Tech Edge

Game Time!
Person-Centered
Technology Support
Enriching the World
DIGITAL EDITION
Issue Four | November 2015
www.tcea.org
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ISSUE FOUR | NOVEMBER 2015
●●
DIGITAL CONTENTS
16
AT A GLANCE
Leading from the Back 6
10 Ways to Support Teachers Who
Use Technology 8
Leadership Tools: CommonLit 9
Robotics for All 10
Leadership in GIS 12
Leadership Tools: BoomWriter 13
FEATURES
GAME TIME!
by Ashley May 16
20
PERSON-CENTERED TECHNOLOGY SUPPORT
by Evan Lieberman 18
ENRICHING THE WORLD:
COLLABORATION, SUPPORT, AND
VISION by Alexis Carroll Cline 20
LEADING STUDENTS IN A 3.0 WORLD
by Dr. Pat LeMay Burr 24
Leadership
Leadership is not a skill limited to administrators. At every
level of education, there are individuals whose ideas
influence the rest of us. In this issue, read about educators
who confront challenges with creativity and optimism and
discover tools to help you develop your own leadership
skills and position.
COLUMNS
PROFESSIONAL DEVELOPMENT
GAFE Tips for Leaders 26
PROFESSIONAL DEVELOPMENT
Communication Tools for
Educational Leaders 27
ROBOTICS
Robotics on Wheels 28
ADVOCACY UPDATE
It’s Not About the Money 30
THE RESOURCE ROOM
Three Helpful Gmail Tips 31
●●
ABOUT TECHEDGE MAGAZINE
PUBLICATION INFORMATION
TechEdge Volume 36, Issue Four, November 2015
TechEdge is published quarterly in February, May, August, and
November for TCEA, a nonprofit statewide association that
promotes the use of technology in the classroom.
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Volume 36, Issue Four
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Issue Four, November 2015 | TechEdge |
5
●●
AT A GLANCE
Leading from the Back
Dr. Lisa
Gonzales
by
Dr. Lisa Gonzales is
Superintendent in the
Portola Valley School
District, Vice President
for the Association
of California School
Administrators, and a
#FutureReadySuperintendent with
the White House.
Charles
Young
and
Dr. Charles Young is
Superintendent in
the Benicia Unified
School District. Both
are members of the
California TICAL
cadre.
T
he days of living in tight-knit tribes are gone;
however, our tribal nature is not. We are deeply
social animals, wired to connect with one
another. We reach our deepest levels of potential and
happiness when we live and work in safe, supportive
communities. Creating these environments in our
schools and districts, and the resulting culture, is the
primary role of any effective leader.
We are living in a time like no other. The pace
of change in standards, assessments, funding,
and educational technology is increasing at an
unparalleled rate, and school systems must respond.
Organizational culture is largely defined as the
deeply-held beliefs and ways of doing the work
within a school system. All organizational systems
have their own unique cultures which develop over
time with or without the mindful attention of the
leader. Effective change and innovation does not
occur in settings where fear, distrust, and a lack of
belonging are evident.
To shape the type of culture where everyone feels
safe, supported, and able to take risks, the leader
must model this behavior and support others in
their efforts. Learning about, reflecting on, and
engaging in new practices and their outcomes is
central to cultures. The leader is the central figure in
this effort.
6
| TechEdge | www.tcea.org/techedge
Balancing Risk Taking and Failure
One of the most important roles a leader can assume
is that of risk taker. This includes encouraging
the same perspective with other leaders and
teachers. The act of experimenting with new ideas,
technologies, or pedagogical approaches fosters a
culture of differentiation and leads to innovative
practices that meet the needs of all students.
Innovative, forward-thinking business leaders do
this regularly: they identify opportunities for growth,
brainstorm ideas, narrow options, develop prototypes, test,
fail, redesign, and implement. In the educational setting,
we are less apt to adopt this approach for fear of taking
risks with our clients, the students. The sense of fear that
can stem from innovation in the educational setting often
stifles innovation, even when risk is absent.
Cultivating an environment where innovation
and experimentation can flourish needs to begin
with the superintendent, especially in the area of
technology. Modeling the use of technology, with
all of its promises and challenges, sends a powerful
message to staff, particularly when the inevitable
difficulty emerges. While it can be a shot to one’s
confidence, the stubborn projector that refuses to
work or the sound system that suddenly goes mute
can be opportunities to build empathy among staff.
AT A GLANCE
Watching the top dog calmly navigate a quick fix or a simple
improvisation sends the message, “Hey, if the superintendent
can struggle through that in front of us, so can I.”
Troubleshooting in real-time illustrates a willingness to
work through challenges and the learn-as-we-go paradigm.
Risk-taking provides opportunities to celebrate the
overcoming of adversity, like taking on projects that might
illustrate a stretch goal, bringing in a new app or management
system, and adapting and thriving. Learning should be
challenging, engaging, and fun. Yes, fun. Students do not
always learn a concept the first time it is taught. When leaders
learn from mistakes, they are better able to empathize with
teachers, and they, in turn, with their students.
Cultures that Foster Innovation
Shaping the culture of a school or district to reflect an
openness to innovation stems directly from top leadership.
Yet it can be influenced by the community or other
internal and external groups. The innovative, risk taking,
entrepreneurial spirit our schools need is best supported
in environments where staff are encouraged to try new
approaches, share learnings, make needed adjustments, and
grow. In addition to leadership and outside influences, what
other elements might help build a culture of innovation?
Innovation often begins with continued learning, from
coaching in classrooms to co-teaching opportunities with
different personalities and strengths intentionally brought
together to go from good to great. Good ideas need to be able
to grow and flourish. And it doesn’t happen overnight.
●●
The days of “but we’ve always done it this way” are becoming
a thing of the past. Leaders need to go beyond protecting the
status quo and push the boundaries of traditional thinking.
Questioning is a key element in this process and might
include: How might we change the evaluation process? Is
there a better way to design a master schedule? How can we
bring the voice of students into transitions from middle to
high school?
In an era of ever-changing technology, accessibility by
students to myriad devices, 24/7 access, and flipped/blended
learning, even more experimentation is needed by teachers
to try, adjust, and try again. The bumps and turbulence along
the way are expected and should act as learning experiences
for adults and students. This helps strengthen and foster a
culture of innovation.
Leaders Are People, Too
One of the many challenges of leadership involves the
confidence of simply letting others know you are human
and entirely imperfect, just like everyone else. While
the role of effective leadership calls for strength, a clear
vision, and tons of energy, doing so with humility and a
commitment to building a culture of safety goes a long way
toward helping others reach their potential. When it comes
to technology, for instance, it is okay to admit you might
have more enthusiasm than expertise. Staff will see this
as a commitment to exploring the use of technology while
realizing you can’t know everything.
#FutureReady Schools
Want to Build a More Innovative Culture?
• Cultivate the fact that safe working environments, where people support and value one
another, are key to innovation and growth.
• Create an innovation committee to look at new and burgeoning ideas; then allocate
resources to fund these ideas.
• Honor examples of innovation in district communication and at board meetings.
• Be open to sharing what didn’t work and how changing course strengthened the outcome.
• Encourage teams to share their learning and successes at workshops/conferences where
they can be seen as the experts.
• Foster a climate of reciprocal trust that, in turn, supports the move toward risk taking
and innovation.
• Take the #FutureReady Pledge and assessments with corresponding strategies on
improving innovative practices.
Issue Four, November 2015 | TechEdge |
7
●●
AT A GLANCE
10 Ways to Support Teachers
Who Use Technology
Dr. Nancy
Allen
by
Dr. Allen is an educator
at Angleton High
School where she
encourages the use of
technology in Social
Studies classrooms.
10.
8
Encourage us to use technology so that we can teach the existing curriculum in ways
that strengthen student engagement in the learning process .
9.
Ask us to share what we are doing in our classrooms with other teachers. Our
enthusiasm will be contagious.
8.
Follow up with us regularly to see what we need to help us be successful when
implementing new technology.
7.
Talk to our students for their feedback. Ask them about the cool things we are doing in
class. You will get first-hand information that might help when securing more funding .
6.
Visit our classrooms to see technology in use. You can even join in and participate!
5.
Give us more than one year to implement a new technology before you move us on to
something different. It may take two or three years for a new program to make an impact.
4.
Make sure we have enough supplies to use in our classroom. Ten iPads for 30 kids
does not provide an individualized experience for the students.
3.
Provide us with mentors and make sure we have the opportunity to work with other
teachers as a team. Teachers need to have time set aside to plan, share ideas, and
learn from others.
2.
Provide us with ongoing training and access to experts, not just one day of in-service
at the beginning of the year.
1.
Ask us what we actually want to use in our classrooms instead of choosing for us. Teacher
support of any initiative begins with including us in the decision-making process.
| TechEdge | www.tcea.org/techedge
AT A GLANCE
●●
Leadership Tools: CommonLit
by TCEA
Staff
Lead your students toward real engagement with this free digital resource. Find more resources
and members-only recommendations at www.tcea.org.
F
inding relevant, quality content that students and teachers can use without fear of copyrightinfringement is no small task. In 2014, a team of teachers launched CommonLit, a nonprofit ed
tech solution that curates copyright-free short stories, news articles, and historical documents for
educational use to address this need.
“CommonLit is somewhat like Wikipedia in that we’ve taken a crowd-sourced approach to building content,”
founder Michelle Brown said. “Since we are all educators, we knew we needed to offer flexible content that
users could adapt to their own curriculum.”
The content is organized by theme and then broken into discussion questions with supporting texts
separated by grade level. For example:
Theme:
Fear
Guiding Questions:
How can fear be used to manipulate?
How can fear drive action?
Texts Include:
Jack London’s “Winged Blackmail”
LBJ campaign ad “Daisy Girl”
Harriet Ann Jacobs’ “What Slaves are Taught
to Think of the North”
Other themes include identity, morality, and social issues that help students relate to history and literature.
Students get excited when a unit is framed around one of these guiding questions in part because they are
trying to work through these questions in their own lives. “Students want authentic, relevant information on
the issues that are important to them,” Michelle explained.
Teachers will find that texts are paired by topic, perspective, and/or language usage in order to allow for a
rigorous consideration of the relationship between articles, as well as connections to the theme.
Although CommonLit is a very young organization, word of mouth has made their platform very popular.
They currently have over 200 texts online and are continuing to build partnership with literacy experts,
school districts, and master teachers who recommend content.
The CommonLit staff invites master teachers to offer their expert suggestions and ideas. Email
info@commonlit.org for more information on joining their teacher advisory board. Visit www.commonlit.org
to access their free collection and sign up for the CommonLit newsletter.
All images courtesy of CommonLit.
Issue Four, November 2015 | TechEdge |
9
●●
AT A GLANCE
Robotics for All
W
Stephanie
Keith
by
Stephanie teaches
fifth grade math and
coaches the robotics
team at Dublin
Intermediate School.
hen I became the robotics coach for Dublin Intermediate School, I
quickly realized this could be a perfect opportunity to open doors
for kids who are average, low-socioeconomic students and who are
too often forgotten. These are the underdogs, children without the support and/
or resources at home to ensure their success, but they have phenomenal critical
thinking and leadership skills because they are leaders in their homes and solve
problems on a daily basis to survive.
Through robotics, the underdogs can become school leaders. They, too, can be
successful, even with robotics, which seems so difficult. The team can provide a
place where creativity and street smarts become problem-solving tools and their
increased confidence could initiate the growth of new dreams and aspirations.
The best leaders are not always the most advantaged members of society, but those who have the compassion
to be open-minded to all and have a servant’s heart. These special people can be compared to angels that are
unaware, who have been strategically placed in our lives to help expand our perspective.
The students who struggle daily and still keep trying are my unaware angels. With their wonderful examples of
true leadership, these kids have changed my perspective and challenged me to successfully guide them through
robotics and into leadership.
We know, as educators and professionals, that outside experiences broaden our horizons. Many of my robotics
students have never traveled 10 miles outside of their community and some have never stayed in a hotel.
Through robotics, more than just the competition, students have the chance to see different places and have new
experiences. This could be just what these kids need to become leaders among their peers and for themselves.
10
| TechEdge | www.tcea.org/techedge
Empower yourself with the strategies and
tools you need to engage today’s students.
Join with other educators and experts at the learning event that will build your
knowledge and networks for transforming your classroom and shaping your future.
5
days of learning and
networking events
35
450
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featured presenters
900
companies with
ed tech solutions
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and workshops
You belong here. Register today!
February 1–5, 2016
■
Austin, Texas
■
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www.tceaconvention.org
■
#TCEA16
AT A GLANCE
●●
Leadership in GIS
E
by
Tom Baker
Tom is an adjunct
researcher at the
University of Kansas
Center for STEM
Learning, where his
work focuses on
geospatial technologies
in learning.
ducation faces myriad challenges
in preparing students for the future.
We’ll need access to the burgeoning
world of timely and relevant information
and a growing number of students capable
of telling visual stories using this data.
Fortunately, through exposure, play, and
formal education, we can help prepare
tomorrow’s architects to navigate a no less
changeable world than that dreamed of by
Dr. Martin Luther King.
It will likely change the way we operate
as much as Job’s iEmpire has changed
how we communicate and entertain ourselves. We at GEO-SIG at TCEA think spatial tools, including GIS,
virtual globes, GPS, stored imagery, and other-world observations, offer schools the keys to make sense of
all this information. These tools enable leaders of tomorrow to both manage the world and provide equal
opportunities for all people.
Roger
Palmer
and
Roger is the science
department chair at
Bishop Dunne Catholic
School in Dallas, Texas.
Learning GIS may seem like a luxury for students wanting to master the basics of geography, history, or
environmental science. Yet there are easy options that can enhance what you already do in your classes.
Lessons with the critical data for core subject topics are posted at edcommunity.esri.com/resources/collections
and are updated regularly.
A few leaders providing examples or training in visualizing information include:
The New York Times newspaper has hired a whole division of staff dedicated to making online maps
supplement their print paper to tell better stories. They cover topics important to social studies and sciences.
Check out these summaries at futurenytimes.org/reviews/interactive-storytelling/ or another at
www.adweek.com/fishbowlny/15-interactive-maps-from-new-york-times/241363
The American Association of Geographers has an interactive website addressing eleven of the world's most
demanding problems as defined by the National Research Council. These captivate students as they learn
what is needed to save the world. meridian.aag.org/changingplanet
Esri has provided critical leadership in the geospatial community. They have worked wholeheartedly with
educators across the nation to recognize the importance of managed information in the classroom. They offer
their online software free for the asking at www.esri.com/connected. You will also find great written lessons
to support their tools in your classroom.
Also, consider membership in the GEO-SIG at TCEA. We have short webinars on a variety of topics and
special events like GEO-SIG’s "Dining with Drones" luncheon meeting at the annual TCEA meeting in Austin.
Become a GEO-SIG Member!
Stay up-to-date, communicate with other GEO-SIG members, and
more, for as little as $10 per year. Find out how to join by visiting
www.tcea.org/membership/sigs/geo-sig/
12
| TechEdge | www.tcea.org/techedge
AT A GLANCE
●●
Leadership Tools: BoomWriter
by TCEA
Lead your students toward real engagement with this free digital resource. Find more resources
and members-only recommendations at www.tcea.org.
Staff
“
R
egardless of subject area,
writing, especially collaborative
writing, is an important part of
processing and sharing knowledge, but
coordinating a class writing project can
be challenging,” Ken Haynes, former
middle school ELA teacher told me. I
taught writing, so I know what he means.
A good collaborative writing project is
not easy to pull of.
Ken was looking for a new way to
reach his students when he met his
now business partner, Chris Twyma, a
tech guru. The two built BoomWriter, a
collaborative platform where teachers
can guide students through the process
of creating a real book.
BoomWriter makes lively, interactive
learning much easier for teachers and
learners. With StoryWriter, offer up a story
starter and let each student write a chapter.
Guide students with standards and notes
that appear next to the writing pane.
You can provide individual feedback
within the app throughout the writing
process and then the entire class votes
on the best chapter, building a book
along the way. Names are not public, so
students are voting on the best content.
When you are finished, you have the
option to order print copies of the book,
but you don’t have to. The platform
itself is free.
After their initial success, Ken and his
team have built two other frameworks
to support writing across the curriculum.
They include:
ProjectWriter: for nonfiction groupwriting projects in science, history, and
social studies.
Wordwriter: for vocabulary building
For more information visit
www.boomwriter.com
All images courtesy of BoomWriter.
Issue Four, November 2015 | TechEdge |
13
ADD FREE GEOSPATIAL
TECHNOLOGIES AND MAPPING
TO YOUR CLASSROOM
Geospatial technologies, like ArcGISSM Online, are used to
create powerful maps and data analyses that are implemented
worldwide in government, business, and education. These
tools can be used in your classroom to enhance project- or
subject-based learning in social studies or science. By applying
inquiry-based instruction, ArcGIS Online web-based maps and
tools can help students:
• Develop technical expertise for future employment
• Gain a deeper understanding of the subject
• Improve critical thinking skills
• Code and hack together custom web applications
“Student engagement and
learning rise when using
ArcGIS Online because
it encompasses the
understanding of big ideas
and concepts.”
Enrique G. Legaspi, teacher
Diego Rivera Learning Complex
Esri is offering a free ArcGIS Online organizational subscription
to every school in the United States for instructional purposes.
In addition, free instructional materials are available for
geography, US history, and earth science classes.
Esri is a member of the ConnectED Initiative.
For more information, please visit
esri.com/TechEdge
Copyright © 2015 Esri. All rights reserved.
I
t’s one week before the playoffs and the game is on the line. With 14 seconds left in the fourth quarter,
who do you turn to lead the team to victory? Well, that is entirely dependent on the situation. Most
people automatically turn to the quarterback, but the quarterback is not the only leader on the team.
What if your team is on defense? Does that change your perspective? There are multiple leaders who play
positions on each side of the ball.
by
Ashley May
In the same way, there are multiple technology leaders on every campus. Let's explore who they are.
Ashley May is
a technology
integrator with
Alief ISD.
Leaders on Offense
When trying to implement any type of technology initiative, you have to mount a great
offense. The naysayers will be blitzing hard on every play. Turn to the following people to
help you continue to move towards the goal line.
Quarterback
The quarterback of your team is very likely the campus
technology or media specialist. They will undoubtedly
have the most knowledge and be able to call the best
plays. Whether you want try blogging or have the
students create screencasts, this is your go-to person
for information and help. They can read the field,
analyze what is going on, and make the right play call.
Wide Receiver
This is the teacher who can see the bigger picture.
Remember when you came back from TCEA 2015
full of ideas? This is the teacher who was willing to
try at least two, if not all, of them. This person is a
visionary and truly understands the larger impact of
technology integration.
Offensive Line
On every campus, there is a core group of teachers
who are willing to use technology in some way, shape,
or form. From giving students control of the interactive
whiteboard to posting QR codes with their contact
information for parents, these are the teachers who
silently push technology usage forward on your
campus. Little by little, inch by inch, they gain yardage
and prove that technology integration is the way to go.
They also protect your quarterback by trying his/her
ideas in their classrooms first.
Running Back
You can give this person an idea in passing in the
teacher’s lounge, and by the time you see him/her
again, they have taken the idea you had and increased
it exponentially. You may have mentioned that cool
Edmodo session that you attended at the Tots and
Technology conference over the summer. The next
thing you know, they have students and parents
enrolled in their Edmodo classes, and they are
recruiting the rest of their grade level team to create
classes, too. They know how to find the hole and run
right through it.
Leaders on Defense
In a perfect world, you would only need to mount a great offense to win the game.
However, games are won on both sides of the ball. In order to make this happen, you
must have a fierce defense that can read the field and call the right play.
Defensive Line
Your defensive line is made up of the people
who keep the naysayers at bay. This can include
teachers, administrators, the campus leadership
team, and anyone else who consistently models that
technology integration can work. In team planning
meetings, they are there to give examples of how
Google Classroom has helped increase homework
completion and participation. They are not pushy, but
they do not allow the naysayers to make any progress.
They are not willing to give up a single inch.
Linebacker
Linebackers are always there to step in and
encourage teachers when the idea didn’t turn out
the way they expected. Technology is never perfect,
but they are there to convince them to try again.
They make sure that the negativity doesn’t spread
down the hallways and across the campus.
Safety
The safety is perhaps the most important defensive
position on the field. Their primary job is to monitor
the entire field, and they must be ready to step
in and offer support at a moment’s notice. Often
times, campus administrators fill this role. They
are standing by, ready to model Todaysmeet at
the faculty meeting, recognize teachers who are
trying new things, and praise the students for the
outstanding job they did with their latest project.
Game Summary
In a perfect world, technology integration faces no opposition and always works perfectly. Since we live in
the real world, it is important to recognize who your leaders are on both sides of the ball. Knowing this will
help you stay focused and keep your head in the game.
Issue Four, November 2015 | TechEdge |
17
PERSONCENTERED
TECHNOLOGY
SUPPORT
I
Evan
Lieberman
by Dr.
Dr. Evan Lieberman
is an instructional
technology facilitator
in San Antonio, Texas
and has just completed
his doctorate in
Educational Leadership.
f you’ve seen the SNL sketch with Nick
Burns the Computer Guy, you know how
many view technology support staff.
Nobody in the office wants to call him because
Nick uses his prowess to make others feel
incompetent or foolish. He may be funny on
screen, but Jimmy Fallon’s character illustrates
what we should not be doing when providing
support for educational technology.
My experience suggests a more supportive
approach is most effective. We must focus
on the teacher as much as the technology,
building relationships of mutual trust and respect.
We can serve teachers most effectively by
supporting them technologically and emotionally.
Some teachers are frustrated by technology, so they
avoid using it. It’s not enough for teachers to have
technology skills; they must also be comfortable
with it, and it’s the job of the technologist to foster a
positive attitude about both.
If teachers are expected to participate in
technology integration, then we technologists
need to be as emotionally supportive as we are
technologically smart. Our overall goal is for
teachers to incorporate technology into daily
instruction. But in order to serve the students, we
must look at how we interact with teachers when
supporting their use of technology.
Person Centered Tech Support (PCTS) involves
fostering a positive relationship between teacher
and technologist, offering useful and personalized
suggestions, and ensuring that the teacher feels
18
| TechEdge | www.tcea.org/techedge
competent in his/her own technology skills. These
three guidelines can create better self-reliance in
the teacher and improve meaningful interactions
between teachers and technologists. Confident
teachers will be more effective in technology
integration, resulting in better overall student
experiences with instructional technology.
TIP: Ask teachers if they have any issues that frustrate
them, but they’ve dealt with by making a workaround.
If you can show them a quicker or easier way of doing
something, you’ve increased their productivity.
For problems that happen more than once, ask the teacher
to use his or her smartphone to record video of what you’re
doing so in the future the teacher can fix it. Paste the clip (or a
shortcut) to the desktop or in a deliberately-labeled folder in
My Documents so the teacher can get to the video clip easily.
You can also use a screen capture program to make a video for
the teacher to watch when the problem pops up again.
Promote (Perceptions of) Competence
Teachers are more likely to experiment with technology when
they are confident in their own abilities. As the technology
specialist, you can increase teacher confidence or you can
destroy it. We need teachers to feel successful with technology
so they can become more self-sufficient. You should be
working with this goal in mind so teachers can become more
technologically skilled and less dependent on you.
TIP: Do not let teachers make excuses like “I can’t do this.
I’m an English teacher” or “I’m too old to learn this.” Flip
that statement around and ask what they would do if a
student said, “I can’t reduce fractions; I’m just a football
player.” Most teachers have expectations for their students,
and you should have expectations of them as learners, too.
A teacher who doesn’t want to learn is like a dentist who
refuses to floss.
How To Improve Your District
Fostering Positive Relationships
By establishing positive connections, technologists make it
easier for teachers to ask for help. Teachers are less likely
to ask for and get answers if they don’t know or dislike their
technologists. Demonstrate a positive and helpful attitude so
teachers will want to work with you.
TIP: While working with teachers, talk about their
interests. Look around the room, then strike up a
conversation about a poster or ask questions about
their subject in order to establish a positive relationship.
You’re there because they need help with technology.
Your job is not to fix computers; your job is to fix
teachers’ problems with computers.
Personalized and Useful Suggestions
Just as students have different learning styles, so do teachers.
What works for some teachers might not work for others,
and we should have multiple methods for providing all our
teachers with personalized technology support. You cannot
just email all teachers the same PowerPoint and expect
results; you must be ready with multiple formats for helping.
Find out how each teacher likes to learn and provide them
with the solutions that work best for them.
þ
Sponsor training sessions and workshops with
technology staff.
þ
Have technologists practice being supportive by taking part
in demonstrations and participating in role-playing exercises.
þ
Request feedback from technicians who fix common issues.
þ
Conduct surveys to gauge the quality and effectiveness of
technology support.
þ
By evaluating current practices, district-level staff can then
identify and address any gaps or problems. When hiring
new technicians or educational technologists, human
resources specialists should assess a candidate’s ability to be
supportive and empathetic as well as technologically sound.
þ
School districts can also foster a mindset that on-campus
technologists and facilitators are seen as part of their home
campus, not as outsiders from the technology department.
þ
Finally, technology departments can revisit their mission
statement to include the importance of making personal
connections in order to promote self-confidence and
technological skill among district staff.
!
Download a guide for your
interactions with all learners at
www.tcea.org/members/techedge
ENRICHING
THE WORLD:
Collaboration, Support, and Vision
Telling the stories of success that happen in our schools and communities everyday is
essential if we want to balance the national conversation about education. Armies of smart,
resourceful, compassionate people are changing lives, and it isn’t for money or fame. They
are driven by something that President Woodrow Wilson said eloquently:
You are not here merely to make a living. You are here in order to enable the world to live more
amply, with greater vision, with a finer spirit of hope and achievement. You are here to enrich the
world, and you impoverish yourself if you forget the errand.
The three stories collected here illustrate the power of that thinking.
20
| TechEdge | www.tcea.org/techedge
Collaboration
T
Alexis Carroll
Cline
by
he Aurora University Institute for
Collaboration brings together leaders
from business, non-profit, academic,
and other sectors to find solutions to
challenges faced by the community. Their
charge is to “enhance the well-being and
academic achievement of local students.”
This story, the story of the Aurora University
Institute for Collaboration, could very well
fill a dissertation. Dr. Sherry Eagle, the
Institute director, brought together an unusual group of
leaders and challenged them to work together with the goal
of developing the best possible content and support for
students in the community.
Alexis is the
Communications
Manager at TCEA.
What are the basics?
In plain terms, stakeholders from the community are now
united in an effort to provide the best possible learning
options for students. They worked together as partners for
two years, developing curriculum for a specialized, STEM
magnet school. The school is up and running and the
partners are still involved, supporting the program with their
time, involvement, and dollars.
The research, site visits, and collaboration gave the group
direction and cohesion. A genuine spirit of cooperation
developed as educators and community members each
offered their knowledge and perspective. Once a partner
became involved in the process, he or she got invested.
What’s the magic?
“The magic we have going on is sincerity, no egos; the magic
is that we are asking them to be participants and creators;
that is the lynch pin.”
Can this model can be replicated?
“It’s incredibly replicable,” Dr. Eagle said, “but the excitement
is in the creation of a new story. They are showing up to their
program, not our program. That’s the difference. You have to
let go and know it is their program.”
Leaders in business, government, and education worked
together as partners to create an innovative and effective
curriculum for Aurora students. Buy-in is ongoing and
the community remains very invested in the success of
the program.
How did community leaders get involved?
Dr. Eagle met with community and business leaders, asking
them to become active partners in creating a “curriculum
that prepares students to do the work to be done,” as she so
succinctly put it.
She told me that her invitations were all well received, several
prominent business leaders signing on right away. They had a
vested interest in education and the skills and experience that
made them valued and valuable contributors to the project.
“Businesses are sincere about offering their human and
intellectual capital to build and sustain this school, so we don’t
ask them to advise; we ask them to create,” Dr. Eagle explained.
Once the team was assembled, they created a framework.
This took time, but they wanted to establish their goals before
planning the journey. The group toured a recycling facility and
other real-world businesses, noting the skills and experiences
workers needed to be successful in each.
Dr. Eagle said of this process, “You’ve got to listen and learn
and understand what is needed by those who are going to be
hiring our people.”
What do your industry partners think of the program?
Steve Solomon, Vice President of Corporate Relations at Exelon
and President of the Exelon Foundation, is an active partner
and supporter of the program. He said, “This collaborative
approach to curriculum development and school involvement
is like nothing I’ve seen before. It has changed the way we
think about grant making and how we can collaborate more
effectively with other partners on future projects.”
Where can I learn more?
If you would like to find out more information about the Aurora
University Institute for Collaboration, visit goo.gl/i31Bt9.
Issue Four, November 2015 | TechEdge |
21
Support
W
“
e don’t teach math and reading, we teach children,”
David Thompson, Director of Students Services
at Buncombe County Public Schools in Asheville,
North Carolina, told me in a recent interview. “A big reason
students struggle academically is due to mental health issues,
and that impacts achievement.”
Most educators know all too well what David is talking
about. Some students face tremendous stress, including
poverty, family issues, or other emotional situations that
hinder their learning.
The human brain, when under this type of stress, is overtaken
by the limbic system (“fight, flight, or freeze”). The brain cannot
process information effectively and executive function skills
(attention, control, and personal agency) are often impaired.
The Whole Child
What is Social Emotional Learning (SEL) and why does it
work? David explained, “Educating the whole child means
making citizens of people. We need to be asking how we
can make kids better learners and help them overcome
problems and challenges.”
An SEL program establishes specific language for discussing
emotional management issues, identifies student mental health
needs, and teaches all students, faculty, and staff strategies for
stress management, problem-solving, and self-regulation.
Buncombe County is using “Evo Social & Emotional” from
Apperson, which includes the Devereux Student Strengths
Assessment (DESSA), via the Apperson web platform. Students
are screened for eight key social-emotional competencies that
are linked to a child’s success in school and in life.
SEL is informed by research from a number of disciplines.
According to the Collaborative for Academic, Social, and
Emotional Learning (CASEL), Social Emotional Learning
(SEL) programming “improved students’ achievement test
scores by 11 to 17 percentile points, indicating that they offer
students a practical educational benefit.”
SEL in Action
At the beginning of the year, teachers screen students with
a short, eight-question form, the DESSA Mini. If a student
needs additional help based on those results, a long form
test to identifies strengths and opportunities for growth is
administered. In general, about 20% of students will need the
longer, 36-item assessment.
In Buncomb County’s first screening, 19% needed
additional help. Of that group, 56% were reassessed for
problem-solving strategies.
1
22
“We were afraid that teachers would be
overwhelmed having one more thing
to do, but they are very excited about
having this option. They see that this
approach is making a difference in
student learning, performance, and
interactions,” David reported.
Additional mental health resources, including additional school
counselors, more health care providers who accept Medicaid,
and earlier intervention, are also part of the Buncomb
County solution. Changes in the classroom and school culture
support student growth, but community understanding and
commitment to the SEL model is
also important.
“We are working to embed the
curriculum and interventions
pervasively through our culture,
mostly at the elementary level. We
use yoga or crossing the midline to
calm emotions and re-engage the
brain. And our teachers and staff
are encouraged to focus on selfcare and strategies for themselves
as well as their students. It’s good
for everyone.”
About Apperson
Apperson’s K-12 assessment
solutions help educators develop a
360° panorama of the student and
their strengths, as well as areas
of opportunities, that can inform
curriculum decision-making and
create positive learning outcomes.
They support and encourage a
holistic learning and development
approach by helping teachers turn
assessment data into actionable
information.
www.apperson.com/k12.
Pricing and Availability for
Evo Social & Emotional
Beginning licenses start at $299 per site. Educators may also
sign up for a free 60-day trial.
http://www.casel.org/library/2013/11/1/the-positive-impact-of-social-and-emotional-learning-for-kindergarten-to-eighth-grade-students
| TechEdge | www.tcea.org/techedge
Vision
V
isionaries look at stark reality and see possibility, and
few places in Texas are as full of stark reality as the
Rio Grande Valley. This region includes eight counties
that border Mexico and the top two poorest cities in the U.S. (as
of 2013) - McAllen-Edinburg-Mission (#1) and BrownsvilleHarlingen (#2)1.
With unemployment rates over 10% and more than one third
of households existing below the poverty line, opportunities in
the Valley are limited. But despite the obstacles, some residents
are determined to transform the region into a hub for hightech learning and business. It may seem like a tall order, but
the difference these visionaries of the Valley are making is
dramatic enough that even Washington D.C. has taken notice.
Code the Town
Code the Town is an effort by the
Mission Economic Development
and its partners, Sylvan Learning
RGV and Border Kids Code, that
supports STEM and technology
education. This public/private
partnership is unique to the
Mission community, and it is
setting the pace for innovative
alliances that can drive educational
and economic progress in
communities nationwide according
to their executive summary.
Alex Meade, Mission EDC CEO, is
the driving force behind Code the
Town. He believes that technology
education has the potential to
transform the community. Code
the Town, which provides learning
opportunities for all residents,
not just teachers and students,
is designed to attract high-tech
businesses to the region with
incentives and a future-ready
workforce that is being
educated today.
“Technology permeates our
everyday lives, at home and in
business. If we are to remain
competitive, we must better
understand the language and skills to master this
technology,” Alex says of the project.
In his quest to build support and investment for technology
education, Alex often tells people, “We may not have the
1
experience, but we have the ganas (drive or desire)."
In September 2015, the White House recognized Code the
Town for its “ganas,” naming the program a “Bright Spot” in
Hispanic Education.
Border Kids Code
Marcos and Dalinda are both visionaries in McAllen. The two
educators kept discussing ways that training students for the
future could impact kids and the community. What could they
build that would make a difference? What resources could
they create to support technology education?
The pair started a coding camp with eight kids in the back room
of a local business and Border Kids Code was born. By word of
mouth, the little group in McAllen grew from eight to thirty-six.
Marcos and Dalinda soon saw that since coding is a language,
a camp wasn’t really enough. Students needed ongoing
practice and support. The visionary pair began offering
PD for teachers and encouraged them to start after-school
coding clubs. To keep the teachers and students engaged,
they create monthly challenges for the groups and plan to
host a large coding event this coming April.
“Throughout this experience, we’ve
been resourceful and have never
turned down an offer of help or
support. Businesses and individuals
have given what they can. We are all
committed to closing this technology
gap for our kids. It’s a community
effort,” Marcos said of the project.
Con Ganas
Transforming the Valley into a tech-savvy community of the
future will take time. They may not have all the resources
they need to make this process easy, but the visionaries and
residents are moving forward “con ganas." Working together,
determined, they are making the change happen with
whatever they can.
Resources:
White House Initiative on Excellence in Education for
Hispanics: sites.ed.gov/hispanic-initiative
Border Kids website: www.borderkids.us
Code the Town: www.codethetown.com
http://247wallst.com/special-report/2012/10/04/americas-poorest-cities/
Issue Four, November 2015 | TechEdge |
23
Leading
Students in
a 3.0 World
D
eveloping content to lead classroom learning usually includes developing content for students who are not
physically in the classroom. But how is it possible to keep all students moving through a learning cycle together
when not all are present?
Several applications, free and pro accounts, offer simultaneous remote access to content during class discussion as well as ondemand access to uploaded classroom files after class. On-demand files can even include recorded in-class student questionanswer sessions, teacher guidance for how to prepare for a coming quiz, and details on completion of material due in a future class.
Ustream.tv-Live
Dr. Pat
LeMay Burr
by
Burr is a Distinguished
Apple Educator
and teaches Digital
Media at UIW in San
Antonio, Texas. She
can be reached at
burr@uiwtx.edu.
When students can join a class
session remotely via free services
such as ustream.tv, they can
experience the actual energy in
the classroom. Think of this option
as a television broadcast session.
The camera records people, the
board, or other classroom targets,
but not the computer monitor
screen. Ustream.tv offers free and
pro accounts, and live streaming
may be offered in high quality via
strong cameras.
Ustream.tv channels can be
created in minutes and can
accommodate large student groups.
Teachers can “go live” immediately
with just a webcam and an Internet
connection and record and share
the broadcasts. An additional
option is to create instant polls
during the live broadcast.
Audio Support
If a classroom discussion can be
audio recorded with an application
such as AudioBoom (free), students
can replay and focus closely on the
audio. The disadvantage is absence
of visual learning opportunities.
AudioBoom provides a ten-minuteeach audio limit and an unlimited
24
| TechEdge | www.tcea.org/techedge
number of uploaded audio posts.
You can record, save, and add
an image. You can also give the
recording a title, add a description,
and post it online in a specified
content category at AudioBoom.com.
Screencasting
Screencapture applications such
as ScreencastOmatic (SOM) are
designed to capture monitor
images that are accompanied by
a narration. SOM offers students
the total explanation of anything
that is shown on a monitor and
content can be richly-enhanced
by a teacher’s pointer and
voiceover. Finished videos may
be uploaded to private YouTube
accounts or added to an LMS
such as Blackboard.
With SOM, the camera is not
turned toward people; it is, rather,
recording the source material
shown on the monitor screen.
High-impact narration added
by the teaching voice is a key to
success for engaging students.
PowerPoint Casting
A favorite stand-by is still
PowerPoint, but today’s option is
PowerPoint on steroids. Rather
than trying to schedule everrequested make-up sessions that
students expect, teachers can have
a virtual make-up session ready
and online almost immediately
after a class concludes.
“PointPoint casting,” or PPC, starts
with a classroom presentation
formatted into PowerPoint. Voice
narration and mouse actions are
added to each slide, either in a
continuous action that extends
throughout the presentation file or
on a slide-by-slide basis.
Voice narration recording works
best with a recording headset
rather than with a laptop default
audio-in option and can be
completed before or during the
classroom period.
The complete production
process allows you to (1) create a
personally authored PPT or a textbased PPT presentation for a class,
(2) add explanation narration and
mouse guidance to each slide, (3)
save the entire package, (4) convert
the package to a WMV format,
and then finally (5) upload the
converted video file to your public
or private YouTube channel.
Recommended Reading and Viewing
TOOL
URL
AudioBoom Trim Feature Demo
www.applevis.com/podcast/episodes/quick-tip-how-use-trim-audio-featureaudioboo-ios-app
Matt Bergman’s AudioBoom Feature
learn-lead-grow.weebly.com/changing-learning-through-audioboo-feb-2014.html
Edmodo-AudioBoom Integration
audioboom.com/about/education-edmodo
How AudioBoom is Used in Education
audioboom.com/about/education-get-started
AudioBoom for Broadcasting
audioboom.com/about/for-broadcasters
AudioBoom Channels
audioboom.com/about/whatisachannel
Get Started with UStream TV
www.ustream.tv/information/resource-center/getting-started
How to Create a TV Station
www.youtube.com/watch?v=9bf_wbOYbJA
Live Streaming with ustream.com
www.youtube.com/watch?v=a0QKFjiJrlQ
Ustream.com Tutorial
www.youtube.com/watch?v=qh6sT1ZbRhk
Creating First PPT Cast
www.youtube.com/watch?v=aNkfZvjPHFE
How-to PPT Cast
www.youtube.com/watch?v=QZp3jumnWUg
PPT Cast Option 2
www.youtube.com/watch?v=Mt0auUllBW4
Polishing the PPT Cast
www.youtube.com/watch?v=QFmntINu_cI
Export PPT Cast
www.youtube.com/watch?v=LfCO0q9KvRQ
Summary
This we know:
1. In every class, at least one student is
likely to be absent.
2. In every class, at least one student is
likely to need extra help to grasp the
concept at hand.
3. In every class, many students are
likely to expect follow-up explanations,
review, and support, on-demand.
Audio and video reinforcements
posted online can provide the help that
students need, with little delay, and in
a format that supports student learning
in a 3.0 world.
Issue Four, November 2015 | TechEdge |
25
●●
PROFESSIONAL DEVELOPMENT
GAFE Tips for Leaders
B
eing a leader means managing several tasks in order to stay on top of all your duties. Luckily, there
are several tools and features within Google Apps for Education that can support your leadership role.
Here are a few I’ve found helpful.
Google Calendar
by
Dr. Bruce Ellis
Bruce is the
Senior Director
of Professional
Development at TCEA.
When creating a calendar event for a meeting, you want to make sure that invited
guests to the meeting have access to the documents you will be using and can
add items to the agenda that aren’t already listed but are necessary. This allows
everyone to better prepare for the meeting and know what information they’ll
need prior to the meeting.
In the event details, select the box that allows guests to modify the event. This
allows them to edit the description and add items. If necessary, a guest can also
change the location and time, although they won’t be able to change the event title.
Click on the Add Attachment link to attach documents.
Besides Google formatted files (Docs, Sheets, etc.), other formats can be attached,
including Excel, Word, PowerPoint, video, and photos.
Hangouts
If your agenda is like mine, there are days where it seems like I go from
one meeting to the next. When meetings are face-to-face, it’s common
to exchange business cards or introduce yourself. Online meetings don’t
always work that way. Model best practices when in a Google Hangout
meeting by using the lower third ribbon. If you don’t want your profile
photo to show, click on the red Choose Logo button to select an image. After
making changes to the ribbon, you will need to turn it off and back on to
reflect the changes. I typically include my name on the first line (large
letters) and then my company and email address on line two. For you, line
two might be your title and email address, phone number, Twitter handle, or
other details that will help other attendees connect with you afterwards.
Add-ons
An Add-on is a scripted feature that you can integrate into a Google Doc or
Sheet. I’ve found Workflows to be a great Add-on to help manage who has
approved (or edited) information and has finished making changes. This Addon allows me to solicit approval/feedback from specific folks with whom I have
shared the document.
Normally, I might share a document and ask individuals to let me know when
they have finished reviewing/editing, but then I would need to follow up to
confirm everyone is done. Workflows is a more formal way of taking a document
through an official approval process. Workflows allows any of your approvers to
approve in any order. Each will include a time/datestamp as well as a comment,
if they chose to add one. The owner and approvers will need to add Workflows.
You can find it for Google Docs at goo.gl/gnPLPr and for Google Sheets at
goo.gl/M8fdy2.
These are just a few of the ways you can use GAFE more efficiently as a leader. What features and tricks do
you use? Share them with me at bellis@tcea.org.
26
| TechEdge | www.tcea.org/techedge
PROFESSIONAL DEVELOPMENT
●●
Communication Tools for
Educational Leaders
T
here are many essential skills an educational leader needs
in order to be effective, and one of the most important is
communication. How, when, and by which modes should
certain messages be delivered? These are difficult questions every
educational leader faces on a daily basis.
by Diana
Benner
Diana is a Director
of Professional
Development at TCEA.
Digital communication is valuable in that it allows educational
leaders to reach many people in a single instant. It’s also the way
people expect to receive information in today’s world. Below are a few
tools that will help you disseminate lots of information quickly and
easily. Consider using one the next time you need to communicate.
1.Voxer
www.voxer.com
Voxer is a free Walkie Talkie app
that combines the best of voice,
text, photo, and video messages
for a powerful messaging tool.
Messages are delivered live as
they’re being recorded and then
delivered as a voice message as
well. Voxer can be used on iOS,
Android, and Windows platforms.
A key element is being able to
hear each other. Excitement,
disappointment, and frustration
are hard to capture and translate
through written word.
2.Todaysmeet
www.todaysmeet.com
Todaysmeet is a free and easy
web tool that allows educational
leaders to quickly set up a chat
room for a group of people that
limits participation to only those
they identify. It is a fantastic way
to share ideas, ask questions,
gather feedback, facilitate group
meetings, and have asynchronous
staff meetings.
3.Google Hangouts
hangouts.google.com
Google Hangouts is a free webbased tool created by Google for
communicating through video. The
focus of this communication tool is
more on "face-to-face” interaction.
Hangouts can be used across
schools and districts as a way to
share ideas, collaborate, and meet
without having to travel to various
locations. All you need is a Google
Plus account to start a Hangout.
4.Telegram
www.telegram.org
Telegram is a free messaging app
that focuses on speed and security.
It allows for audio/text group
chats, broadcasted messages, and
encrypted communications. Among
the best features of Telegram is
the ability to chat with up to 200
people at the same time, send
large files and documents, and
communicate securely through
the use of end-to-end encryptions.
Telegram can be used on iOS,
Android, and Windows devices.
5.Smore
www.smore.com
Smore is a service for developing
online, professional-looking flyers
and newsletters. It’s great for
communicating current events,
school activities, or posting simple
announcements, and it’s also a
quick and easy way to report on
happenings in your school or
district. Discounted educational
pricing is available.
6.Twitter
www.twitter.com
Twitter is an online social
networking service that many
educational leaders are gravitating
toward. It is an excellent way
to share school activities and
interact with the community in
short, 140-character messages
called "tweets.”
Issue Four, November 2015 | TechEdge |
27
●●
ROBOTICS
Robotics on Wheels
by Peggy
Reimers
Peggy is a Director
of Professional
Development at TCEA.
W
hy do most people long to visit Costa Rica?
The lush green rain forest, sandy beaches,
and tropical birds? My goal, when I
headed there this summer, was to see a 1996 Blue
Bird school bus that has been made over into a mobile
robotics classroom by Lorna and Andres Peraza.
My Costa Rican Robotics Friends
Two summers ago, in August of 2013, Lorna Peraza
quit her job to follow a dream inspired by her small
sons. Her eldest, 5-year old Daniel, wanted to take
robotics, but traveling the busy, narrow, unmarked
roads with two small children was too much – like
constant, bad rush-hour traffic.
Other parents in the area faced the same problem, and
Lorna knew the kids really needed to learn in groups,
collaborating and problem-solving together. She
realized she’d have to take the robotics labs to the kids.
A month later, Lorna and her husband Andres
flew to Austin to attend TCEA’s WeDo and NXT
robotics training. The third generation of LEGO
MINDSTORMS was just being released, so I loaned
them my beta EV3 set and sent them to their hotel
with homework. Lorna later told me they sat on the
floor eating American pizza while building the robot,
which is not a bad evening.
28
| TechEdge | www.tcea.org/techedge
We’ve kept in touch ever since, and her updates
on the program have always brightened my day.
And there I was, two years later, in Costa Rica and
headed to the bus to see it for myself.
ROBOTICS
●●
My Day on the Bus
Lorna and I meet Echo (the second bus, but we’ll get to
that) at the Pan-American School. Danilo, Echo’s bus driver,
and Sarita, a robotics instructor, were busy setting up
equipment, mopping the floor, and opening the windows to
take advantage of the cool, 70º tropical breeze. (Such a relief
compared to Texas in July.)
Stepping on the bus, two things caught my eye. Bright red,
blue, green, and yellow chairs were set up at each campus
stop. Overhead, on every other ceiling seam, is a rainbow
arch of LEGO bricks, which add just the right amount of pop.
The school year was coming to a close in Costa Rica; the
students knew the routine. Getting on the bus was not a big deal
for them, but I was pretty pumped. Walking students through
the open-air school out to the bus was just so awesome.
At noon, Lorna, Sarita, and I walked to the cafeteria to pick
up the first group of students, 4 and 5-year olds. Joseph and I
almost got the WeDo hungry alligator together before the hour
was up. We did quite well, not knowing each other’s language.
Many aquís and sís helped us enjoy building together.
Next were the 6 and 7-year olds. This was the only time I
saw girls in the robotics classes, twin girls and a boy. Maria
and I built the alligator in no time and programmed the jaws
to snap shut with the motion sensor.
The 8 and 9-year olds were last, a very talkative group of
eight boys. Half of them worked with WeDo and the other
half with EV3, tackling the puppy build. Before we knew it,
the hands of the clock had swung to 4:30, and it was time to
walk the boys to pickup.
Eva - The First Robotics Bus
When Lorna and Andres got home from Austin two years
ago, they bought an old school bus, whose yellow was
transformed into a clean, winter white by professional
painters. They then applied the Genius Lab logo on the sides
and back of the bus, which was christened “Eva.”
Lorna and her father pulled out all the seats and installed
metal counters the length of the bus on both sides. Dad also
had the foresight to put a half-inch molding around the
perimeter of the counter to keep little parts from rolling off.
He even placed larger pieces of molding on the back of the
working space to keep building elements from getting caught
in the windowsills.
Next, he ran the electricity underneath the counters to plug
in the laptops. Each side of the bus has five electrical outlets,
better than some classrooms I have taught in. The father/
daughter team also laid light-colored laminate flooring, even
though the professional designer had planned for LEGO
carpet, so finding escaped parts is easy. Ingenious.
Lorna – The Driver
Lorna was full of energy and enthusiasm, which was great
because in addition to her work on the bus, she had lots of
other preparation to do. She attended an online robotics course
through Carnegie Mellon University, wrote curriculum, and
began planning and promoting the new program.
She also had to learn to drive the bus. Lorna’s neighbor, a
professional bus driver, refused to teach her, offering his
wife’s help instead. Lorna paid the gas and they got to work.
Two days later, Lorna could drive it.
The Buses Are Taking Off
Genius Lab has made significant strides in bringing robotics
to the capital city of Costa Rica. The two buses travel to
28 schools with seven teachers to build and program with
future Costa Rican engineers. Lorna tells me teaching and
robots are the easiest part of her endeavor and paperwork
and publicity is the hardest. I can so relate.
Issue Four, November 2015 | TechEdge |
29
●●
ADVOCACY
It’s Not About the Money
J
“
by Jennifer
Bergland
Jennifer is the Director
of Government
Relations for TCEA.
ennifer, it’s not about the money, it’s about leadership,” a very wise consultant told me when
he helped me build my first budget for instructional technology. We had drafted an insightful,
comprehensive plan for the district, but the final total was substantially more than my district had
ever spent for technology.
As a new technology director, I was nervous to show my supervisor, much less the school board, but
I overcame my fear and, although I didn’t get the entire amount I requested, the board increased my
budget significantly.
Last year, TCEA started tackling a problem like the one I faced as a new technology director. We set out
to ensure that all school districts in Texas have affordable and scalable broadband access.
Knowing how big and geographically diverse Texas is, we knew that this would not be a simple task that
could be solved in one legislative session. It would require patience, vision, collaboration, and, most of
all, leadership. All of these are best accomplished when people work together.
One reason people join an association is because they have similar goals and want
to work together to meet them. The leadership is shared among the members and
often produces innovative answers to very
complex issues.
Our first step involved drawing together
leaders from a variety of stakeholder
groups to discuss the problem and possible
solutions. TCEA hosted a Broadband
Symposium in Fall 2014, and at the end of
the two-day event, we had a pretty good
idea of some recommendations for the
state.
Then we had to communicate our plan.
During the 84th legislative session, we
visited offices at the Capitol, helping
legislative staff understand the problem
and how the state could help. Although no
bills were filed, this introduction to the
issue was crucial.
We have continued conversations
with legislators, proposing they study
broadband access during the interim.
At the end of August, the TCEA
Fiber Boot Camp brought together
presenters from the FCC, the USAC, and
EducationSuperHighway so that districts
could learn about how the new E-rate rules
can assist with connectivity issues.
Although the magnitude of this task
causes me more than a little anxiety, I
remember my friend’s advice: it’s not about
the money, it’s about leadership. With
your involvement and leadership, we can
overcome any barriers and do what’s right
for our students.
30
| TechEdge | www.tcea.org/techedge
TOP: Attendees at the TCEA Fiber Boot Camp.
BOTTOM LEFT: Texas Capitol building in Austin.
BOTTOM RIGHT: Attendees at TCEA 2015 visiting their Texas
Representative's offices.
THE RESOURCE ROOM
Three Helpful Gmail Tips
Juggling tasks and projects in your leadership role is a challenge, and the constant flow of email
can complicate things. Use some of these simple tips to reduce the time you spend searching
through and managing your email.
Searching Gmail
Quick Links (Gmail Labs)
Here are some helpful terms:
to:___ - If you know whom the
email was sent to, add their email
address after the colon for a list
of emails to that person.
Labels
This is the equivalent of a
bookmark for your frequent email
searches. Once enabled, it will
reside in your gadgets pane on
the left-hand side of your email.
After a search, click the Add
Quick Link and name it. When
you next click on the link, it will
execute your query, producing a
fresh set of search results.
has:attachment - Regardless of
what type of file was attached,
you’ll get a full list of emails with
attachments.
filename:___ - You can specify
file type (PDF, JPEG, etc.) and see
only emails with those types of
attachments.
Use these to simplify searching.
You can apply an unlimited
number of labels to an email, but
frequently-used labels can’t be
rearranged. Start with an ellipse
(...) to have those labels appear at
the top of the list.
You can find an extensive list with more examples of advanced search terms to help master your
inbox at https://goo.gl/4vgmcE.
In the next issue…
BYOD
Over half the schools in the U.S. now have BYOD programs, so many best practices
have emerged. Learn the latest on the possibilities and pitfalls of BYOD, including
tools, RUPs, and advice from BYOD veterans.
●●
M
SA
S
IE
E E OP
FR E C
PL
Introducing...
Google Docs
Covers the Most Popular GAFE (Google Apps for Education)
Step-by-Step, Visually
Illustrated Lessons for
Learning Google Docs
Applications
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