Tuesday, December 30, 2014
Monday, December 29, 2014
Sunday, December 28, 2014
Saturday, December 27, 2014
Brunner, Emmons receive Excellence in Education Awards
Brunner, Emmons receive Excellence in Education Awards
Friday, December 26, 2014, 10:16 am
By the Midland Daily News
Michigan State Rep. Charles Brunner, D-Bay City, and Michigan State Sen. Judy Emmons, R-Sheridan, have received the Excellence in Education Award at the 14th annual AT&T/MACUL/TRIG Student Technology Showcase.
The award is given to legislators who have been dedicated to improving the Michigan educational system, and was presented by AT&T, the Michigan Association for Computer Users in Learning and TRIG.
“Representative Brunner and Senator Emmons have played a significant role in supporting schools, classrooms and education-related initiatives,” said Mark Smith, MACUL executive director. “Their efforts have contributed to our students being better prepared for tomorrow’s workforce.”
Emmons is a mid-Michigan native representing the 33rd Senate District which includes four counties: Clinton, Ionia, Isabella, and Montcalm.
Brunner was first elected to the state House in 2010 and represents the 96th District, covering the majority of Bay County.
The AT&T/MACUL/TRIG Student Technology Showcase featured technology displays from 35 schools statewide during three separate sessions. Exhibits were set up in the halls of the Capitol so that students could provide legislators with hands-on demonstrations to show how technology is being used in the classroom to enhance learning.
Friday, December 26, 2014, 10:16 am
By the Midland Daily News
Michigan State Rep. Charles Brunner, D-Bay City, and Michigan State Sen. Judy Emmons, R-Sheridan, have received the Excellence in Education Award at the 14th annual AT&T/MACUL/TRIG Student Technology Showcase.
The award is given to legislators who have been dedicated to improving the Michigan educational system, and was presented by AT&T, the Michigan Association for Computer Users in Learning and TRIG.
“Representative Brunner and Senator Emmons have played a significant role in supporting schools, classrooms and education-related initiatives,” said Mark Smith, MACUL executive director. “Their efforts have contributed to our students being better prepared for tomorrow’s workforce.”
Emmons is a mid-Michigan native representing the 33rd Senate District which includes four counties: Clinton, Ionia, Isabella, and Montcalm.
Brunner was first elected to the state House in 2010 and represents the 96th District, covering the majority of Bay County.
The AT&T/MACUL/TRIG Student Technology Showcase featured technology displays from 35 schools statewide during three separate sessions. Exhibits were set up in the halls of the Capitol so that students could provide legislators with hands-on demonstrations to show how technology is being used in the classroom to enhance learning.
Online Lesson Planning Tools
Here is a short list of online lesson planning tools. I will try to find more and update this list as I find them. Also if you would consider adding some to the comment section for tools that you feel others would be interested in. Alternatively you can send me an email with a link to online lesson planning tools that you would like to recommend.
sharpstf@gmail.com
http://planbookedu.com/
https://www.planbook.com/
https://www.planboardapp.com/
http://www.standardstoolbox.com/demos/lp_demo/lp_demo.html
sharpstf@gmail.com
http://planbookedu.com/
https://www.planbook.com/
https://www.planboardapp.com/
http://www.standardstoolbox.com/demos/lp_demo/lp_demo.html
Technology Planning Process for the future of Michigan Schools
TRIG and MTRAx Technology Planning Process for the future of Michigan is changing learn more about what the TRIG group is working on developing
Proposed Technology Planning Process from TRIG on Vimeo.
Proposed Technology Planning Process from TRIG on Vimeo.
Friday, December 26, 2014
Los Angeles Unified School District iPad Investigation
Los Angeles Unified School District iPad Investigation
At the start of the 2013-14 school year, Los Angeles Unified School District embarked on an innovative and admirable journey: Through a $1 billion contract with Apple, the nation's second largest district planned to equip each of its 640,000 students with their very own iPad. It was an ambitiously massive 1:1 rollout, and it was unfortunately anything but smooth.
Issues ranged from a lack of necessary accessories like keyboards to students "hacking" the iPads by deleting security profiles. Eventually, the decision was made to roll back the project's completion date, and then, in August, former LAUSD Superintendent John Deasy announced that the contract with Apple would be annulled. Things got even weirder in October, when Deasy resigned amid swirling rumors that there were conflicts of interest surrounding the Apple deal.
This past week, the FBI commenced an investigation into the failed, and possibly unethical, plan, focusing particularly on the potentially unorthodox bidding. According to the Los Angeles Times, top LAUSD officials, such as Deasy, may have had connections with both Apple and Pearson, which in turn influenced the monumental iPad deal.
It will be interesting to keep tabs on this story and find out if there really was any foul play in the negotiation process. The LAUSD/Apple deal was poised to set a precedent for other districts, so its failures could be a great place to start when considering what not to do in the future.
There should be further investigation on price fixing by Apple. They are charging education more then the general public. They are strong arming vendors as Box stores and online vendors not to sell at a discount to education threatening to take there authorization to sell their product if they do.
Michigan REMC has the ability to challenge them on these practices. They could not allow them to participate in there bid process if they continue to price fix. But REMC continues to look the other way.
At the start of the 2013-14 school year, Los Angeles Unified School District embarked on an innovative and admirable journey: Through a $1 billion contract with Apple, the nation's second largest district planned to equip each of its 640,000 students with their very own iPad. It was an ambitiously massive 1:1 rollout, and it was unfortunately anything but smooth.
Issues ranged from a lack of necessary accessories like keyboards to students "hacking" the iPads by deleting security profiles. Eventually, the decision was made to roll back the project's completion date, and then, in August, former LAUSD Superintendent John Deasy announced that the contract with Apple would be annulled. Things got even weirder in October, when Deasy resigned amid swirling rumors that there were conflicts of interest surrounding the Apple deal.
This past week, the FBI commenced an investigation into the failed, and possibly unethical, plan, focusing particularly on the potentially unorthodox bidding. According to the Los Angeles Times, top LAUSD officials, such as Deasy, may have had connections with both Apple and Pearson, which in turn influenced the monumental iPad deal.
It will be interesting to keep tabs on this story and find out if there really was any foul play in the negotiation process. The LAUSD/Apple deal was poised to set a precedent for other districts, so its failures could be a great place to start when considering what not to do in the future.
There should be further investigation on price fixing by Apple. They are charging education more then the general public. They are strong arming vendors as Box stores and online vendors not to sell at a discount to education threatening to take there authorization to sell their product if they do.
Michigan REMC has the ability to challenge them on these practices. They could not allow them to participate in there bid process if they continue to price fix. But REMC continues to look the other way.
Saturday, December 20, 2014
Friday, December 19, 2014
An Introduction to Poll Everywhere and how it can be used in education.
http://www.polleverywhere.com/
Michael Horn presents "Is K-12 Blended Learning Disruptive?"
Join Michael B. Horn, co-author and co-founder and Executive Director of Education at The Clayton Christensen Institute (formerly Innosight Institute) as he discusses his new report, Is K-12 Blended Learning Disruptive? Mr. Horn will analyze blended learning through the lens of disruptive innovation theory to help people anticipate and plan for the likely effects of blended learning on the classrooms of today and schools
Wednesday, December 17, 2014
Saturday, December 13, 2014
What is Moodle?
This is a one minute quick overview of the Moodle learning platform. If you ever need to explain quickly to someone what Moodle is - share this video!
Thursday, December 11, 2014
Monday, December 8, 2014
This Will Revolutionize Education
This video has had a lot of “air time” in education circles this past week. It’s been described as humorous, as thought provoking, even heretical in some circles. Regardless of how accurate you perceive the video’s main thesis to be (you could argue that some technology has revolutionized how we think about education), the basic sentiment is dead on. There exists a constant stream of new gadgets, gizmos, and learning platforms that tech evangelists claim to be the “silver bullet” that will solve all of our educational problems. We make claims about technology that on face value are sound, but when held up to greater scrutiny are patently ridiculous; how often have you seen “kids today learn different than the way we learned” plastered in bold letters on a keynote slide at a conference? Learners today learn no differently then how we’ve always learned as a species; making, building, tinkering, exploring, testing, failing, reflecting, and ultimately synthesizing greater knowledge out of pre-existing knowledge and new experiences.
The most exciting point in this video is the “evolutionary” nature of technology in education. Technology will continue to transform how we demonstrate and communicate our inner thought processes to others, but the learning will always be an internal, cognitive act. We still learn in small groups, with a teacher or facilitator to guide and inspire learners because thousands upon thousands of years of human development has led us to an understanding that shared experiences gives us a common reference point to build new knowledge upon; we pass down stories from antiquity and our religious and cultural ancestry. We value the connection we have with the past, and attempt to build new understanding through metaphors that link back to our previous cultural, religious, and societal touchstones. We still strive to find relevance in the Bible, the Torah, the Quran, and base theories of the universe on mathematical and philosophical texts written hundreds of years ago.
Thousands of years of thought has taught us that the learning process is messy! The exact opposite of what technology is designed to do. Most technology is designed to help streamline, codify, and create more efficient paths to learning, growth, and understanding. In many small ways it helps, but when technology excels at creating linear paths to new understanding, it can ultimately diffuse and disarm the engaging and messy learning that inspires us. If you read through the comments on this video on Youtube you’ll find several fascinating conversations of individuals who were disillusioned for one reason or another with their educational experience. It doesn’t fall on technology to inspire and engage us, it falls upon the understanding and ability of the teacher to manipulate the learning environment and create opportunities that speak to the individual needs of their learners; needs that may change on a day to day, or even hourly basis, depending on the individual. Technology will never afford the same “swiss army knife” like tool that is the human mind, able to adapt to a wide variety of needs, one of which might include the need to turn off the technology for a particular learning experience.
There may exist a time when technology affords us the ability to articulate and communicate our own internal thought processes in a way that is universally understood, but until that point in time, the only revolution that is needed is one of educational practice and delivery. And even that, technology cannot help, as the impetus for change must exist within the minds of those at the front of the classroom.
The most exciting point in this video is the “evolutionary” nature of technology in education. Technology will continue to transform how we demonstrate and communicate our inner thought processes to others, but the learning will always be an internal, cognitive act. We still learn in small groups, with a teacher or facilitator to guide and inspire learners because thousands upon thousands of years of human development has led us to an understanding that shared experiences gives us a common reference point to build new knowledge upon; we pass down stories from antiquity and our religious and cultural ancestry. We value the connection we have with the past, and attempt to build new understanding through metaphors that link back to our previous cultural, religious, and societal touchstones. We still strive to find relevance in the Bible, the Torah, the Quran, and base theories of the universe on mathematical and philosophical texts written hundreds of years ago.
Thousands of years of thought has taught us that the learning process is messy! The exact opposite of what technology is designed to do. Most technology is designed to help streamline, codify, and create more efficient paths to learning, growth, and understanding. In many small ways it helps, but when technology excels at creating linear paths to new understanding, it can ultimately diffuse and disarm the engaging and messy learning that inspires us. If you read through the comments on this video on Youtube you’ll find several fascinating conversations of individuals who were disillusioned for one reason or another with their educational experience. It doesn’t fall on technology to inspire and engage us, it falls upon the understanding and ability of the teacher to manipulate the learning environment and create opportunities that speak to the individual needs of their learners; needs that may change on a day to day, or even hourly basis, depending on the individual. Technology will never afford the same “swiss army knife” like tool that is the human mind, able to adapt to a wide variety of needs, one of which might include the need to turn off the technology for a particular learning experience.
There may exist a time when technology affords us the ability to articulate and communicate our own internal thought processes in a way that is universally understood, but until that point in time, the only revolution that is needed is one of educational practice and delivery. And even that, technology cannot help, as the impetus for change must exist within the minds of those at the front of the classroom.
This Will Revolutionize Education
This video has had a lot of “air time” in education circles this past week. It’s been described as humorous, as thought provoking, even heretical in some circles. Regardless of how accurate you perceive the video’s main thesis to be (you could argue that some technology has revolutionized how we think about education), the basic sentiment is dead on. There exists a constant stream of new gadgets, gizmos, and learning platforms that tech evangelists claim to be the “silver bullet” that will solve all of our educational problems. We make claims about technology that on face value are sound, but when held up to greater scrutiny are patently ridiculous; how often have you seen “kids today learn different than the way we learned” plastered in bold letters on a keynote slide at a conference? Learners today learn no differently then how we’ve always learned as a species; making, building, tinkering, exploring, testing, failing, reflecting, and ultimately synthesizing greater knowledge out of pre-existing knowledge and new experiences.
The most exciting point in this video is the “evolutionary” nature of technology in education. Technology will continue to transform how we demonstrate and communicate our inner thought processes to others, but the learning will always be an internal, cognitive act. We still learn in small groups, with a teacher or facilitator to guide and inspire learners because thousands upon thousands of years of human development has led us to an understanding that shared experiences gives us a common reference point to build new knowledge upon; we pass down stories from antiquity and our religious and cultural ancestry. We value the connection we have with the past, and attempt to build new understanding through metaphors that link back to our previous cultural, religious, and societal touchstones. We still strive to find relevance in the Bible, the Torah, the Quran, and base theories of the universe on mathematical and philosophical texts written hundreds of years ago.
Thousands of years of thought has taught us that the learning process is messy! The exact opposite of what technology is designed to do. Most technology is designed to help streamline, codify, and create more efficient paths to learning, growth, and understanding. In many small ways it helps, but when technology excels at creating linear paths to new understanding, it can ultimately diffuse and disarm the engaging and messy learning that inspires us. If you read through the comments on this video on Youtube you’ll find several fascinating conversations of individuals who were disillusioned for one reason or another with their educational experience. It doesn’t fall on technology to inspire and engage us, it falls upon the understanding and ability of the teacher to manipulate the learning environment and create opportunities that speak to the individual needs of their learners; needs that may change on a day to day, or even hourly basis, depending on the individual. Technology will never afford the same “swiss army knife” like tool that is the human mind, able to adapt to a wide variety of needs, one of which might include the need to turn off the technology for a particular learning experience.
There may exist a time when technology affords us the ability to articulate and communicate our own internal thought processes in a way that is universally understood, but until that point in time, the only revolution that is needed is one of educational practice and delivery. And even that, technology cannot help, as the impetus for change must exist within the minds of those at the front of the classroom.
The most exciting point in this video is the “evolutionary” nature of technology in education. Technology will continue to transform how we demonstrate and communicate our inner thought processes to others, but the learning will always be an internal, cognitive act. We still learn in small groups, with a teacher or facilitator to guide and inspire learners because thousands upon thousands of years of human development has led us to an understanding that shared experiences gives us a common reference point to build new knowledge upon; we pass down stories from antiquity and our religious and cultural ancestry. We value the connection we have with the past, and attempt to build new understanding through metaphors that link back to our previous cultural, religious, and societal touchstones. We still strive to find relevance in the Bible, the Torah, the Quran, and base theories of the universe on mathematical and philosophical texts written hundreds of years ago.
Thousands of years of thought has taught us that the learning process is messy! The exact opposite of what technology is designed to do. Most technology is designed to help streamline, codify, and create more efficient paths to learning, growth, and understanding. In many small ways it helps, but when technology excels at creating linear paths to new understanding, it can ultimately diffuse and disarm the engaging and messy learning that inspires us. If you read through the comments on this video on Youtube you’ll find several fascinating conversations of individuals who were disillusioned for one reason or another with their educational experience. It doesn’t fall on technology to inspire and engage us, it falls upon the understanding and ability of the teacher to manipulate the learning environment and create opportunities that speak to the individual needs of their learners; needs that may change on a day to day, or even hourly basis, depending on the individual. Technology will never afford the same “swiss army knife” like tool that is the human mind, able to adapt to a wide variety of needs, one of which might include the need to turn off the technology for a particular learning experience.
There may exist a time when technology affords us the ability to articulate and communicate our own internal thought processes in a way that is universally understood, but until that point in time, the only revolution that is needed is one of educational practice and delivery. And even that, technology cannot help, as the impetus for change must exist within the minds of those at the front of the classroom.
Sunday, December 7, 2014
Official Moto 360 Demo at Google I/O
Meet Moto 360, a classic timepiece powered by Android Wear. Get a sneak peek at just some of the functionalities of Moto 360 in a demo we are giving at this year's Google I/O.
This video shows why memorizing facts in a thing of the past. In the future we will need to use some of the 5 intelligence for the future as described by Howard Gardener. We will need to teach emotional intelligence and not just intellectual intelligence. This video of the Google Moto 360 demonstrated how the star trek tele-communicator is her today.
This video shows why memorizing facts in a thing of the past. In the future we will need to use some of the 5 intelligence for the future as described by Howard Gardener. We will need to teach emotional intelligence and not just intellectual intelligence. This video of the Google Moto 360 demonstrated how the star trek tele-communicator is her today.
The Henry Ford's Innovation Nation Video CBS
Litton Entertainment and The Henry Ford present "Innovation Nation," a weekly celebration of the inventor's spirit, from historic innovators of past centuries to the forward-looking visionaries of today. Premiering this September on CBS.
Larry Rosenstock: Moving Public Education Forward
Amidst the national obsession with raising test scores, Larry Rosenstock offers a simple suggestion: “Have kids doing work that’s important to them instead of this antiquated notion of content.”
Rosenstock is one of the co-founders of High Tech High, a group of charter schools that’s lauded as a model example of how formal education can embrace inquiry-based, truly student-driven, project-based learning. For Rosenstock, the way to a student’s motivation is through his heart, and through high expectations.
To educators, he says: “Catch yourself every time you’re systematically mis-predicting who can and who can’t do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It’s not democratic and it’s not moving us forward.”
Read more about High Tech High’s initiative in the Deeper Learning movement.
Rosenstock is one of the co-founders of High Tech High, a group of charter schools that’s lauded as a model example of how formal education can embrace inquiry-based, truly student-driven, project-based learning. For Rosenstock, the way to a student’s motivation is through his heart, and through high expectations.
To educators, he says: “Catch yourself every time you’re systematically mis-predicting who can and who can’t do what among your children. We mis-predict among race, gender, socio-economic status, and standardized test. It’s not democratic and it’s not moving us forward.”
Read more about High Tech High’s initiative in the Deeper Learning movement.
I would totally agree with Larry Rosenstock, I was one of these students and was told by a counselor at my school that I was not college material. Lucky I did not listen, I did take an alternative route but end up finishing a master degree program and not have dedicate much of my life helping all student to find there passion in learning and to become what they want to become and to find there dream.
Friday, December 5, 2014
The Future of Learning
At 2Revolutions, we are partnering with forward-thinking governments, funders, nonprofits and entrepreneurs to innovate across the human capital continuum - to ensure that each learner can be successful on the path he or she chooses. We design and launch Future of Learning models, and help catalyze the conditions within which they can thrive. If you are involved -- or want to become involved -- in building the Future of Learning, we hope you'll reach out. Come check us out at www.2revolutions.net.
The SAMR Model in Blended Learning
Applying the SAMR model to build your blended learning environment. This movie is property of Chesterfield County Public Schools, in Chesterfield, VA. It may be reused for educational purposes.
Introduction to the SAMR Model
Dr. Ruben Puentedura developed the SAMR model as a way for teachers to evaluate how they are incorporating technology into their instructional practice. You can use SAMR to reflect upon how you are integrating technology into your classroom. Is it an act of Substitution? Augmentation? Modification? Or Redefinition?
Thursday, December 4, 2014
Legislature Considers Overturning Voter Enacted Proposal A
Legislature Considers Overturning Voter Enacted Proposal A
(Author unknown)
In March, 1994, Michigan residents considered a referendum, entitled Proposal A. Inclusive in Proposal A was a new mix of tax changes that would provide funding for Michigan schools. Different from previous proposals, voters in 1994 were not able to keep the status quo, should they have voted against Proposal A. Instead, they were asked essentially to decide between an increase in the sales tax rate (Proposal A) or increase the income tax rate if Proposal A failed (Statutory Plan).
Indeed, Michigan’s residents in 1994 approved Proposal A, changing the formula for funding public education from property taxes to a 2% sales tax on consumable purchases. Before Proposal A, Michigan’s property tax burden was more than 33 percent above the national average with the sales tax 32 percent below the national average. Since then, Michigan’s residents and businesses have seen large decreases in the millage rates assessed on their property. In 1993, the average statewide millage rate for all property was 56.64 mills. In 2000, the statewide average homestead millage rate was 31.54 mills and the non-homestead rate was 50.10 mills.
Clearly, these were big, mutually beneficial changes, with school districts realizing more equitable funding (the funding ratio between the highest and lowest funded school districts went from 3:1 to 2:1) and property owners benefiting with decreased taxes. Twenty years ago, these were much needed adjustments to taxes.
Without question, in Michigan, our votes count. We go to the polls to voice our perspectives on many issues ranging from our representation in Lansing to our opinions on taxation. It’s essential that, when options come before us, we vote. When we do so, our government must listen.
Yet, within the current lame-duck legislative session, House Speaker, Jace Bolger, is floating a plan to repeal the 6 percent sales tax on gasoline and replace it with a tax on the wholesale price of fuel. This is estimated to reduce public school funding by more than $600 million per year, or over $400 per student. Seemingly, the Legislature has the power to make the move — unlike other sales tax road proposals that require voter approval under the state Constitution.
Recently, I had a conversation with a preschool teacher who shared with me how her students had worked together through a difficult situation related to their classroom rules, necessary to ensure student safety, security, and happiness. When asked for ideas of what to do for children who do not follow the rules, the class could not come up with a consequence, and they responded that in fact they fully intend for everyone to follow the rules--especially their leaders. Their reasoning? “Everyone just has to follow the rules because the students in the class made these rules.” In so doing, they collectively decided what was best for the class and everyone in it. There are no exceptions. To not follow the rules is not an option. The rules are for the class, created by the class, and a shared expectation of everyone in the class.
How is our legislature any different? How can the people of Michigan voice their opinion on public school funding via a statewide referendum and then have the legislature unilaterally overturn it twenty years later? This seems as undemocratic to me as breaking the collectively agreed upon rules do to a classroom of four-year olds.
There’s no question that Michigan’s roads and bridges are broken. Safe roads matter greatly to everyone. We need a solution. Diverting public school funding to fix the roads is not a solution. Instead, it creates deeper potholes, destabilization of bridges to the future for Michigan’s children, and cuts to essential programs and services.
(Author unknown)
In March, 1994, Michigan residents considered a referendum, entitled Proposal A. Inclusive in Proposal A was a new mix of tax changes that would provide funding for Michigan schools. Different from previous proposals, voters in 1994 were not able to keep the status quo, should they have voted against Proposal A. Instead, they were asked essentially to decide between an increase in the sales tax rate (Proposal A) or increase the income tax rate if Proposal A failed (Statutory Plan).
Indeed, Michigan’s residents in 1994 approved Proposal A, changing the formula for funding public education from property taxes to a 2% sales tax on consumable purchases. Before Proposal A, Michigan’s property tax burden was more than 33 percent above the national average with the sales tax 32 percent below the national average. Since then, Michigan’s residents and businesses have seen large decreases in the millage rates assessed on their property. In 1993, the average statewide millage rate for all property was 56.64 mills. In 2000, the statewide average homestead millage rate was 31.54 mills and the non-homestead rate was 50.10 mills.
Clearly, these were big, mutually beneficial changes, with school districts realizing more equitable funding (the funding ratio between the highest and lowest funded school districts went from 3:1 to 2:1) and property owners benefiting with decreased taxes. Twenty years ago, these were much needed adjustments to taxes.
Without question, in Michigan, our votes count. We go to the polls to voice our perspectives on many issues ranging from our representation in Lansing to our opinions on taxation. It’s essential that, when options come before us, we vote. When we do so, our government must listen.
Yet, within the current lame-duck legislative session, House Speaker, Jace Bolger, is floating a plan to repeal the 6 percent sales tax on gasoline and replace it with a tax on the wholesale price of fuel. This is estimated to reduce public school funding by more than $600 million per year, or over $400 per student. Seemingly, the Legislature has the power to make the move — unlike other sales tax road proposals that require voter approval under the state Constitution.
Recently, I had a conversation with a preschool teacher who shared with me how her students had worked together through a difficult situation related to their classroom rules, necessary to ensure student safety, security, and happiness. When asked for ideas of what to do for children who do not follow the rules, the class could not come up with a consequence, and they responded that in fact they fully intend for everyone to follow the rules--especially their leaders. Their reasoning? “Everyone just has to follow the rules because the students in the class made these rules.” In so doing, they collectively decided what was best for the class and everyone in it. There are no exceptions. To not follow the rules is not an option. The rules are for the class, created by the class, and a shared expectation of everyone in the class.
How is our legislature any different? How can the people of Michigan voice their opinion on public school funding via a statewide referendum and then have the legislature unilaterally overturn it twenty years later? This seems as undemocratic to me as breaking the collectively agreed upon rules do to a classroom of four-year olds.
There’s no question that Michigan’s roads and bridges are broken. Safe roads matter greatly to everyone. We need a solution. Diverting public school funding to fix the roads is not a solution. Instead, it creates deeper potholes, destabilization of bridges to the future for Michigan’s children, and cuts to essential programs and services.
Wednesday, December 3, 2014
Here is a look at what the school in the TRIG program in the State of Michigan Purchased
The breakdown of purchases by device type is shown below:
Chromebooks: 68,513
Notebooks: 25,224
iPads: 29,388
Other Tablets: 4,194
Desktops: 19,596
And by individual awarded devices:
Chromebooks: 68,513
Notebooks: 25,224
iPads: 29,388
Other Tablets: 4,194
Desktops: 19,596
And by individual awarded devices:
Device
|
Purchased Quantity*
|
Samsung Series 3 (Chomebook)
|
10,092
|
Acer C720 (Chromebook)
|
14,866
|
HP Chromebook 14
|
7,347
|
Dell Chromebook 11
|
20,434
|
Acer C720 w/4 GB (Chromebook)
|
8,803
|
HP Chromebook 11
|
565
|
Acer C720 w/4 GB w/Touchscreen (Chromebook)
|
171
|
HP 800 G1 (Desktop w/ vPro)
|
9,176
|
HP 400 G1 (Desktop w/o vPro)
|
10,420
|
HP 450 G1/G2 Notebook
|
8,037
|
HP 340 G1 Notebook
|
3,235
|
HP 215 G1 Notebook
|
3,328
|
Dell Latitude 3340 Notebook
|
5,684
|
Lenovo x131e Chromebook (11.6" durable)
|
6,235
|
Lenovo 11e Microsoft Notebook (11.6" durable)
|
0
|
13" Macbook Pro
|
1,233
|
11" Macbook Air with AppleCare
|
368
|
11" Macbook Air
|
2,744
|
13" Macbook Pro w/ 8 GB w/ AppleCare
|
294
|
11" Macbook Air w/ 8 GB w/ AppleCare
|
84
|
13" Macbook Pro w/ AppleCare
|
75
|
13" Macbook Pro w/ 8 GB
|
37
|
11" Macbook Air with 8 GB
|
37
|
13" Macbook Pro w/ 256 GB Drive
|
68
|
iPad Air 16 GB (single)
|
2,480
|
iPad Air 16 GB (single) w/ AppleCare
|
49
|
iPad Air 16 GB 10 pack
|
22,900*
|
iPad Air 16 GB 10 Pack w/ AppleCare
|
2,560*
|
iPad 32 GB single
|
63
|
iPad 32 GB Single w/ AppleCare
|
8
|
iPad Air 32 GB 10 pack
|
1,230*
|
iPad Air 32 GB 10 pack w/ AppleCare
|
90*
|
iPad Air 64 GB Single
|
7
|
iPad Air 64 GB Single w/ AppleCare
|
1
|
Dell Venue Pro 11
|
3,267
|
Samsung Galaxy Tab 10 for Education
|
724
|
UNOBOOK 10.1" Android, Keyboard, Warranty Bundle Android
|
202
|
UNOBook Android Tablet
|
1
|
Grand Total
|
146,915
|
*single units/10 packs multiplied out
|
Sales and Savings Graphs
To see how sales and savings compare across the consortia, review the graphs below:
Saturday, November 29, 2014
Grant Wiggins - Understanding by Design
Here is two videos on Understanding by Design.
(Part 1)
(Part 2)
(Part 1)
(Part 2)
What is an essential question?
Lesson on characteristics of essential questions adapted from Essential Questions Opening Doors to Student Understanding by Jay McTighe and Grant Wiggins
(SMART amp) This video will show you how it works
SMART amp©, the newest product offering from SMART Technologies, is a web-based platform designed to connect different devices to a single, collaborative workspace. In this webinar, you'll see how teachers can easily distribute lesson materials to students, conduct formative assessment to gauge student understanding of concepts, and manage student projects, all in real-time. You'll also find out exactly what you'll need to get up-and-running with amp, and how Teq is prepared to support you along the way. Whether you've purchased SMART amp and you're ready to get started now, or you're simply investigating solutions for increased collaboration in an environment with multiple devices, we're excited to share the possibilities that SMART amp provides.
Will you need your own K-12 Data Center in your school in the future, Possibly not.
This video will talk about how Google cloud and how it stands to change your data center.
Will you need a data center into the future, I think not. With either Amazon AWS or Google Cloud you will no longer need a data center. Can you do this today? Not yet be very soon. It is in Beta currently. With in about 20 Seconds you will be able to spin up a Windows VM server in the cloud and you are off to the races. The other cool thing about this is that you will only pay for what you use so you don't have to over build your data center. You will instead Scale it as you need more CPU, Memory, or Storage Space.
Link to the: CBT Nugget video on what this will look like.
Will you need a data center into the future, I think not. With either Amazon AWS or Google Cloud you will no longer need a data center. Can you do this today? Not yet be very soon. It is in Beta currently. With in about 20 Seconds you will be able to spin up a Windows VM server in the cloud and you are off to the races. The other cool thing about this is that you will only pay for what you use so you don't have to over build your data center. You will instead Scale it as you need more CPU, Memory, or Storage Space.
Link to the: CBT Nugget video on what this will look like.
Thursday, November 27, 2014
The Candle Problem
We explore the candle problem and uncover the implications it has on the way organizations motivate their employees to tackle complex and creative tasks. Enjoy!
TEDxNYED - Alan November - 03/05/2011
Alan November is recognized internationally as a leader in education technology. He began his career as an oceanography teacher and dorm counselor at an island reform school for boys in Boston Harbor. He has been a director of an alternative high school, computer coordinator, technology consultant, and university lecturer. As practitioner, designer, and author, Alan has guided schools, government organizations and industry leaders as they plan to improve quality with technology.
Quote about Alan November
“As an educator, sometimes all you need is inspiration to work harder for your students. Alan November provides that.”
Sarah Smith, Fourth Grade Teacher, MI
http://novemberlearning.com/educational-services/educational-consultants/alan-november/
Sarah Smith, Fourth Grade Teacher, MI
http://novemberlearning.com/educational-services/educational-consultants/alan-november/
Is Technology making a difference in education?
“It may be that we need to turn to new ways of conceptualizing the role of technology in the classroom—conceptualizations that do not assume the computer will provide direct instruction to students, but instead will serve to create new opportunities for both learning and teaching,” Enyedy concludes.
Full Article: http://nepc.colorado.edu/newsletter/2014/11/Personalized-instruction
Department of Education: 21st Century Learning
Various officials in the Department of Education, as well as Superintendents, discuss the need for transitioning districts, schools, teachers, and classrooms to be prepared for 21st century learning. This includes equity in access to these 21st century learning necessities.
Connected Educators Month 2014
Richard Culatta, Director of the Office of Educational Technology, discusses the importance of being a connected educator.
Department of Education: 21st Century Learning
Various officials in the Department of Education, as well as Superintendents, discuss the need for transitioning districts, schools, teachers, and classrooms to be prepared for 21st century learning. This includes equity in access to these 21st century learning necessities.
Connected Educators
Interview with educators about the importance of being "connected" in order to be an effective teachers and leaders. Video was created as part of Connected Educators Month
Wednesday, November 26, 2014
Synergyse Blog: Synergyse launches free interactive training for Google Classroom
Do you need free training for your teacher for Google Classrooms? If so here is a good tool to help train your teaching staff. This tool is interactive and guides the user in there own account. This tool is also free for Google Admin console. There is also a tool for GAFE apps. It is very reasonable priced at $10.00 per full time Teacher and the students are free.
Check it out today.
Synergyse Blog: Synergyse launches free interactive training for Google Classroom
Check it out today.
Synergyse Blog: Synergyse launches free interactive training for Google Classroom
Monday, November 24, 2014
A 21st Century Learning School
A 21st Century Learning Environment should match current education thinking - that is spaces where we can develop a student centered approach, there is instant access to information, and a strong focus on collaboration. Learning commons provide such a space and cater for these approaches.
Friday, November 21, 2014
Living in beta: Molly Schroeder at TEDxBurnsvilleED
How to present students with a new way of learning. How to create a class that only has one question for the whole quarter. But this question is not one that they will not be able to just Google the answer. We need to create a culture of learning is about Thinking, Making, and Learning.
Sunday, November 16, 2014
How the Maker Movement Connects Students to Engineering and Technology
Maker Movement and how students can take control of there learning.
Embedding Assessment Throughout the Project (Keys to PBL Series Part 5)
Checking for understanding with simple assessment and feedback.
Blended Learning: Working With One iPad
An example of how you can teach with just one ipad if you are not one to one.
Using AirParrot to mirror your pc to your Apple TV
How to hook a chromebook to an Apple TV unit to Mirror your Chromebook Screen using AirParrot.
Chromecasting in a Chromebook 1:1 Classroom
How to use a chromebook to chromecast for your classroom.
Collaborative Learning Techniques
So you want to find some new techniques to use in your classroom. These videos are a short series of videos to help give you good ideas on how to change the way that you can deliver your instruction to help engage and help student to become collaborators.
Click the PLAYLIST in the upper left corner to navigate to the topic that you would like to learn more about.
Click the PLAYLIST in the upper left corner to navigate to the topic that you would like to learn more about.
Remake Your Class Part 1: Planning for a Collaborative Learning Environment
Visit http://www.edutopia.org/remake for more tips and resources! Edutopia's three-part series follows a determined teacher at Roosevelt Middle School in San Francisco as he transforms his crowded classroom space to enable deeper learning. In Part 1, Mr. Mattice and the designers from The Third Teacher Plus figure out what's working and what's not.
SMART amp™ collaborative learning software
Discover how you can inspire amazing in your classroom with this revolutionary new cloud-based software from SMART.
Saturday, November 15, 2014
What AWS is and how could it change the school data center
Five years from now, will you have a data center in our school. If not this will change the way that we function. There is a lot of mind sets that need to change for us to get here. We need to get a comfort level to the security of online data centers and to make sure that our internet connections that we have are solid. But this does change the way we may think and our strategies we will use in the future.
Sunday, November 9, 2014
The four steps to success Think Big, Start Small, Fail Fast, Succeeded
The four steps to success
Think Big, Start Small, Fail Fast, Succeeded
Article: from Huffington post,
If we took this approach in education we would create an environment for success.
Step One: Think Big
This is pretty self-explanatory. Few people start out with a mediocre vision or a plan to build a tiny business. Thinking big allows people to free themselves from constraints and get as many great ideas, including internet marketing ideas, on the table. It also serves to get people excited and engaged in a new idea. That said, there’s a difference between thinking big and pursuing pie in the sky ideas. That gets us to our next step.
Step Two: Start Small
I once met a guy who wanted to revolutionize the study aid industry by changing the way that content was created, marketed, consumed, and purchased. He wasn’t alone in his view, but he was pretty uniquely positioned to get something done. He’d been in the industry for decades and knew it inside and out. He wanted to raise a few million dollars to launch a new venture. He clearly was thinking big.
When I asked him what inspired the idea, he told me his former employer had just discontinued selling a series of very successful Advanced Placement (AP) study books for high school students and reverted copyright to the authors. After a bit of discussion, I learned that he could buy out those copyrights and sell secure PDF copies of these books on Amazon for a few thousand dollars and test the waters.
That wasn’t big enough for him. A year later, someone had started even smaller—buying warehouses full of printed materials and liquidating them on eBay, generating a few hundred thousand dollars in sales—while this guy I met was still looking for funding.
There’s no shame in starting small. No big successful company ever started out that way.
Step Three: Fail Fast
It’s a cold, hard fact that failure and hardship are the means by which people learn and grow. Failure teaches us what not to do and hardship allows us to truly value the rewards we earn. The beauty of starting small is that our failures are then equally small. The key here is to understand when an experiment has run its course, cut bait and move on. Small failures are easier to walk away from as there’s often less of an emotional desire to “turn things around” or throw good money after bad. The goal is not to succeed the first, second, or third time but to identify ten or twenty things that might work and then cycle through them as quickly as possible. Think of it as A/B split testing for a new venture.
Step Four: Succeed
This isn’t meant to be funny; very few ventures succeed in their first iteration. Success is a process of trial and error. The key to success is longevity, and unless you’ve got a bottomless pit of money (or an unlimited corporate budget), you’ll need to stretch your resources as far as possible.
In my own travels, I’ve had more than my fair share of clients who have turned to me after having dumped enough money to buy a house into a failed digital venture. In many cases, my clients believed that they had a flawed strategy or a bad idea. In most cases, it was more about execution.
Sometimes people are shocked to hear that a few free web services and a five page micro site can serve as a pretty good internet marketing starting point for a new venture. Consumer grade web services may not be scalable, but until you know that your venture will succeed, what’s there to scale?
Think Big, Start Small, Fail Fast, Succeeded
Article: from Huffington post,
If we took this approach in education we would create an environment for success.
Step One: Think Big
This is pretty self-explanatory. Few people start out with a mediocre vision or a plan to build a tiny business. Thinking big allows people to free themselves from constraints and get as many great ideas, including internet marketing ideas, on the table. It also serves to get people excited and engaged in a new idea. That said, there’s a difference between thinking big and pursuing pie in the sky ideas. That gets us to our next step.
Step Two: Start Small
I once met a guy who wanted to revolutionize the study aid industry by changing the way that content was created, marketed, consumed, and purchased. He wasn’t alone in his view, but he was pretty uniquely positioned to get something done. He’d been in the industry for decades and knew it inside and out. He wanted to raise a few million dollars to launch a new venture. He clearly was thinking big.
When I asked him what inspired the idea, he told me his former employer had just discontinued selling a series of very successful Advanced Placement (AP) study books for high school students and reverted copyright to the authors. After a bit of discussion, I learned that he could buy out those copyrights and sell secure PDF copies of these books on Amazon for a few thousand dollars and test the waters.
That wasn’t big enough for him. A year later, someone had started even smaller—buying warehouses full of printed materials and liquidating them on eBay, generating a few hundred thousand dollars in sales—while this guy I met was still looking for funding.
There’s no shame in starting small. No big successful company ever started out that way.
Step Three: Fail Fast
It’s a cold, hard fact that failure and hardship are the means by which people learn and grow. Failure teaches us what not to do and hardship allows us to truly value the rewards we earn. The beauty of starting small is that our failures are then equally small. The key here is to understand when an experiment has run its course, cut bait and move on. Small failures are easier to walk away from as there’s often less of an emotional desire to “turn things around” or throw good money after bad. The goal is not to succeed the first, second, or third time but to identify ten or twenty things that might work and then cycle through them as quickly as possible. Think of it as A/B split testing for a new venture.
Step Four: Succeed
This isn’t meant to be funny; very few ventures succeed in their first iteration. Success is a process of trial and error. The key to success is longevity, and unless you’ve got a bottomless pit of money (or an unlimited corporate budget), you’ll need to stretch your resources as far as possible.
In my own travels, I’ve had more than my fair share of clients who have turned to me after having dumped enough money to buy a house into a failed digital venture. In many cases, my clients believed that they had a flawed strategy or a bad idea. In most cases, it was more about execution.
Sometimes people are shocked to hear that a few free web services and a five page micro site can serve as a pretty good internet marketing starting point for a new venture. Consumer grade web services may not be scalable, but until you know that your venture will succeed, what’s there to scale?
The Hour of Code - WORLDWIDE
Last year hundreds of organizations joined together to create fun introductions to programming for all to learn. This year the goal is to get 100 million participants from all across the globe. Learn more at
http://hourofcode.com/
http://hourofcode.com/
Thursday, November 6, 2014
LAUSD - Mobile Technology is a game changer in 21st Century learning.
#MobileGameChanger
Mobile Technology is a game changer in 21st Century learning.
Mobile Technology is a game changer in 21st Century learning.
Sunday, October 19, 2014
Thursday, October 16, 2014
Synergyse Google Apps Training for Education and Business
Ok your school moved to Google Apps for Education over the summer. Teachers are returning and they need help getting up to speed quickly. What can you do? You can turn to SYNERGYSE and for only $10.00 per full time employee you can have training that is as good or better then any personal trainer. But wait there is more, Students are free. This 3:00 min. video explain what this product is and how it works.
Wednesday, October 15, 2014
IT Ideas: Asus Chromebox in the Classroom
IT Ideas: Asus Chromebox in the Classroom: We have just deployed some Asus Chromeboxes in a couple of classrooms as replacements for aging teacher PC's. I've been toying with ...
IT Ideas: ConceptBoard
IT Ideas: ConceptBoard: Another interactive board space for Google Drive Conceptboard is an interactive space for users collaborate - sort of an interactive onlin...
Tuesday, October 14, 2014
Friday, October 10, 2014
Tuesday, October 7, 2014
Tuesday, September 30, 2014
iPad Declines as Samsung, Lenovo Tablets Push Forward
iPad Declines as Samsung, Lenovo Tablets Push Forward
Shipments of Apple's iPad have fallen off 13 percent so far this year. Meanwhile, according to a new report, Samsung's tablet shipments have increased 26 percent in the first half of 2014.
Full Article
Monday, September 29, 2014
Tech Director Chat
A weekly chat tackling the issue of educational technology from both sides. Ben Rimes, a former teacher turned educational technologist, chats with Pete Poggione, an Information Technology Professional from the private sector turned School IT Director.
In this third episode, Pete and I attempt to address the sticky issue of when attempts to help aren't always so helpful, why tech support often comes at the last minute, and what we can do to make ourselves better "helpers". We roll of few issues up into a group of questions addressing what we've tried to do and hasn't worked, and attempt to address a question posed by Sarah on Twitter about looking at instructional technology from student's point of view.
Sunday, September 28, 2014
Ethernet Throuput
M = mega
m = milli
B = byte
b = bit
When referring to disk usage, we measure throughput in megabytes per second, or MB/s. Notice the capital M for mega and the capital B for bytes.
When referring to network performance, we measure throughput in megabits per second, or Mb/s. Notice the lowercase b.
A bit is eight times smaller than a byte. You can figure out your 100Mb/s network's maximum theoretical throughput in MB simply by dividing by 8. 100 / 8 = 12.5.
TCP/IP has ~ a 10% overhead, as does Ethernet, so realistically you'll only see about 80% of that at the high end. A little more basic math shows that 12.5 * .8 = 10. You should expect to be able to write at about 10MB/s over your 100Mb/s network. This lines up perfectly with what you are seeing.
Even thought these are theoretic throughput I would recommend that you consider using a Maximum of 60% to leave extra room.
m = milli
B = byte
b = bit
When referring to disk usage, we measure throughput in megabytes per second, or MB/s. Notice the capital M for mega and the capital B for bytes.
When referring to network performance, we measure throughput in megabits per second, or Mb/s. Notice the lowercase b.
A bit is eight times smaller than a byte. You can figure out your 100Mb/s network's maximum theoretical throughput in MB simply by dividing by 8. 100 / 8 = 12.5.
TCP/IP has ~ a 10% overhead, as does Ethernet, so realistically you'll only see about 80% of that at the high end. A little more basic math shows that 12.5 * .8 = 10. You should expect to be able to write at about 10MB/s over your 100Mb/s network. This lines up perfectly with what you are seeing.
Even thought these are theoretic throughput I would recommend that you consider using a Maximum of 60% to leave extra room.
(More Resources)
http://en.wikipedia.org/wiki/Throughput
Saturday, September 27, 2014
The Social Grill - Kingsford Charcoal Commercial
As we use technology in education, we need to be careful we don't miss the point of using the tool. This is a spoof on grilling. But it gets the point across in that we should not do something just so that we can say we are high tech and not miss the point of educating. Keep to the basics of good educational practice.
Monday, September 22, 2014
Resources to use for iOS 8 Deployments
As many of you know, this past week there were several new Apple software updates that came out. This includes updates for iOS 8, OS X Mavericks, OS X Server, Apple TV and Apple Configurator. For your convenience I have included the relevant About KB articles below.
About iOS 8
http://support.apple.com/kb/DL1758
About the OS X Mavericks v10.9.5 Update
http://support.apple.com/kb/HT6400
About the OS X Server v3.2.1 Update
http://support.apple.com/kb/HT201096
About Apple Configurator 1.6
http://support.apple.com/kb/HT6436
About the OS X Server v2.2.3 Update
http://support.apple.com/kb/HT201117
About Security Update 2014-004
http://support.apple.com/kb/HT6443
In addition, we have also updated and released several new help resources and documents.
Apple Configurator
https://help.apple.com/configurator/mac/1.6/
Profile Manager
https://help.apple.com/profilemanager/mac/3.2/
iOS Deployment Reference
https://help.apple.com/deployment/ios/
https://itunes.apple.com/us/book/ios-deployment-reference/id917468024?mt=11
Apple Deployment Programs Help
https://help.apple.com/deployment/programs
iOS Security
http://images.apple.com/privacy/docs/iOS_Security_Guide_Sept_2014.pdf
Sunday, September 21, 2014
Friday, September 19, 2014
Saturday, September 13, 2014
Thursday, August 14, 2014
Wednesday, August 13, 2014
Thursday, July 31, 2014
Tuesday, July 29, 2014
Monday, July 28, 2014
Learn about Project Tomorrow and how your school can get involved
Learn about Project Tomorrow
Speak Up State Participation Guide from Julie Evans
When: July 29th
Time: 4PM ET/ 1PM PT
Where: online for free!
Register here
How are learning and teaching being transformed by digital tools?
How do administrators, teachers, parents, and students really use technology right now?
And what does the future of personalized learning look like?
In edWeb.net's next webinar, Julie Evans will share survey findings from the Speak Up National Research Project and discuss learning and teaching with technology, 21st Century Skills, and STEM instruction. She will be joined by Christie Gibson, Principal of Crull Elementary School, who will share insights from her Board of Education Report on state reporting, as well as comparisons of student growth with the amount of time digital tools are used in each classroom. Join Julie and Christie on July 29th to hear the latest on digital tools and personalized learning, today and tomorrow.
Presented by Julie Evans, CEO, Project Tomorrow; with Christina Gibson, Principal, Crull Elementary School, Port Huron, MI
Sunday, July 27, 2014
The San Francisco Unified School District on Better Wi-Fi using Ruckus
Erik Heinrich, Director of technology, discusses the challenges of deploying large-scale WI-F across 130+ schools and SF USD's recent Wi-Fi upgrade to Ruckus Wireless.
Saturday, July 26, 2014
If students designed their own schools what would it look like
The best small town in America experiments with self-directed learning at its public high school. A group of students gets to create their own school-within-a-school and they learn only what they want to learn. Does it work? Charles Tsai finds out by spending a week with the Independent Project.
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