Policies and the Process

What is the purpose of a policy? Why are procedures in place? Does documentation provide adequate legal implications if policies are not followed correctly?
The section, Policies, Procedures, and Documentation reviews why these interties are in place and the importance of these implications if not followed properly. Continuous issues arise as it relates to the use of technology, however, the list below of policies that are in place provides a running record of those issues that are prominent with the usage of technology by school age students. If technology has become an ever-present constant in our lives, then surely one of the most important things that schools must do is teach students how to use it effectively and meaningfully.

Equality issues

Student access to technology at school, especially after school hours

Student home use of technology

Student use of mobile digital devices

Cyberbullying

Loaning of equipment and loaner responsibilities

Use of school technology resources for personal activities

Internet etiquette

Appropriate use of school e-mail systems

Protecting students from questionable material

Ethical issues

Copyright and fair use

Intellectual property

Hardware standardization

Access to student records

Access to personnel records

Freedom of Information Act policies

The list above does not review all issues/policies however reviewed are most popular. Does communicating these policies provide student/parents understanding of acceptable protocol thus, decreasing these issues that may arise? One issue that arose in the school that I work in was cyberbullying. Our school formulated a policy 4 years ago when an influx of students started having issues with behavior due to cyber bullying and the use of digital devices. Our system then established a policy for cyberbullying in our systems code of conduct. This speaks volume, especially when working at an elementary school. Policies are continuously changing with this ever evolving technology and internet websites and applications. "As technology expands in schools, policies related to its use have emerged, covering a wide range of ethical, legal, social, and educational issues." (Picciano, Picciano, 1998)

Staying current with the laws  It is imperative that digital learning be considered a priority within the updated law.

Public technology that includes but is not limited to computers, wireless & LAN access, electronic mail, Internet access, Telephone/Voice Mail systems, printing devices and all other forms of instructional, networking and communication tools are provided and made use of multiple educational forms to students. Use of these technologies in the 21 century provides students with the most current form of instruction. However, issues constantly arise. 

Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill.

Public policy. (n.d.). Retrieved April 29, 2016, from http://www.iste.org/advocacy/public-policy

Raatma, L. (2013). Cyberbullying. Danbury, CT: Children's Press.

Acceptable Use Policy. (n.d.). Retrieved April 29, 2016, from https://it.brown.edu/computing-policies/acceptable-use-policy 

Brady, K. P. (2012). Technology in schools. Los Angeles, CA: Sage Reference. 

Is it all in the Hardware?

The required readings in this module hit very close to home for me. HARDWARE, HARDWARE, HARDWARE. Hardware and the planning for long range use are influences that each school system has to look at meticulously. Factors include the durability of the hardware, the acquiring of new applications, and lastly the cost. My experience working in a title one school where technology resources are limited forced me to look outside my school system for resources and possible grants for my school/classroom to obtain valuable hardware and software. 

I was hired by my school system in 2008. During this time, I had the pleasure coming in with a set of 3 new desktop computers and a new printer available, all of which are Heward Packard products. Right now I have only one working computer and my printer quit correctly functioning a few years ago. These products are now 8 years old. These products are well over the projected life cycle. Purchasing from one manufacture was prevalent in my school system's technology overhaul. However, that was one effective factor for identifying what hardware to be purchased. “Standardizing hardware manufactured by one or two vendors rather than many vendors”  decreased multiple companies coming out to  repair malfunctioning products (Picciano, 204)
Other factors reviewed in the modules readings were the hardware evaluations criteria.

Performance

Compatibility

Modularity/expandability

Ergonomics

Software availability

Vendor

 Cost

 Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill. 

 Technology for Access and Equity in Education. (2009). Issues in Education and Technology, 26-76. 

Digital Databases and Concepts

After revisiting the course readings, one topic stood out to me the most. The reason for that is because I have seen this system being utilized across the school system. From the classroom to central office, databases have become important means of storage that can assist teachers with identifying skills to be taught or keeping demographics of a school system to apply for grants.

What is a database? The term database refers to a system of complete, easily retrievable and organized information that is accessible electronically and easily manipulated. (retrieved from: http://searchsqlserver.techtarget.com/definition/database)

A school’s effective use of data can enable the successful identification and implementation of appropriate strategies ultimately leading to standards attainment and student learning increase.

However, many schools do not use data to promote increased student learning or standards implementation. The reasons for this varies. One prominent reason is due to an inadequate way of formulating data and effectively inputting and storing the data.

In the case study reviewed in  Educational Leadership and Planning for Technology, One of the recommendations for the district was to streamline the database for each school/campus and make it more user-friendly for each particular school/campus. This is important to have access to students' information for that one particular campus versus access to all students within the district.

In addition to streamlining the database for per campus access, streamlining the database can also protect the wide area network from a possible security breach that could affect the entire database. The database will be connected yet be each campus will have its on firewall and-and security software in place to ensure safety of the students' private information.

1. THE News Update. (n.d.). Retrieved February 24, 2016, from https://thejournal.com/Articles/2015/10/06/2-School-Systems-Opt-for-Database-Management-Tools-To-Analyze-Performance.aspx 

2. Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill.
3. http://www.edutopia.org/blog/online-resources-primary-source-documents-monica-burns retrieved March 1, 2016

4. https://www.google.com/search?q=database+clipart&source=lnms&tbm=isch&sa=X&ved=0ahUKEwiJ2OXVqqbLAhWrm4MKHdpkCSQQ_AUIBygB&biw=1366&bih=599#imgrc=axegzcZQIEcszM%3A, retrieved March 1, 2016

The Digital Divide of E-Learning

E-learning and online classes are a major component of secondary and post-secondary education in the 21st century. With all of the technological advancements being created and manipulated, concerns over the use of computers and the Internet have been expressed. A primary issue with using the computer for E-learning is the Internet connection for both the student and school the student attends. Using the Internet has the function of any devices made by mankind; eventually, it will stop working or have breakdowns. Unfortunately, many students lose work and miss assignments due to the malfunctioning of the Internet and computer hardware. This issue leaves students at the mercy of the educator to give the benefit of the doubt in regards to the issue. When the issue develops from the school’s position, the school has to become lenient to the student’s behalf due to the nature of the issue.
Although hardware malfunctions and Internet connections is a major area concern, hacking is an issue that troubles all sectors of computer usage in regards to utilizing the issue. According to dictionary.com, hacking is defined as to break into (a server, Web site, etc.) from a remote location to steal or damage. Not only is the student’s and/or university’s educational information at risk with hacking, but private records and financial records can become targeted with hacking as well. To offset the risk of hacking, one must setup a form of security on their personal computer, internet tablets, and/or mobile phones. Universities also have their own online securities to alert whenever there is a threat of hacking. Regrettably, most issues are reported too late.

Reviewed were just a few disadvantages of the e-learning component. However, there is a unique approach to provide competent e-learning strategies to provide effective instruction. The Blended with Purpose Model displayed on page 165 of (Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill.) The pedagogical objectives and activities should drive the approaches that teachers use in instruction. With this unique model the e-learning experience is much more fulfilling.

1. Top 5 Most Common eLearning Challenges And How To Overcome Them - eLearning Industry. (2014). Retrieved February 11, 2016, from http://elearningindustry.com/5-common-elearning-challenges-overcome

2. Picciano, A. G., & Picciano, A. G. (1998). Educational leadership and planning for technology. Upper Saddle River, NJ: Merrill.

3. Experiencing E-Learning. (n.d.). Retrieved February 12, 2016, from https://christytucker.wordpress.com/

4. Mehanna, W. N. (2004, September). E-Pedagogy: The pedagogies of elearning. Retrieved February 11, 2016, from http://files.eric.ed.gov/fulltext/EJ821507.pdf

Crafting Social Media

"Social media is becoming our new first impressions". (Hicks, p. 138) This statement speaks volumes in regards to the how people meet and communicate these days. Although first impressions are based on ones first mental perception, the use of social media can become more and more betraying. I truly enjoyed this chapter on Crafting Social Media. As, a classroom teacher I was able to better identify the importance of social media as it relates to my students. I, for a long time contemplated on establishing a social media class website to add a 21^st century support for communication and projects. Yet, my main concerns were becoming more apparent with the utilization of filters. “In five years, the filters will be gone whether we like it or not” (Hicks, p.138) that’s a scary revelation.

Hicks elaborated on the use of social media within a classroom, its uses, and how crafting digital texts are utilized. Yes, it sounds great, but the content and the way of communicating needs to be thought out thoroughly. Crafting digital writing for social media use was identified as something quick and not that thought provoking. Time is limited for witty insightful texts. (Hicks. p. 140) Utilizing this platform in my view, users tend to use coding, slang, images, and other non-thought provoking text to express themselves because of the informal atmosphere. I believe the term “social”

Twitter was one of the social media sites reviewed as a mentor text.

After reviewing the Mentoring Text on Twitter it became more apparent that microblogging had become one of the norms I  exercise when inserting text and utilizing social media. Twitter on the other hand limits the use of characters and text due to the maximum limit. this feature made me question the reasoning behind that.

1.      Davis, V. (2014, February 27). A Guidebook for Social Media in the Classroom. Retrieved December 2, 2015, from http://www.edutopia.org/blog/guidebook-social-media-in-classroom-vicki-davis

2.      Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres.

Crafting an Audio and Video Text

My very first assignment in ED: 529 was to create a video introducing myself to the class.  As I prepared for this assignment, I thought to myself, this will be so simple. In the past I've created videos numerous times and thought I would be able to complete this assignment with little to no extra effort. Well the assignment was completed. Yet, it wasn't until I reviewed Troy Hicks, Crafting Digital Writing chapter 5 and 6 that I began to realize that I was completely wrong on the production of this assignment.

In chapter 5 of Troy Hicks, Crafting Digital Writing, he reviews the importance of audio text and the considerations the creator can acquire to create a meaningful audio presentation. One particular key point is the beginning of an audio. The beginning of audio audio text must capture the listener’s attention and give some sense of what’s to come. Hicks, T. (2013). Crafting Audio Texts. In Crafting Digital Writing p.90. The beginning of video, audio and books are the most important aspect of a presentation to me. This takes prominence on not only what’s to come, but grasps the audience’s attention. Many times when I read or view a digital text, if it seems uninteresting, my attention is already lost. I may put the book down, go to something else, and may not even think twice about that text or audio again.

Chapter 6 of Troy Hicks, Crafting Digital Writing explores the crafting of video texts. One key feature that was prominent in my reading is the revising and editing of digital video texts. This is one key feature that determines the effectiveness of ones video.  Troy Hicks stresses that “this is an important stage digital writers make final adjustments to their images, videos, clips, narration, timing, and other elements. Hicks, T. (2013). Crafting Audio Texts. In Crafting Digital Writing, p.118 This is where the magic happens. The continuation of the editing process allows the producer to make changes where needed, identify content that is effective and rearrange slides, animation and other audio features.

In my re-submission video, I was sure to incorporate intro music to gain the attention of my audience. I also incorporated the transitioning feature when transitioning from one picture to a video or video to picture. These features enhanced the quality of my content.  I added text to explain some of the pictures and slowed down some of the pictures that was displayed in the video. My intro also was black and white to give more of a dramatic take at the beginning. 

Below are the first two links to different tips for video editing.

Below is my updated re-submission video of my introduction

Crafting Presentations

Tech Tips for Crafting a Presentation

Crafting digital presentations require a through thought out plan. One feature that became prominent in my readings from chapter 4 are the assessments that are formulated to identify what is an effective presentation. This feature allows students to identify the quality of the presentation instead of focusing on the bells and whistles added to the presentation.
Utilizing evidence for reasoning allows the viewers to fully grasp the topic at hand. Displays and data should be simply used to enhance the presentation. When assigning a presentation, the teacher should thoroughly review with students the proper and effective way to craft a digital presentation. Rubrics play an important role because it simply aids as a guide for the formulation of the presentation. Questioning also plays an important role because it can be served as a guide when formulating a presentation.
Chapter 4 also offers numerous examples that reviews design principles that add to the presentation. With the combination of the design principles and effective content the presentation goes beyond the sharing of student work. It provides a model for how to look at the digital compositions of students presentations, and make sense of why specific design principles play an active role in the effectiveness of a presentation. By doing so, teachers can then better guide the composition practices of learners who formulate digital presentations.
Troy Hicks went on to review highschool presentations and differentiated between making use of templates provided by the presentation website or creating one on their own. Although this is a minor feature in formulating a digital presentation this may minimally enhance the presentation.I though this was quite interesting. My reasoning is due to the fact I find that quite challenging even as an adult learner.
Below are two links that provide information about formulating digital presentations in a school setting.

1. https://cooltoolsforschool.wordpress.com/thing-5-digital-storytelling-presentation-tools/
2. http://www.emergingedtech.com/2011/07/8-great-free-digital-presentation-tools-for-teachers-to-try-this-summer/

Click me to view my presentation!