails simply wondering what idiotic thing I might say next. In LM_Net I found my voice.

But more importantly, I found colleagues who offered information, encouragement, and support. It was my first true “continuous learning” experience not because I was the one doing the teaching, but because we were all learning together – as we do to this day. The virtual community built by LM_Net (a professional learning community before they were so named) was a lifeline and sanity-keeper for many of us.

Continuing education prior to LM_Net consisted of reading professional journals, attending library conferences, and taking college classes. These activities are still available and important. But given the pace and amount of change, they alone are insufficient to keep most of us current with the happenings in librarianship and information technology. Thank goodness for these online continuing education options:

  • Electronic mailing lists (aka listservs) continue to be a valuable means of locating of “primary source” information – human expertise. While LM_Net is the granddaddy of such resources, you might also be reading AASLForum, ISTE SIGMS, WWWEdu, and your own state’s mailing list. A simple query to such lists often results in not just recommended published information, but in shared experiences and wisdom as well. Don’t forget that some mailing lists like LM_Net archive their messages for later retrieval.
  • Smaller “professional networks” such as Joyce Valenza’s TeacherLibrarian Ning <http://teacherlibrarian.ning.com> are complimenting listservs by providing a forum along with a means of sharing photos, videos and other resources with fellow network members. Aimed at creating links for professionals, these operate much like the larger social networking sites Facebook and MySpace.
  • Blogs and their aural cousins, podcasts, let library media specialists read or hear, react and converse on the latest thinking by leaders in the school library field. Information on blogs tends to be timely, short and often opinionated. Pick the ones that are fun to read and you, like me, will become addicted.
  • Webcasts, presentations and workshops done via an Internet website like GoToMeeting or Elluminate qare becoming increasingly popular. Watch your e-mail for these “web seminars.”
  • Finally, Multi-User Virtual Environments (MUVEs) such as Second Life are offering a growing number of opportunities to interact and learn with colleagues. Your Second Life avatar can attend a presentation, communicate with fellow professionals in real time, and even build virtual learning resources using this new but powerful information and communication interface. Watch for SIGMS offerings on ISTE Island. (Whatever happened to Second Life??? - DAJ)

These are just a few of the growing number of “continuous learning” opportunities the Internet is making available to those of us engaged in the rapidly evolving field of school librarianship.

Does your school’s mission statement include the words “life-long learning?” It should. And the sentiment should also apply to us as well.

Shonda Brisco called out a 20 or so contributers to LM_Net who influenced her work and I am honored to have made the list. I have not been as good a contributer to the mailing list for the past few years as I once was, but a new and able group of librarians are keeping it as valuable as ever. 

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Principles vs rulesDoug JohnsonSat, 30 Dec 2017 13:35:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2017/12/30/principles-vs-rules.html40946:348998:36012879 

from Burn Your Rule Book and Unlock the Power of Principles

I've long advocated for principles over rules; for guidelines over directives; for asking students to think about their actions and behaviors over simply following directions.

I have found that library users need three behavioral guidelines (Beating the Study Hall Syndrome, 1995):

  •  be doing something productive
  •  be doing it in a way that allows others to be productive
  •  be respectful of other people and their property.

Technology users need to follow three ethical guidelines: 

  • Privacy - I will protect my privacy and respect the privacy of others.
  • Property - I will protect my property and respect the property of others.
  • a(P)propriate Use - I will use technology in constructive ways and in ways which do not break the rules of my family, church, school, or government. 

 I have three commandments for a successful library program:

  • Thou shall develop shared ownership of the library and all it contains.
  • Thou shall have written annual objectives tied directly to school and curriculum goals and bend all thy efforts toward achieving them.
  • Thou shall take thy light out from under thy damn bushel and share with others all the wonders thou doest perform.

To maintain a "radical center of education" philosophy, I have ten guidelines:

  1. Adopt an “and” not “or” mindset.
  2. Look for truth and value in all beliefs and practices.
  3. Respect the perspective of the individual. 
  4. Recognize one size does not fit all (kids or teachers).
  5. Attend to attitudes.
  6. Understand that the elephant can only be eaten one bite at a time.
  7. Make sure everyone is moving forward, not just the early adopters.
  8. Don’t be afraid to say, “I don’t know.”
  9. Believe measurement is good, but that not everything can be measured.
  10. Know and keep your core values.

The primary difference between rules and principles, of course, is that those following principles must actually think about their actions. They must interpret both the guideline and their own behaviors. 

Like all interpretations, there can be disagreement. In the first set of principles, what one student or teacher might consider "productive" might not be considered productive by the librarian or principal. I have found that simply asking why an activity could be considered productive helps clarify the situation and resolved any conflict that the ambiguity might create.

A world in which we all consider our behaviors and actions rather than simply follow rules allows for thoughtfulness, empathy, equity, and creativity. Let's give all our students the gift of good decision-making by stressing principles rather than rules.

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An Advent of Gratitude (belated)Doug JohnsonThu, 28 Dec 2017 12:06:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2017/12/28/an-advent-of-gratitude-belated.html40946:348998:36013204
 

Each time I experience a family gathering, I am reminded of how fortunate I am. We are a drama-free group who all genuinely seem to not just love, but actually like each other, which is, I believe, more rare.

A Facebook posting a few weeks ago also reminded me of my fortunate station in life. While belated for this season, it may be worth reading now - and bookmarking for next year. It's a good reminder to me and perhaps it will be for you as well of the many, many things old, white, middle class guys like myself simply take for granted.

An Advent of Gratitude

 
Most Advent Calendars present us with a gift each day leading up to Christmas. The purpose of this Advent of Gratitude is to remind us of the gifts we already have, what we often take for granted, what we can and should be grateful for. Each daily reminder includes a suggestion for payment, a small monetary gift that in 24 days will grow into a donation, payable to a charity of your choice. At the end of this challenge, please donate to a charity, preferably somewhere local, that serves those less fortunate than you.

Day 1- Pay .25 for each woman in your family who graduated from high school.
Day 2- If you rode in a car today, pay $1. Pay $2 if you drove the car.
Day 3- Count the light switches in your house. Pay .25 for each one.
Day 4- How many pairs of shoes and/or boots do you own? Pay .10 per pair.
Day 5-If you have never experienced having your electricity or heat shut off due to inability to pay the bill, pay $5.
Day 6-If you have traveled outside of the United States, pay $2. Pay an extra $2 if you have traveled within the past 6 months.
Day 7- Pay $2 if you’ve bought a gourmet coffee in the past month.
Day 8-If you went to work today and earned an income, pay $2.
Day 9- Pay $1 for every refrigerator/freezer in your home.
Day 10- Count every cell phone in your home. Pay $1 per phone.
Day 11- If you graduated from college, pay $1 per degree.
Day 12- How many televisions do you have? Pay $1 per TV. Pay $1 extra if you subscribe to Netflix.
Day 13- Open your pantry. If there is more food than you can consume in 2 days, pay $2.
Day 14- Pay $2 if you have more than one bank account. Pay an extra $2 if you have investments that earn income.
Day 15- If you slept in a warm bed last night, pay $2.
Day 16- If you have visited your doctor this past year, for something relatively minor, pay $2.
Day 17- Count the faucets in your home. Pay .50 per faucet.
Day 18- If you’ve bought gifts for others this season, pay $1. If you added ‘a little something’ for yourself, pay an extra $1.
Day 19- If your home has more than 25 books, pay $1. If more than 50, $2.
Day 20- If your parents had a high school education, pay $1. If one attended college or university, pay $2. $3 if both attended.
Day 21- If you are traveling more than 65 miles for Christmas festivities, pay $1. Pay $2 if you are confident your vehicle will get you there.
Day 22- Count the coats in your closet. Pay .25 per coat or jacket.
Day 23-Pay $2 if you can name more than 5 people who love you.
Day 24- If you have a pet, pay $2. Pay an additional $2 if you have more than one.


Donation time!

 

There is an old saying about people who believe their lives have been home runs, when in reality they have been born on third base. I would guess most of the people reading this post have been born, if not on third base, first or second base. 

So I should anti-up, not just at holiday time, but every day of the year. And be simply grateful.

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Our local top 10 tech trends for 2017Doug JohnsonFri, 22 Dec 2017 14:20:00 +0000http://doug-johnson.squarespace.com/blue-skunk-blog/2017/12/22/our-local-top-10-tech-trends-for-2017.html40946:348998:36012402

After a 2016-17 year of major changes in our district, including building grade-realignment, HS 1:1 Chromebook rollout, building 27 new HS classrooms, and significant curricular reorganizations, we have had a chance this year to take a breath and work purposely on some technology initiatives that will have a long term positive impact on our students, families, and staff. A couple are reactive, but most are proactive. I see these as trends that will continue...

A short review:

  1. Increased scrutiny of data security and data privacy. Two serious data breaches in neighboring districts, a serious Internet outage last winter, and lot of press on data privacy have resulted in our district paying a good deal more attention to these issues. One major effort is a comprehensive network audit this fall and winter. We've also done formal training for clerical and administrative staff. (We trusting Minnesotans are especially susceptible to phishing scams.)
  2. Increased ease of access to resources. As we provide an increasing number of digital resources to our students (Schoology, MyOn Reader, SeeSaw, Discover Education, etc), we are working to provide the automation of an expanded single sign on process and a tile-based launch tool. Giving the little ones the ability to login via a QR Code seems to be working.
  3. Increased access to e-resources with our public libraries. Thanks to the enthusiasm and cooperation of our local public libraries, we have given all our high school students fine-free library cards and aggressively promoted their great offerings - especially those that can be accessed digitally. The plan is to extend the digital library card program to all our middle school students this winter. The other schools in our county are now working on this as well!
  4. Increased emphasis on cultural literacy and digital equity. A greatly expanded hotspot checkout program for our secondary students thanks to an award from TMobile is helping assure that all our students can get to the educational resources they need at home. We are increasing our efforts to make sure communications about technology opportunities goes home in both Somali and Spanish not just English. Our library book selection is done with an eye on finding books more in keeping with our schools' diverse populations.
  5. Increased communication with the home. Parent technology nights, Family Coding Night, messages via our Communications Department, and events/tables/agenda items at open houses and back-to-school nights have grown this year. We need parents to be our partners! We also offered three "Digital Parenting" classes for parents wanting to learn more about safe and ethical Internet use. Parents will support good technology use providing they understand what good technology use is.
  6. Reenvisioning our library spaces and offerings. New furnishings, the elimination of computer labs, serious weeding, and the rollout of makerspaces are transforming our media centers K-12. The increased amount of technology and the resources it provides within the classroom is asking us to re-think our library program roles - how to we remain integral to the goals of our buildings. We are also attempting to escape the scarcity mentality by increasing the number of materials that can be checked out by elementary kids.
  7. Increased recognition that kids need creativity and autonomy. The "stuff" in the makerspaces is being successfully deployed by our librarians, media EAs, and digital learning specialists (all in collaboration with classroom teachers.) It's impossible not to be excited yourself when seeing the excitement of our students working with a wide-variety of cool tools that emphasize coding, systems thinking, problem-solving, and creativity.
  8. Increased need for interpersonal skills by technicians. Thanks to the encouragement of a district-wide initiative to make all staff more culturally proficient, our tech meetings include more than discussions about technology. Empathy, good communications, and team work our critical to our success as much as good technical skills.
  9. Review and clarification of filtering and permissions on student devices. With the rollout of 1:1 Chromebooks for each of our 6-8 students, we are working to establish a balanced approach to permissions and allowed resources, especially during the school day. We are looking harder at our use agreements with providers of online tools that are asking for parental permissions for deployment. Do kids need access to the Chrome task manager and should they be able to download extensions and apps to their Chromebooks? All up for discussion.
  10. Acknowledgement of "standard work. I don't that we have had a single training session on the GSutie products, our SIS Gradebook, or LMS fundamentals at the HS level. Happily tech PD is now mostly cohort based at the secondary level and embedded in the elementary with our digital learning specialists working 1 on 1 with teachers. It is interesting to see more of our staff training (tech and standard curriculum) move online through video conferencing and the use of the LMS (Schoology).

As Calvin reflects in the opening quote, we don't often take the time to enjoy "where we are." For me, this past year has been rewarding because much of our department's work has had a real and direct benefit to our students, our staff, and our families - mostly due to the dedication and smarts of my wonderful staff.

Too often I get caught up in the petty annoyances of the day (the cell phone bill is wrong again!), concern about the future (our Internet provider may be closing shop), and organizational challenges (who will do the complex data integration work we desperately need.) I sometimes lose focus that our infrastucture and administrative programs are critical to providing a foundation on which our student work can be built. 

You'd think that after doing this work for over 25 years, I'd be a hell of a lot better at it!

What were the trends you saw in your district this year? Please share.

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