Digital LiteracyDigital Natives, Digital Immigrants - Marc PrenskyMarc Prensky is an internationally acclaimed speaker, writer, consultant, futurist, visionary and inventor in the critical areas of education and learning. "It is amazing to me how in all the hoopla and debate these days about the decline of education in the US we ignore the most fundamental of its causes. Our students have changed radically. Today’s students are no longer the people our educational system was designed to teach." ..... from Digital Natives, Digital Immigrants by Marc Prensky Digital Natives, Digital Immigrants Part II: Do They REALLY Think Differently? — Neuroscience Says Yes - Marc Prensky http://www.marcprensky.com/ Longitudinal Data SystemsThis first book in the guide series focuses on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. Chapter 1 introduces this guide series, discussing its purpose, format, and intended audience. Chapter 2 covers some LDS basics, defining the concept of a "longitudinal data system" and laying out key nontechnical steps to planning and developing a successful system. Chapter 3 presents the technical components that generally comprise an LDS, as well as some additional features that may enhance the system. Chapter 4 addresses some common misconceptions regarding longitudinal data systems. Chapter 5 discusses the overarching benefits of an LDS. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010805 Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book II: Planning and Developing and LDS This book, Planning and Developing an LDS, is the second in a four-part series about longitudinal data systems (LDS). The first book, What is an LDS?, focused on the fundamental questions of what an LDS is (and what it is not), what steps should be taken to achieve a sound system, what components make up an ideal system, and why such a system is of value in education. The present installment discusses the early stages of LDS development, and will help state and local education agencies through the process of determining what they want to accomplish with their LDS and what they will need in order to achieve these goals. The organization’s vision for an LDS should be heavily informed by the needs of a broad range of stakeholders. Throughout the systems development life cycle, policymakers and system developers need to engage in self-assessment, identifying the system they have before figuring out what type of system they want. Policymakers’ requirements should be driven by the needs of the education community, the costs involved given the legacy system and staff, and the institutional support for the project. Planners should ensure project sustainability by creating interest and sustained buy-in, and by securing long-term funding. Procurement planning must be done, that is, lining up a vendor or building the staffing capacity to construct the system. In addition, having the right developers may not be enough: an informed commitment to building, using, and maintaining the LDS must permeate the organization to ensure long-term success. And, throughout the life of the system, thorough evaluation must be done on a regular basis to ensure continued data quality and user satisfaction. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011804 Traveling Through Time: The Forum Guide to Longitudinal Data Systems Book III: Effectively Managing LDS Data This document, Book Three of Four: Effectively Managing LDS Data, is the third installment of this Forum series of guides on longitudinal data systems (LDS). One goal of the Forum is to improve the quality of education data gathered for use by policymakers and program decisionmakers. An approach to furthering this goal has been to pool the collective experiences of Forum members to produce “best practice” guides in areas of high interest to those who collect, maintain, and use data about elementary and secondary education. Developing LDSs is one of those high-interest areas. These systems hold promise for enhancing both the way education agencies use data to serve students and the way they do business, from the policy level to the school office and into the classroom. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011805 Forum Guide to Decision Support Systems: A Resource for Educators Forum Guide to Decision Support Systems: A Resource for Educators was developed to help educators better understand decision support systems and determine how they might be used most effectively in education organizations. http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2006807 The Forum Guide to Data Ethics Each and every day, educators collect and use data about students, staff, and schools. Some of these data originate in individual student and staff records that are confidential or otherwise sensitive. And even those data that are a matter of public record, such as aggregate school enrollment, need to be accessed, presented, and used in an ethically responsible manner. While laws set the legal parameters that govern data use, ethics establish fundamental principles of "right and wrong" that are critical to the appropriate management and use of education data in the technology age. This guide reflects the experience and judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work. http://nces.ed.gov/forum/pub_2010801.asp GoogleAppsGoogleApps for Education vs. Windows LiveLive@Edu grows, evolves into Office 365 for Education, leapfrogs Google Apps for Education (ZDNet Article) Technology LawSource: The ISTE Special Interest Group for Technology CoordinatorsDorothy M. Bollinger, Esquires practice focuses on internet, computer, information, technology, and copyright law. She represents clients that use and create technology, such as companies, schools, artists, software developers, vendors, and consultants. During this webinar Dorothy discussed: · Legal aspects of employees’/students’ use of social media, including Facebook, Twitter, YouTube, and blogs · Parents’ electronic communications to teachers and administration · Cyberprivacy and cybersecurity – school districts and the networked world! · Technology policies that a school district should have to lessen its liability Dorothy is fitting to facilitate this webinar as she negotiates and drafts technology, media, and telecommunications contracts, for example: software contracts, IT service and maintenance contracts, network infrastructure contracts, web site terms of use, and other web site contracts. She also prepares technology policies, such as acceptable use, Internet, e-mail, cell phone, data breach, copyright, vendor access, privacy, security, and other electronic communications policies. Dorothy advises on the regulatory aspects of company and school personal data and information, database creation and management, and privacy and security protection pertinent to employers, employees, students, and consumers. Dorthy is the Pennsylvania representative to the International Technology Law Association (iTechLaw). She serves as an adjunct professor at Temple University’s Beasley School of Law, where she teaches Cyberprivacy in the Networked World, and Cyberlaw and Policy: Practical Applications in Organizational Settings. A copy of the presentation documents and a recording of the webinar itself can be accessed at: http://sigtc.iste.wikispaces.net/News COSN - Superintendent's ToolKit The Consortium for School Networking (CoSN) is the premier professional association for school district technology leaders. CoSN is committed to providing the leadership, community and advocacy tools essential for the success of these leaders. 2009 Survey Results: The Unique Challenges Facing the IT Professional in K‐12 Education Conducted by SchoolDude.com in partnership with COSN Technology Plans
National Technology Plan 2010 The National Education Technology Plan, Transforming American Education: Learning Powered by Technology, calls for applying the advanced technologies used in our daily personal and professional lives to our entire education system to improve student learning, accelerate and scale up the adoption of effective practices, and use data and information for continuous improvement. VideosAlan November - Myths and Opportunities in the 21st Century Classroom
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