5200: Article Presentation

5630 - Guest Leader: Gary Spence

Gary Spence
Director of IT
Wolf Creek School Division

Today,

5630: Assignment #4: IT Proposal Research

Proposal:

I propose that a license be purchased for netTrekker to be used at all Elementary, Middle and Jr. High Schools within the Calgary Board of Education to allow for the identification of and access to safe and reliable resources.


Tool Overview:

netTrekker, developed by Thinkronize, Inc. is a educational search tool that allows educators, students and parents access to teacher-reviewed and teacher-rated websites and online resources (including information, activities, and lesson plans). More than just a simple search engine, netTrekker uses advanced sorting technologies to allow users to search by subject or topic, as well as by a five-point rating scale provided by accredited teachers from Canada and the US. Further options allow sorting into categories that include multimedia components, or sorting on a five-point readability scale. Teachers also have the additional ability to search by General and Specific outcomes from the Alberta Curriculum.


Scope:

All Elementary, Middle and Jr. High Schools within the CBE.
154 Schools
71 305 Students
7624 Staff


Goals:

To allow students to identify and access safe online resources.
To allow parents access to reliable online resources.
To allow teachers access to online resources in alignment with Alberta’s Program of Studies.


Support:

Although there are help documents and tutorials available on the netTrekker website (http://www.nettrekker.com/), in order to fully understand the tool and use it to its full potential, some support needs to come from the Curriculum and Learning Technologies department of the CBE. Therefore, one individual will be named as the netTrekker designate, and will be available to provide:

• initial and on-going communication
• teacher training
• maintenance of online Professional Development resources
• helpdesk support for teachers and administrators
• liaison between the CBE and Thinkronize, Inc.
  

Background Research

Allowing all CBE K-9 students and teachers access to this tool would permit the identification of and access to safe and reliable resources. Internet safety is of paramount concern to educators and families. Resources need to be vetted and reliable if they are to be of any educational merit. Students need to identify when resources are appropriate through the use of adequate media literacy skills when researching online sources. These three points will be discussed in further detail.


Safety:

Educators were some of the earliest adopters of using the Internet for research and communication. Early in the Internet’s wide-spread usage, K-12 teachers were the first to see the potential for exploration and opportunity. However, unrestricted access to an entire society’s breadth of knowledge and culture has inherent pitfalls. Johnson (2005), points out the criticisms of using the Internet, when he refers to it as a resource that “allows second graders to view graphic sexual acts accidentally while searching for innocuous information, communication by anorexic teens with supportive fellow anorexics, or access by seventh graders to “Build Your Own Computer Virus” Web sites” (p. 39). He includes these provocative references to potentially damaging activities to highlight some of the common criticisms of using the Internet for classroom study.

netTrekker doesn’t contain any resources, but it provides a summary, review, ranking and link to the resource located at a different site on the Internet. Because of this, it can be considered a discriminate search engine, or portal. Rather than searching the entire contents of the Internet, as many search engines purport to do, a portal gives the user access to specific, directed resources. Furthermore, Bacon, Blood, Ault and Adms (2008) indicate that a major focus of an internet portal or search engine is “to encourage access to the many safe, interesting, and educationally valuable sites so that youth and their families would become analytical and knowledgeable users of the Internet” (p. 46).

Like Johnson (2005), Bacon et al (2008) continue to explore the challenges of using the Internet safely in the classroom environment: “From hidden advertisements to inappropriate content just a few links away, many websites that purport to be for children fail to provide a safe, secure environment, and while access to the Internet is certainly an asset to teaching and learning, it is necessary to be aware of potential risks” (p. 46).

Schools have recognized these drawbacks from the inception of Internet inclusion in education and have attempted to protect students from potentially inappropriate content or communities. In many jurisdictions, this involves strict and absolute filtering of specific sites, social networks and key search terms. However, restricting access to the Internet does not always have the desired effect. Schools that install strict filtering technology with restrictive settings potentially “block up to 70% of search results based on state-mandated curriculum topics” (Johnson, 2005, p. 40).

It is apparent that students need a safe and secure online learning environment where they are able to access material and resources appropriate to their age and curricular requirements. Teachers and parents need to continually monitor computer and Internet usage to help guide students toward making ethical, responsible choices. Through its use as an educational portal, netTrekker offers these solutions.


Reliability:

Although calculating the size of the Internet, and estimating the amount of information available is a daunting, ever-changing task, Netcraft has attempted to track this information. According to their study, there were approximately 2.1 million more websites in June 2009 than in May 2009 (2009). Every month, the number of available resources grows in an unmanageable manner. Without ways to sift through these newly created sites, any user would quickly become overwhelmed. New sites are continually being added into netTrekker’s directory, but not at a rate of 2.1 million per month. Each of the new additions is recommended, tested and approved by an educator within Canada or the United States.

Although not discussing netTrekker specifically, Chamberlain (2005) provides a concise definition of similar educational services: “Educational portals put together links to sites and resources educators would be interested in viewing. They eliminate the hours of searching that might be invested if typical search engines were used. Educational portals feature lessons, units, printable resources, creative ideas, and more” (p. 25). Because the extensive resources available via netTrekker have all been tested, recommended and vetted by educators, users can begin their own exploration, knowing these materials have already been used successfully by other classroom teachers.

Highlighting one of the key features when choosing or creating a collection of online resources, Chamberlain (2005) stresses the importance of making a clear connection to the mandated curriculum. These tools should allow users “to view the curriculum essential to all learners at each grade level. By creating a virtual spot for teachers, students, and parents to view the curriculum, we are creating a road map for the instructional journey” (p. 25). netTrekker includes this information – specific to the Alberta curriculum. Users are able to filter and search results in netTrekker results by specific learning outcomes of the Alberta curriculum.

One of the designated user groups of netTrekker is parents. Having educator-suggested resources, including a five-point rating scale, would assist parents in making thoughtful and sound decisions about materials to use with their children for at-home study, as well as for teacher-supported homeschooling. Although the sites are not necessarily endorsed or specifically recommended by the Calgary Board of Education, netTrekker offers a starting point for parents when searching for valuable materials online. Upon initiation of this project, communication to parents would be drafted indicating the use of netTrekker as a tool, and indicating the Board’s stance and scope of responsibility.

Darrow (2005) discussed the importance of students finding and using “reliable and useful information”, and indicates that “students need guidance each step of the way in their initial choices of search terms and ultimately their choice of Web sites” (p. 36). For students, netTrekker serves this purpose. By identifying sites linked through netTrekker, students can begin to understand the characteristic features of reliable online resources.


Literacy:

As highlighted and referenced by Coiro & Dobler (2007), there is an established body of work (Lankshear &Knobel, 2003; Leu et al., 2004; Reinking, McKenna, Labbo, & Kieffer, 1998) that argues new technologies are transforming the nature of reading, writing, and communicating (p. 244). Allowing access to netTrekker, where the resources are vetted by educators will allow students to recognize high quality research and accurate and unbiased information. Essentially, using netTrekker will give students the chance to learn more appropriate research techniques, and help foster their emerging media literacy skills.

Through their qualitative study, Coiro & Dobler (2007) extrapolate that successful online reading experiences require more sophisticated uses of prior knowledge, inferential reasoning strategies, and self-regulated reading processes than traditional textbook-based research (p.215). Reading and accessing information from Internet sources is a complex application that encourages students to make quick judgements about the validity and relevance of the materials they are in contact with. By using the services of netTrekker, students will be exposed to higher-quality, academically-appropriate sources, and will be able to base continued research on the examples they have been exposed to.

To emphasize some of the criteria for online literacy, Coiro & Dobler (2007) were able to observe and report on “readers actively anticipating and monitoring the relevancy of each new text unit, while quickly deciding whether to continue to add that text to their own external text” (p.241). Students in this study were making quick judgements to decide if they should follow deeper into the subject by accessing links within the page, or if they should discount that text, and search elsewhere by returning to the previous screen (p. 241). Using netTrekker to proving a solid foundational background by providing exposure to quality materials will allow students a frame of reference when exploring other online resources.

The American Library Association stresses that importance needs to be placed on student education as “the key to safe use of the Internet. Libraries and schools are where kids learn essential information literacy skills that go far beyond computer instruction and web searching" (Kranich, 2007, p. 36). However, this doesn’t mean schools or districts should have stringent regulations blocking or filtering out content. Johnson (2005) points out one of the inherent pitfalls of simply filtering out searches, and blocking sites entirely: “by installing a filter, teachers would abandon their role as guide and supervisor when students were online” (p. 39). Teacher involvement in this process is absolutely critical, and netTrekker needs to be utilized as one tool in a teacher’s pedagogical cache rather than the primary means and method of instructing students in these skills.

Bacon et all (2008) contend that “there continues to be a need for youth to exercise caution in their searching, build skills needed to recognize objectionable sites, and seek information on safe, commercial-free sites in order to become proficient consumers of information” (p. 46). The development of these skills is facilitated by the classroom teacher who can use netTrekker to exemplify and emphasize high-quality, accurate and reliable digital information.


Conclusion:

Although there are clear advantages for teachers and parents, our sustained focus must be on continual student learning. Purchasing a license for netTrekker to be used in all Elementary, Middle and Junior High Schools within the CBE would permit students to identify and access safe and reliable online resources. A student using netTrekker to search for safe and reliable information is simultaneously obtaining critical literacy skills that will become increasingly valuable as they continue through K-12, and leave high school with a “foundation of learning to function effectively in life, work and continuing education” (Calgary Board of Education, Ends Statements, 2009).

References

Bacon, M., Blood, L., Ault, M., & Adams, D. (2008, March 1). 4Kids.org: Topical, Searchable, and Safe Internet-Based Resource for Children and Youth. Education Libraries, 31(1), 46-50. (ERIC Document Reproduction Service No. EJ824778) Retrieved July 9, 2009, from ERIC database.

Calgary Board of Education (2009). Ends Statements. Retrieved July 9, 2009, from http://www.cbe.ab.ca/aboutus/ends.asp.

Calgary Board of Education. (2009). Quick Facts. Retrieved July 9, 2009, from http://www.cbe.ab.ca/media/facts.asp.

Chamberlain, C. (2005, May 1). The Power in the Portal. Learning and Leading with Technology, 32(8), 25-27. (ERIC Document Reproduction Service No. EJ697377) Retrieved July 9, 2009, from ERIC database.

Coiro, J., & Dobler, E. (2007, April 1). Exploring the Online Reading Comprehension Strategies Used by Sixth-Grade Skilled Readers to Search for and Locate Information on the Internet. Reading Research Quarterly, 42(2), 214-257. (ERIC Document Reproduction Service No. EJ760264) Retrieved July 10, 2009, from ERIC database.

Darrow, R. (2005, March 1). Finding the Right Search Engine for High School Students: Information Seeking Strategies and the LMC Connection. Library Media Connection, 23(6), 36. (ERIC Document Reproduction Service No. EJ717623) Retrieved July 10, 2009, from ERIC database.

Johnson, D. (2005, May 1). Maintaining Intellectual Freedom in a Filtered World. Learning and Leading with Technology, 32(8), 39-41. (ERIC Document Reproduction Service No. EJ697382) Retrieved July 9, 2009, from ERIC database.

Kranich, N. (2007, January 1). Librarians and Teen Privacy in the Age of Social Networking. Knowledge Quest, 36, 34-37. (ERIC Document Reproduction Service No. EJ826939) Retrieved July 9, 2009, from ERIC database.

Netcraft. June 2009 Web Server Survey. Retrieved July 11, 2009, from http://news.netcraft.com/archives/2009/06/17/june_2009_web_server_survey.html

5630 Guest Leader – Dr. Larry Jacobs

5630 Guest Leader – Mr. John Percevault

Mr. John Percevault
District IT Leader
Lethbridge School District #51


John spoke to us today, and gave an overview of the work he's done within the Lethbridge School District over the past two years. Since starting with the district in 2007, there have been many significant changes. I would argue that the change has been revolutionary. He posed a question to us as he started to tell the story of "51".

Identify seven main events or key decisions that happened in District #51 from June 2007 to date. What were the decisions made to move the district forward?

He preceded to explain how he was interviewed and hired for this postion, and continued the narrative over the next two years. Because he works so closely with Barry Litun, it's not surprising to hear some similar things, but from a slightly more practical IT side.

1. First, there is a clear Vision from the Superintendent. Without this, nothing can follow. This was hilighted by John a number of times, and seems to be a central focus. There needed to be a unified vision throughout the school system. This allowed significant buy-in from the teachers as well. There are regular scheduled meetings to refresh the vision: the department keeps revisiting it. More than just the Superintendent's vision, this is a collaborative vision that came out of research into what the stakeholders were looking at - (teachers, admin, community). This lead to the white paper that John presented to us today. There was a dedicated committment to wanting external voices and a unique committee.
2. There was a physical centralization of technology and support.
3. There will now be equitable access to technology. It was important to recognize disparity and make all schools as equitable as possible.
4. There was a move towards building a shared funding framework.
5. A new trend was research into the "actual" inventory within the school board. There was a specific strategy and evergreening process for implementation.
6. There was a move to an AISI project with job-embedded time (ten half days per year). This meant there was systemic planning in place.
7. Aligning the technology infrastructure. (A concept John mentioned, but he did not include any detail.)

I think it was important to hear about this school board's story from another perspective. Although Barry and John work closely together, they have different roles and different responsibilites and each could offer his specific opinion.

My Pedagogic Creed

Through this initial examination of John Dewey's piece "My Pedagogic Creed" (1897), I hope to reaffirm and clearly articulate my own beliefs about Education. Although Dewey's work was published a full century before I entered into my own professional training, I am able to use his structure as a framework for my own statements. Dewey's piece has an overall feeling of dissatisfaction, however, I am encouraged by his message, and see the possibility of Education in the 21^st Century reaching and surpassing some of his stated and implied goals.

 

WHAT EDUCATION IS

I believe that education begins long before formalized instruction. Education takes place in the home, among the family and within the individual's community. Christensen, Horn, & Johnson (2008) indicate that "98 percent of educational spending occurs after the basic intellectual capacities of children have been mostly developed" (p. 148), before entering formalized kindergarten.  This means that schools and educators must respect the unique histories that each student brings with them, before entering the learning environment.

I believe that education takes place in any environment or situation that is meaningful and authentic. Education can no longer be relegated to a specific place or a specific time frame. Education does not stop at 3:30 on a Friday and resume at 9 am the following Monday.

I believe that the definition of education, as identified by Dewey, is somewhat limited as he only speaks of "the child", and not the learner or the individual (as I will attempt to do). However, many of his affirmations are applicable to 21^st century learners.

I believe that some technologies have the ability to respect each learners' individuality, and the dynamics of the group. Like Dewey, I too believe that "the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other" (1897). Communication Technologies allow users to maintain their individuality within a larger group. For example, an individual's voice may be lost in a crowd, but it can stand out when posted visually on an interactive discussion board.

 

WHAT THE SCHOOL IS

I believe that the school is a way to engage students in socialization. I believe that socialization and meaningful education can transpire when learners are exposed to an environment where all individuals are interacting in an authentic manner.

I believe that the school supports and encourages experiences and interactions with others, which can automatically happen within the community setting of a school. At times, these interactions can be persuasively encouraged by the teachers, but will continue to become more natural with time.

I believe that the school community should supersede the classroom community. Once outside of formalized schooling, individuals are rarely assigned to collective groups simply based on age. It is our experiences, our knowledge, our skills and our passions that help influence our social or professional networks. So too, schools should be permitted to encourage complex, mixed groups.

I believe that Dewey's ideal representation of school as "primarily a social institution" (1897) is now closer to reality than he could have predicted over a century ago. Because of newly available technologies, learners can now experience school as an extension of the home and workplace. For example, some individuals, who might not have had the opportunity in Dewey's time, are now able to participate in new learning experiences while creating a genuine sense of community.

 I believe that the school must be an authentic environment, with the same constructs the learner faces in everyday situation. To that end, the school environment should be conducive to emerging technologies, and to embracing change. In Digital Natives, Digital Immigrants (2001), Marc Prensky indicates that in "math, for example, the debate must no longer be about whether to use calculators and computers … but rather how to use them" (2001). As with calculators and computers a decade ago, so too will the debates turn to cell phones, hand-held devices, and other technologies yet to be imagined.

 

THE SUBJECT-MATTER OF EDUCATION

I believe that material needs to be presented and referenced in context. So the learner can make meaningful and lasting connections, the subject matter must be seen in a relevant and contextually appropriate way.

I believe that formal, traditional subjects (such as Literature, Mathematics, Science) need to be given appropriate respect, but are essentially artificial ways of dividing and compartmentalizing knowledge and understanding. Having a specific class period dedicated to language skills, or scientific experimentation discounts the organic nature of our society and environment. Specific subject cannot be adequately explored out of context.

I believe that Dewey's criticism of subject-specific learning lends itself to this argument. He states that "It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced" (1897).

I believe that some materials should be presented in primary form: that is, without historical constructs. Learners should be allowed to explore and experiment with raw materials or raw data to come to their own conclusions. Subject-matter experts (researchers, scientists, critics) need to be appropriately acknowledged for their contributions, but learners should have pleasure and advantage of discovering something new.

I believe that technological advancements are starting to permit these cross-curricular ideas to prosper. Teachers can use technology resources to interact with colleagues and establish and plan out lessons and modules across subject areas. Information and media literacy is becoming a mandatory component of math and science courses, and students will benefit from learning these skills in context.

 

THE NATURE OF METHOD

I believe that all students learn better by being actively involved, although this takes different forms for each individual. For some learners, activity means reading, listening and processing the information in an individual way. For others, activity includes research, inquiry and exploration. Still others require physical manipulation and movement to become involved.

I believe that every individual learns in a different way. Christenson et al (2008) exemplify this belief, and pair it with the benefits of technological advancement: "A key step toward making school intrinsically motivating is to customize an education to match the way that each child best learns. … To introduce customization, schools need to move away from the monolithic instruction of batches of students towards a modular, student-centric approach using software as an important delivery model" (p. 10).

I believe that Dewey's concept of imagery is broader than visual literacy as we now understand it. His concept of imagery indicates that he believes "that the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with regard to it" (1897). This is more than looking at images or media. To me, this concept parallels understanding. If a learner can come to know and understand a new concept without any hesitations, they have successfully created the image of that concept. Technology can be useful in this context, because it allows for multiple means of representing and identifying these images.

 

THE SCHOOL AND SOCIAL PROGRESS

I believe that education is the primary means of achieving social progress and change. Through an awareness of current societal conditions, learners are exposed to authentic, meaningful and memorable experiences.

I believe that Dewey's understanding of the world was limited and localized: he was describing his world and his environment, but no more. Throughout, he makes reference to society, but understanding the context of his Creed (published in 1897), he did not look to a community or culture outside of his own. Technology has allowed us to physically visit societies and cultures in a way that wasn't possible in the Nineteenth Century. This has caused a significant change to our own society, as we experience the effects of multiculturalism every single day. No longer can we discuss our "race" or our "society" as Dewey did.

I believe that new technologies have been instrumental in allowing us to actively communicate and network with others across the globe. Not only has this permitted cross-cultural sharing and understanding, but it has allowed learners to view their own society and community in a new light. These new perspectives afford learners the opportunity to reflect on their own situations.

I believe, finally, that the learner must not become complacent. As Dewey was unnerved by constraints of (then) current educational practices, so too should 21^st Century learners be concerned with the state of our own institutions. By constant reflection on our own practices and adaptation to changing circumstances, we can honour the work of all Educators, and their pedagogical beliefs.

 

References 

 

Christensen, C., Horn, B. & Johnson C. (2008). Disrupting Class: How Disruptive Innovation Will Change the Way the World Learns. McGraw Hill, New York, NY.

 

Dewey, J. (1897). My pedagogic creed. School Journal, 54, 77-80. Retrieved July 7, 2009, from http://dewey.pragmatism.org/creed.htm

 

Prensky, M. (2001). Digital natives, digital immigrants.
On the Horizon, Vol. 9 No. 5. Retrieved July 7, 2009 from http://www.marcprensky.com/writing/

5630 Guest Leader – Dr. Don Knezek

Introduction to ISTE
National/International Leadership
Guest Leader: Dr. Don Knezek, CEO, International Society for Technology in Education (ISTE) via Video Conferene


Focused Reflection: What continuity do you see between some of your readings, other presentations, and this presentation?

• Salience (Why is IT in education important to this person?)


• Outcomes (What are the specific IT in education outcomes sought through your organization?)


• Processes (What processes are used to achieve the outcomes?)


• Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)

5630 Course Workplan

Pre-Work	SKILLS SURVEY	0%	Due Sunday, May 30. Completed. Online Survey
Assignment 1	BACKGROUND AND INTEREST	5%	Due Sunday, May 30. Completed. Submit to Maurice
Assignment 2	CHARACTERISTIC OF AN EFFECTIVE IT LEADER	15%	Due Friday, June 26. Completed. Post to Blog / Submit to Maurice
Assignment 4	IT PROPOSAL (BACKGROUND AND SALIENCE)	20%	Due Monday, July 13. Have it done Monday night. Submit to Maurice
Assignment 3	PRESENTATION OF READINGS	15%	Due Friday, July 17. Have it done Thursday Night. Present in Class
Assignment 5	IT PROPOSAL WITH BUDGET	30%	Due Monday, July 20. Have it done for Monday. Submit to Maurice
	PARTICIPATION IN DISCUSSIONS	15%	Ongoing (July 6 – 17) Every Day. Participate in Class

5200 Course Workplan

Assignment 1	PEDAGOGIC CREED	10%	Due Wednesday, July 8th. Have it done Wednesday Night. Post to the Moodle Discussion
Assignment 2	DIGITAL STORY	13%	Due Friday, July 1oth. Have it done Thursday Night. Post to Moodle Discussion
Assignment 3	ARTICLE REVIEW	10%	Due Tuesday, July 14th. Have it done Monday Night. Post to the Moodle Discussion / Present in Class
Assignment 4	WORKSHOP	15%	Due on Thursday, July 16th. Have it done Wednesday Night. Post to the WIKI / Present in Class
Assignment 5	ISSUES VIDEO	20%	Due on Friday, July 17th. Have it done for Friday. Work throughout next week (July 13-17)
Assignment 6	COMMISSIONED ACTIVITIES	32%	Due on Friday, July 24th. Have it done for Friday. Work on this from Calgary (July 20-24)

5630 Guest Leader – Reflection

5630 Guest Leader – Superintendent of Schools

What continuity do you see between some of your readings, other presentations, and this presentation?

• Salience (Why is IT in education important to this person?)
  
• Outcomes (What are the specific IT in education outcomes sought through your organization?)
  
• Processes (What processes are used to achieve the outcomes?)
  
• Characteristics (What are some of the characteristics of IT Leaders that make them effective in achieving their goals?)
  

5200 Assignment 1 - My Pedagogic Creed

Overview
Please read John Dewey's famous 1897 essay "My Pedagogic Creed" and then create your own pedagogic creed.

Procedures
1.Read the following article.
http://dewey.pragmatism.org/creed.htm

2.Using the headings in Dewey's article, write your own pedagogic creed, making clear your opinions and beliefs around those issues. You should also state where you agree and where you disagree with Dewey more than 100 years later. Also include your thoughts on how technology links to your pedagogic creed.

3.There is no length or style expectations per se but if you create a document, a couple of pages should do it. I don’t mark for length but for ideas and thoughtfulness and your ability to communicate that.
Submission

This assignment will be posted to the class discussion forum (could be pasted inside the message area, attached as a file, or as web page link:
Class Discussion Forum

5200 Expectations - Word Cloud