60 Seconds on the Internet #edtech #infographic

This is a great infographic that I came across in Google+ and wanted to share:

Infographic by- Shanghai Web Designers

You can view the web page here:

http://www.go-gulf.com/blog/60-seconds

Shared Evernote notebook

I finally took the time to figure out how to share an Evernote notebook this morning. Here is the link to my EdTech Articles notebook. It seems pretty neat. It looks like you can even subscribe to the notebook via RSS. Then as I add new articles they will show up in your reader.

When you go to the link you can also sort by tags. So if you want to look at all of the BYOT articles that I have collected you can just pick that tag and there you go.

Pretty neat stuff!

Here is the Evernote blog post that I used to help me get this setup.

New look and feel for Google products #googleapps

Hello Apps EDU Administrators,

Google is rolling out a new look and feel (http://googleblog.blogspot.com/2011/06/evolving-google-design-and-experience.html) across Google’s products, and these interface changes will also be released to Google Apps services, such as Gmail, Calendar, and Docs, over the next months. Following is information about the new rollout and steps to take for your account.

How will this affect my Google Apps users?

We’ll release interface update an ongoing basis initially to consumers, with some services offering an opt-in/opt-out option for Google Apps users, before the changes become permanent for all users. For example, you can start to preview the new Gmail look this week.

The rollout will follow the Google Apps Release Track process (http://whatsnew.googleapps.com/release-tracks). Administrators can choose the Rapid Release track to move to the new look at the roughly same time as consumers. Or they can choose the Scheduled Release track to receive changes later and take more time to prepare for the transition.

What do I need to do now?

See what’s new: The first updates to Gmail (http://gmailblog.blogspot.com/2011/06/preview-of-gmails-new-look.html) and Calendar (http://www.google.com/support/calendar/bin/answer.py?answer=1351806) were released this week. We encourage you preview the new look over the next few weeks to gain familiarity with upcoming changes. See the What’s New (http://whatsnew.googleapps.com/new-look) site for instructions.

Review your current release track settings. Administrators who choose the Scheduled Release track will have more time after the Rapid Release date before changes become available to their users. Depending on your needs you may want to update the release track setting your Google Apps Control panel. (http://whatsnew.googleapps.com/choose-release-track)

How can I keep up to date?

On the Google Apps What’s New site (http://whatsnew.googleapps.com/new-look), you’ll find information about the release process, and instructions on how to try the new designs for Gmail and Calendar. We’ll keep this site up to date with information on the new look, how to give feedback, and resources for you and your users.

Sincerely,

The Google Apps Team

You have received this mandatory email service announcement to update you about important changes to your Google Apps account.

Google Inc. 1600 Amphitheatre Parkway, Mountain View, CA 94043.

©2011 Google and the Google logo are registered trademarks of Google Inc.

What IT departments can learn from Braveheart #edtech #iste11

I have to admit I am a fan of the movie Braveheart. If you have seen it you know there are quite a few notable quotes in the movie. One of the quotes that has always stuck with is this one:

"There's a difference between us. You think the people of this land exist to provide you with position. I think your position exists to provide those people with freedom. And I go to make sure they have it." - William Wallace to Robert the Bruce

The more I think about this quote I think it can apply perfectly to an IT department. While not always the case today, all to often IT departments have the idea that they need to lock down their network, and serve as the police of the network. I know. I have been there. And I am ashamed to say I have put processes in place to lock things down. However, I have seen the light. And I am working hard to get us out of the police business. If you take out the word 'land' in the above quote an replace it with network, it really hits home.

"There's a difference between us. You think the people of this network exist to provide you with position. I think your position exists to provide those people with freedom. And I go to make sure they have it."

The network doesn't exist to provide the IT department with jobs. It also doesn't exist so that we can limit its use. The network is there to support creativity and innovation, to allow collaboration and communication, and to facilitate data analysis and problem solving. The network is there to provide freedom. And our IT departments are there to make sure we have it!

What are the key factors that make PD successful? #edtech

How would you have answered the above question?

I came up with four key factors that need to be addressed.

1)Awareness

Teachers/Administrators have to be aware of what tools are available. If they aren't aware of the tools it is hard to get them into PD. Everyone is so busy if there isn't a hook then there isn't a reason to give up time. If they have a basic idea of what their kids can do with a specific tool, then they will make more of an effort. We have to find ways to create more awareness of what is available.

Here is how we are trying to address this: We have built a better social media presence. We want to use marketing to our advantage and take the information to the masses. There are so many different networks and everyone has their own favorite. We want to get our message out there in whatever medium they are using. We are using a blog to post daily tech tips, as well as advertise services. Our blog posts feed into our Twitter and Facebook accounts. We also use YouTube to post video announcements, screencasts, and workshop recordings.

2)Time

Have you ever heard how teacher's can eat faster than anyone else? This is because they have such crazy schedules during the day, they hardly have time to eat lunch! And at the end of the day they want to get home to their families just like everyone else. So the question is: When do they have time for PD. You can pull them during the day and cover their class with a sub. But there are already so few days of instruction in our age of high stakes testing.

Here is how we are trying to address this: We are trying to offer PD through multiple mediums. We are still doing face-to-face workshops, but we are trying to offer more workshops at different locations to make it easier for different groups to attend. We are recording as many sessions as possible and making them available via YouTube. We are using some of those recordings to help build online courses through Moodle. And we are just now working to allow virtual attendance to workshops/meetings through Big Blue Button.

3)Relevance

Just like our students want to know why it is important for them to learn a topic (ie. Geometry), so too do our teachers. We have to take time to show them how a tool can benefit them in their classroom. And what their students can create with it. I think in technology we often get tied up in the stuff (the devices, the tools, etc.) rather than the skills. We tend to create workshops on specific devices rather than what these devices allow a student to learn/achieve. We tell our teachers that they shouldn't be teaching the technology, they should be teaching with the technology. But I fear too often we don't follow our own instructions. Some of us really need to actually see a lesson that has the tool built in. Or at least see an example of what students can do with it. We also need to show how the standards are tied together, and how the technology supports the other standards.

Here is how we are trying to address this: We are trying to do a better job of breaking down the Technology Applications TEKS and making everyone more aware of how the tie into everything else. We are trying to make our PD about skills rather than stuff. Instead of teaching a session on how to use Google Docs, we are teaching a session on collaboration where Google Docs is just one of tools covered. By focusing on the skills I think we also pull in a bigger audience. Someone might not know what Google Docs is, but they may know they want to get better at collaborating. We are also trying to work more closely with our curriculum counterparts in order to present more of a unified front where everything is aligned and supported in example lessons. Here a link to our summer PD advertisement.

4)Support

We need to properly support our teachers/administrators after we train them. With all of the budget cuts across the nation this will become harder and harder. So we must innovate, and find a way to still provide support. Part of support is also building the right type of environment for them to work in. It is often noted that kids aren't afraid to break technology and that is one of the reasons why they are so comfortable with it. They are willing to try it and if they fail, they try it differently the next time. They aren't worried about breaking it. Many adults are worried they will break it. And they don't want to fail. So we must build a supportive environment where it is ok for them to fail. Another aspect of support, is the support that students can provide. Students are our best resource! We shouldn't be afraid to let them help us!

Here is how we are trying to address this: We are working to build a team of teachers at each campus that will be part of a support team. This team won't be focused as much on tools, as it will on skills. But they will be the primary support team for the campus. They won't receive a stipend or any rewards other than recognition for being a leader. We want them to be passionate about what we are doing. We believe passionate people will make our message contagious. By having a group instead of a single contact (as we have had in the past) we hope to give teachers multiple options to find someone when they need help. In our professional development sessions this summer we hope to encourage failure! Yes, we want people to fail. We want them to understand that it is ok to fail with us. And that we will be there to help them out and give them some options to try the next time. We are also working to bring in students to help present in each of our workshops. We want our teachers to see that our amazing students can teach us too!

These are the key factors that I see affecting PD. I am sure I have missed many others.

What are your thoughts?

Copyright Friendly Image Sources #edtech

Google Doc link: http://bit.ly/lf5klr

Copyright Friendly Image Sources

You may still need to attribute the source!

Creative Commons Search Engine
http://labs.creativecommons.org/demos/search/
Please note that search.creativecommons.org is not a search engine, but rather offers convenient access to search services provided by other independent organizations. CC has no control over the results that are returned. Do not assume that the results displayed in this search portal are under a CC license. You should always verify that the work is actually under a CC license by following the link. Since there is no registration to use a CC license, CC has no way to determine what has and hasn't been placed under the terms of a CC license. If you are in doubt you should contact the copyright holder directly, or try to contact the site where you found the content.

Google Images - Using Advanced search (with usage rights)
images.google.com
Verify the license type, you still may need to attribute the author based on the type of license.

Flickr
http://flickr.com/creativecommons
Creative Commons licensed photo search through Flickr:
Attribution means:You let others copy, distribute, display, and perform your copyrighted work - and derivative works based upon it - but only if they give you credit.
Noncommercial means:You let others copy, distribute, display, and perform your work - and derivative works based upon it - but for noncommercial purposes only.
No Derivative Works means:You let others copy, distribute, display, and perform only verbatim copies of your work, not derivative works based upon it.
Share Alike means:You allow others to distribute derivative works only under a license identical to the license that governs your work.

Yale
http://discover.odai.yale.edu/ydc/
The Gallery is making the Materials available for limited non-commercial, educational, and personal use only, in accordance with the fair use provisions of the copyright laws. Users may download these files for their personal or educational use, subject to any additional terms or restrictions, which may be applicable to the individual file or program. Users must cite the author and source of the Materials as they would material from any printed work, and the citations should include the URL "http://artgallery.yale.edu" in addition to all copyright and any proprietary notices contained on the Materials. Any use of the Materials that does not qualify as fair use is subject to the Gallery's prior written approval, and the user must request and receive such approval prior to any use. Copying or redistribution in any manner for commercial use, including commercial publication, or for personal gain is strictly prohibited, without the express prior written permission of the Gallery or the relevant third-party rights holder, as the case may be.

Pics4Learning
www.pics4learning.com
Pics4Learning is a copyright-friendly image library for teachers and students. The Pics4Learning collection consists of thousands of images that have been donated by students, teachers, and amateur photographers. Unlike many Internet sites, permission has been granted for teachers and students to use all of the images donated to the Pics4Learning collection.



MorgueFile
http://www.morguefile.com/
You are free:

• Remix — to adapt the work.
• Commercial — to use this work for commercial purposes.
• Without Attribution — to use without attributing the original author.

Under the following conditions:

• Stand alone basis — You can not sell, license, sub-license, rent, transfer or distribute this image exactly as it is without alteration.
• Ownership — You may not claim ownership of this image in its original state.
• Any of the above conditions can be waived if you get permission from the contributor.
• Nothing in this license impairs or restricts the author's moral rights.

StockXChng (now part of Getty Images)
www.sxc.hu
You may use the Image(s)

• In digital format on websites, multimedia presentations, broadcast film and video, cell phones.
• In printed promotional materials, magazines, newspapers, books, brochures, flyers, CD/DVD covers, etc.
• Along with your corporate identity on business cards, letterhead, etc.
• To decorate your home, your office or any public place.

Always ask permission from the photographer if you want to use the Image

• In website templates that You intend to sell or distribute.
• For creating printed reproductions that You intend to sell.
• On "print on demand" items such as t-shirts, postcards, mouse pads, mugs (e.g. on sites like Cafepress), or on any similar mass produced item that would contain the Image in a dominant way.

Wikipedia
http://commons.wikimedia.org/wiki/Main_Page
The Wikimedia Foundation owns almost none of the content on Wikimedia sites — it is owned by the individual creators. However, almost all may be freely reused without individual permission according to the terms of the particular license under which it was contributed to the project, but some licenses may require that the original creator be attributed. You do not need to obtain a specific statement of permission from the licensor (unless you wish to use the work under different terms than the license stated).

Digital History
www.digitalhistory.uh.edu/images.cfm
This site links to many other collections. Each individual collection has its own copyright rules, but many only require proper attribution of the work used.

NASA
http://www.nasaimages.org
A credit line should be used in connection with the images and should read "NASA/courtesy of nasaimages.org."

If the NASA images obtained from NASAIMAGES.ORG are used for commercial purposes (including advertisements or packaging), such use may not suggest, either explicitly or implicitly, that NASA endorses any commercial goods or services.

NOAA
www.photolib.noaa.gov
Most NOAA photos and slides are in the public domain and CANNOT be copyrighted.

There is no fee for downloading any images on the NOAA Photo Library. Educational use is encouraged as the primary goal of the NOAA Photo Library is to help all understand our oceans and atmosphere so as to be better stewards of our environment for future generations.

A few photos in the NOAA Photo Library that are known to have copyright restrictions are so noted in the caption information associated with those images.

Credit MUST be given to the National Oceanic and Atmospheric Administration/Department of Commerce. Where a photographer is noted, please credit the photographer and his/her affiliated organization as well.


FreeFoto.com
www.freefoto.com
1) ANYONE, by which we mean commercial and non-commercial alike, can use FreeFoto.com images in an online setting, providing they provide attribution to the image and a link back to FreeFoto.com (either the image or the main site). This license allows blogs, social networking sites and use in emails, just to name a few, providing they provide the required attribution, this includes sites that pay people to write, carry advertising or are selling and promoting products. The only requirement the attribution and link back.

2) Under the Creative Commons license for non-commercial, no derivatives, attribution license (http://creativecommons.org/licenses/by-nc-nd/3.0/). This provides for use in any media providing it is not for commercial purposes and they are not making a derivative image or gallery. This allows use such as for an artist to paint based on one of our images, provided they don't sell the painting, or to be used in school work or college projects.

Digmo
http://www.digmo.co.uk/photo/free-creative-commons-photos-for-education/
Creative commons license applies. You must attribute the author.

Custom List
https://sites.google.com/site/freetoolsoutthewazoo/copyright-friendly-images

Where is the bailout for Education? #txlege

A colleague shared a thought with me earlier today, and it has been bothering me ever since. The thought was: Why was our country willing to bail out for-profit organizations (which were mismanaged until it was impossible for them to recover) but when it comes to non-profit educational institutions, the coffers are empty?

Why is it that companies like GM and AIG were worthy of our tax dollars, but not education? Why are companies that were giving out millions of dollars in bonuses (while being bailed out) seen in a better light than education? Are these companies really more critical to the success of our state (and nation) than educating our children? I struggle to see the logic here.

Consider the following facts (as shared here by Michael Gilbert of White Oak ISD):

"The fact is, the US Education System ranks 20th in the world, according to the United Nations Education Index"

• The combined population of the nineteen countries ranked higher that the US are not equal to the population of the USA.
• Only seven of the countries ranked higher that the US have a population greater than New York City.
• Only five of those countries have a population greater than the State of Texas.
• None of the countries ranked above the US are regularly mentioned as economic rivals the US.
• Japan ranks #34, China ranks #97 and India ranks #145.

"One of the most often heard complaints is that the increase in expenditures has not resulted in an increase in results. Although there has been an increase in total dollars spent on Texas Education, there has not been a significant increased in the cost per student. Texas adds 85,000 new students to the rolls every year."

Now consider this (as posted here by Spring Branch ISD):

In 2005, state property taxpayers were told by the Texas Legislature that their property taxes would be lowered and that the funding loss to our schools would be made up through other taxes or revenue sources, including a new business or "margins" tax. That promise to make up for the funding loss has not been kept. The Texas Legislature must honor its commitment and restore this funding.

In 2006, the state froze school district revenue at the 2006 level. Since that time, in order to fund basic inflationary cost increases, including cost-of-living increases for our teachers, SBISD has made difficult non-campus reductions and used its savings to limit the direct effect on our classrooms.

Yes, education spending has gone up over the years, but as Mr. Gilbert pointed out that is largely due to the number of new students enrolled in the educational system every year. In other words: spending has not gone up over time due to mismanagement or wildly extravagant purchases. Nobody is getting million dollar bonuses, and as Spring Branch ISD pointed out, Texas hasn't even allowed for a cost-of-living increase since 2006. Furthermore, the current fiscal problem in Texas was created, not by the local education agencies, but by a poorly thought out tax reform.

Where is all the fat in this system? I can't seem to find it. At this point the only thing left to cut will be crucial programs that are vital to the success of instruction. And when we do that we hamstring our state (and nation). We will literally cut the feet out from underneath ourselves. How can we let this happen?

I leave you with one final question: Does it make sense that we should prioritize GM, AIG and other big businesses over our educational system? My answer is NO!