Open Source Software: Is It the Best Option for Schools?

           Funding has been an issue for schools for as long as I can remember.  I come from a family of educators, so I have always heard talk of the woes of educational funding.  Although our society is engulfed in technology, and we are expected to use it in the classroom--forget the fact that we want to be able to use it during instruction--we still are not provided with the funding to make devices and programs readily available for our students.  Schools have to plan to use funding efficiently and effectively in order to make the most of the monies we do have budgeted for technology.  In some cases, this requires schools to be creative with their purchases.

            In chapter 10 of the text, Educational Leadership and Planning for Technology, Picciano (2011) describes many types of software programs available for schools.  He explains that there are two factors to consider when choosing software.  One factor is that application software developed by school district personnel can continue to be used years after its effective life cycle.  The other factor is that commercial software that has been purchased will eventually reach a point when it is no longer supported by the hardware as it is updated. This requires schools to make informed decisions regarding software purchases, as most schools cannot afford to update hardware and software at the same time.  One option for software programs is open source software (OSS).  

Open source software is often appealing to schools because it is free to use.  According to an article written by Techopedia Staff, open source software has a source code that is available for everyone to see.  It is not copyrighted, so it has an open source license which gives everyone the ability to share, modify, or distribute versions of the software.  The article goes on to say that most all companies—even Apple—have contributed to open source software simply because it has become expected from the consumers.  Many businesses have chosen to use open source software in order to reduce costs (Techopedia, 2012). 

An article posted on The Guardian website, described several advantages to using open source software in schools.  Although savings in cost is a major attraction to using OSS, another purpose for schools to use open source software is to have the ability to adapt the software to meet their own needs.  The services offer online technical support through forums, providing users with support.  The software can also provide schools with a virtual learning environment.  Using open source software could possibly even allow schools to cut electricity bills by switching from broadband to cloud-based servers (Morrison, 2013).

Open source sounds like a perfect option...but, as we all know nothing is perfect. There are some disadvantages to using open source software.  Some of these disadvantages are listed on CIO Insight, a technology news website.  While the cost-cutting effects of using open source software is one of the main attractions of OSS, it’s not always entirely free.  There can be implementation, administration, and/or support costs for running the software.  Another disadvantage--and arguably a major one--is that in order to benefit from the flexibility of open source software, schools may have to hire additional IT personnel who can understand and/or rewrite source codes.  Since programs and software are constantly being updated, it may be difficult to distinguish which open source program(s) will be compatible with your existing proprietary platforms.  Sometimes, OSS projects simply end due to programmers leaving or finding new projects, and if they do not end no one is obligated to help you so you may not receive tech support, either (McCafferty, 2013).

Schools are always looking to find ways to provide students and teachers with the tools they need, and sometimes these tools are not included in the budget.  Open source software is a great option for schools, but just like anything else used at school there should be some planning involved.  The software needs to be researched and piloted to ensure that it fulfills the needs of the school(s).

Click here to see the presentation "Five Pros and Five Cons of Open Source Software".

References

McCafferty, D. (2013).  Five pros and cons of open source software.  Retrieved from
http://www.cioinsight.com/it-strategy/infrastructure/slideshows/five-pros-and-five-cons-of-open-source-software  

       

Morrison, N. (2013).  Technology in schools: Saving money with cloud, open source and   consortia. Retrieved from http://www.theguardian.com/teacher-network/teacher-blog/2013/feb/21/technology-cost-savings-school-cloud-open-source

Picciano, A. G. (2011).  Educational Leadership and Planning for Technology (5^th ed., text).  Boston: Pearson.

Techopedia Staff (2012).  Open source: Is it too good to be true? Retrieved from             http://www.techopedia.com/2/28968/software/open-source-is-it-too-good-to-be-true

Using Databases for Data-Driven Instruction

           As teachers, we strive to provide our students with the best we have to offer.  We want them to be successful, active contributors to society.  In order to provide them with the best education, we must know what is best for them in regards to instruction.  In order to do so, teachers must be able to identify the students’ individual needs.  Identifying student needs requires assessment data.

            Some people think the term “data-driven” has become synonymous with standardized assessment.  In recent years, the term standardized assessment has become somewhat of a derogatory term.  There have been some school systems known to “grade” their teachers based on their students’ test scores.  If the students do not perform, the teachers no longer have a job (Watters, 2013).

            Data-driven decision making can be defined as “making the use of data analysis to inform when determining courses of action involving policy and procedures” (Picciano, 2011, pg. 65).  In order for schools to use data analysis to make decisions, they must be able to access to the data.  For some school districts this is a difficult task.  Many of the databases schools use are outdated, and are not easily accessible, nor able to update student information.  Schools must be able to make database changes in order to efficiently apply data-driven decision making within instruction.

            The BBC website offers a list of reasons to use a database.  These reasons include quick and easy access to information that can be stored in large amounts, taking up little space; simplicity in searching information, adding new data, and deleting old data; “multi-access” meaning more than one person can access the data at a time; ability to merge with other applications; and security (BBC, 2014).  Depending on the database program a school uses, there can be a wealth of information available for faculty and staff.  One way schools can use databases is to compile students’ personal information such as parental/emergency contact information, attendance, medical concerns, and identification through special programs such as Special Education.  Through programs such as Caspio’s online database system, schools can track test scores and share student progress which encourages parent participation and communication.  Schools are able to gather feedback, as well as share documents between faculty members (Caspio, 2015).

            There are some concerns with using Internet-based or cloud-based data systems.  In a blog written by Audrey Watters discussing student data infrastructure, she points out concerns with privacy and security in the cloud.  She specifically points out that there is no guarantee of security of the information stored in the system.  The main concern appears to be with the amount of information available to third-party providers, such as textbook companies.  The article goes on to discuss the security measures the infrastructure company has in place in the cloud-based system, stating that users do have control over who has access to the data and to what particular data they do have access (Watters, 2013). 

            The bottom line is, in our digital age, as companies are finding more ways to provide security people are finding more ways to breech security.  There will never be a digital security that is 100% successful.  All any one of us can do is offer our best efforts to provide as much privacy as possible.

            Data-driven decision making is a key piece to the educational puzzle.  In order to provide students with personalized instruction, teachers must have the information regarding their students’ needs.  Schools need to be able to provide teachers with access to this information in an organized, useful manner.  This means schools will need to update and analyze student assessment information on a regular basis.  To do this efficiently, schools will need the aide of databases.  

For more information on using data in schools, visit the following links on the Technology Alliance Website:

                                                          Top Ten Uses of Data in Schools
                                                                              Paradigm Shift to Data-Driven Decision Making

                                                          Making the Case for Data-Driven Decision Making

                                                          Considerations for Data Analysis

                                                          Attributes of Districts That Make Wise Use of Data

References

BBC (2014).  Why use a database? Retrieved from 
            http://www.bbc.co.uk/schools/gcsebitesize/ict/databases/2databasesrev4.shtml

Caspio, Inc. (2015).  Online database tools for education. Retrieved from 
            www.caspio.com/customers/industries/online-database-education.aspx  

Picciano, A. G. (2011).  Educational Leadership and Planning for Technology (5^th ed., 
            text).  Boston: Pearson.

Watters, A. (2013).  Building a student data infrastructure: Privacy, transparency and the 
            gates foundation-funded inbloom. Retrieved 
            from http://hackeducation.com/2013/02/10/inbloom-student-data-privacy-security-
                transparency/

Technology Integrated Lessons: Who Are You Planning For?

Planning…when teachers think of planning, the first thing we usually think of is lesson planning—what we are going to teach, and in what time frame we are going to teach it.  The next step of planning, after deciding what we are going to teach, is how we’re going to teach it—the presentation.  There is much more to planning a lesson than finding a book on a topic and making some copies. 

To begin planning a lesson, especially one using/integrating technology, teachers should consider the students they are planning to teach.  Are they primary, elementary, middle, or high school students?  Are there students with IEPs (Individualized Education Plans) in the class?  Are there more girls than boys in the room or vice versa?  All of these factors must be taken into consideration in order to plan a lesson focused on student engagement and learning.

To what grade level is the lesson going to be taught? 

The world we live in today is rich in technology.  Our students and children have been deemed “Digital Natives”.  They are growing up in a digital-based society.   Technology is almost an inborn characteristic—children are exposed to it almost immediately.  We've all seen babies playing with their mother’s phones or tablets while in a waiting room.  I myself am guilty of giving my children technology to keep them quiet!  There are some experts who do not believe that technology is appropriate for younger students/children.  Setzer and Monke in an issue of Education and Technology: Critical and Reflective Practices stated their opinion that computers should only be introduced to students when they are in high school—specifically after puberty—because it is at this point in their intellectual maturity that the “forced thinking” caused by the technology is not damaging to the student’s development (Setzer & Monke, 2001).  Picciano points out that while older students are more likely to make use of technology based on the curriculum, such as computer literacy courses and career readiness skills, that Papert (who studied with Piaget) believes students as young as ages 7-11 can benefit from using technology because their logical thinking begins around that age range.  He also argues that student readiness is a moot point because parents have most likely already allowed the students to have and/or use technology (Picciano, 2011).   Teachers should use professional judgment regarding student readiness when planning lessons implementing technology.

Will the lesson be presented to students with special needs?

Technology can be very beneficial for students with special needs.  “Technology is now being used by children who have difficulty learning through conventional means” (Picciano, 2011 pg. 40).  Assistive technology is available for students with vision, hearing, or mobility impairments as well as learning disabilities.  Although access to these devices may be limited, and they are often expensive, there are grants and programs available to help schools acquire some of these devices (Picciano, 2011).  When planning lessons for students with special needs, teachers need to be familiar with the resources available for these students.  See the list of links for assistive technology for sources of devices, funding, and support. To see assistive technology in action, take a look at the video below.

  

Is the lesson being planned for boys or girls?

For many years, there has been a vast difference between the number of boys and girls in science, math, and technology career fields.  Although research shows that the gap is closing, there remains a distinct difference between males’ interest and females’ interest in technology (Bae & Smith, 1997).  “Whereas technology performance research comparing gender differences has been inconsistent, research comparing gender attitudes is more consistent" (Picciano, 2011).  In other words, as with most aspects of life, boys and girls like different things.  In the case of technology usage, it appears that boys play more computer games than girls, and more girls use social networking than boys.  When planning lessons involving technology, teachers need to be aware of the issue regarding gender differences, and avoid using resources involving stereotypical depictions (Picciano, 2011).

Teachers have many factors to take into account when planning a lesson.  We must be purposeful in our planning, not just plan technology integrated lessons for the sake of using technology.   Teachers should always take the needs of their students into consideration when planning lessons.      

References

Bae, Y., & Smith, T. (1997). Women in mathematics and science. National Center for Education Statistics, no. 11 (NCES 97-982).  Retrieved from http://nces.ed.gov/pubs97/97982.pdf

Picciano, A. G. (2011). Educational Leadership and Planning for Technology (5^th ed., text).  Boston: Pearson.

Setzer, V. W. & Monke, L. (2001). An alternative view on why, when, and how computers should be used in education.  Education and Technology: Critical and Reflective Practices.  Retrieved from www.ime.usp.br/~vwsetzer/comp-in-educ.html

Education and Social Media

Most everyone participates in some type of social media these days—even my mother-in-law has a Facebook page, and she’s in her 70s!  And I would be willing to say that these people have a love-hate relationship with social media.  Personally, I joined Facebook as a means to keep in touch with friends and family that live in other cities and states.   That’s the “love” aspect of it—being able to talk to people we don’t get to see that often, seeing pictures and funny posts.  Now to the “hate” aspect of social media—and we’ve all been there!    We either read a status update that makes us angry, or post a status to relieve stress.  Either way, it starts a posting frenzy where everyone feels their OPINION is correct.

I could say this is true for almost any post I read about Common Core Standards.  They typically make me angry.  I have many friends that post their frustrations with Common Core due to how their child is being taught math.  Below is a screen shot of a conversation that took place on one of my personal friend's Facebook page.  

I began a reply, but decided not to comment.  There was some strong language used, and I knew that anything they said would only make me angry, which is silly because all of their comments simply come from a lack of understanding.  No one has explained the "Common Core" process to them, so naturally they are frustrated.  The reoccurring complaint seems to be the number of steps and/or ways to complete a math problem.  Parents want to know why they can’t “just solve it”.  I have to constantly remind myself that their frustrations are due to a lack of knowledge about Common Core.  They hear what other people are saying, and haven’t talked to teachers themselves.  I once commented on a post to explain that students are asked to show all the steps of a math problem because we want the students to understand the “WHY” of math, not just the “HOW”.  I continued to explain that they would learn the algorithm—what they refer to as the “traditional way”—eventually.  Just as there are fundamentals in sports, there are fundamentals in math.  You must learn and understand the fundamentals before you can move on.

This school year, I had a parent ask me if we teach Common Core math.  Once I clarified what she was specifically asking about, I explained to her that we are simply teaching them problem solving strategies.  For example, when adding two digit numbers, we break the numbers apart into tens and ones.  Add the tens, add the ones, and then add them back together.  She said, “Well that makes sense!” 

And as for the question of “Why do they teach them 15 different ways to solve the problem?” there is a simple answer.  Education has evolved.  We, as educators, have discovered that students learn in more ways than one, and we do our best to accommodate students’ needs.  I believe I remember the complaint “What difference does it make how they do it, if they get the right answer?” when I was in elementary school. 

Parents simply want what is best for their kids.  As a parent and a teacher I can use social media to help parents understand the “hows and whys” of my teaching style.  As a professional, when I enter a conversation I should “analyze, discern, inform, and participate” (Hicks, 2012, pg. 144).  As stated in chapter 7 of Crafting Digital Writing, “social network posts are often first draft thinking in final draft form” (Hicks, 2012, pg. 147).  One must take care in what words they use, as well as complete any revising and editing before the message is sent.  Hicks also states that social media provides us with opportunities to produce content for wider audiences; therefore, the ability to reach more people (Hicks, 2012, pg. 154).  Perhaps we can find yet another positive method to use social media—as a way to extend our classrooms to the outside world.  

For more information on how to use social media in the classroom, visit edutopia and check out the article A Guidebook for Social Media in the Classroom.  The University of Phoenix also published an article How Teachers Can Use Social Media in the Classroom.  PBS discusses the pros and cons of social media in the classroom in the article Should Teachers be Using Social Media in the Classroom.

References:

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

Portsmouth, NH: Heinemann.

Audio & Video Texts

This module has brought new meaning to feeling like “a fish out of water”.  I have always thought that people who can film, edit, and mix video to create a “movie” are gifted!  I was beyond intimidated by this assignment!

After reading through the suggestions for crafting audio/video texts using the MAPS heuristic (Hicks, 2012, pg. 111), I had so many ideas about how to edit my introduction video.  I wanted to add music, still photos, and text.  I began sketching out some of my ideas on paper, as also suggested in the text, and I began to worry that the project was becoming more involved than I had originally intended. 

For one, I had difficulty finding a program that would let me “slide in” photos over the video I already had recorded.  I know they exist, but I just do not feel like I have the knowledge to find and operate them.  Audio/Video crafting is new to me, and I know that I need to start slow to avoid becoming overwhelmed and frustrated with the project.  Also, I want to use a program that I could possibly use with my students, and since I teach second grade, I know that I need to keep it simple. 

I decided to use the program Stupeflix.  I chose this program for several reasons.

1.      It’s free!  There are only two free templates to choose from, but there are options to upgrade.

2.      It allows you to create “movies” using a combination of photos and videos.

3.      It allows you to add music and text.  You can browse the music in their library which helps with any copyright issues. 

4.      It puts it all together for you—complete with transitions and effects!

5.      It was amazingly user friendly!  I definitely think my students could use it.

In order to create the effect I wanted with a combination of photos and video, I decided to rerecord my video in segments that I could align with the photos.  They are not shown simultaneously, but I think it makes a unique effect.  When I originally recorded my video segments, I used my iPad and saved them to my documents in order to upload to Stupeflix.  Unfortunately, the files were too large to upload, and I had to rerecord the segments using my webcam.  The quality of the video segments recorded with my webcam was not nearly as clear and bright as those recorded with my iPad.  I was not happy with the lighting of the fourth segment, and the audio was not aligned in the first segment. I also had to edit the music effects.  You simply click the edit button on the music/soundtrack drop-down, and you can tell the music/audio to play lower, so it will play behind your video recording.  You can also loop the music to adjust to your video time.

Although I feel more comfortable with audio/video crafting, I am still learning.  I have used audio apps in my classroom for students to record themselves reading and listen to the playback to practice fluency, but I would like to learn more about other audio/video programs.   The counselor uses the 

imovie app to record our school’s morning program.  She says it is simple to use, and you can also download a pcversion, but I haven’t tried it yet.  Perhaps, next time I will try an app for the students to use.

I hope you enjoy my video!

References: 

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

Portsmouth, NH: Heinemann.

Digital Writing: Presentations

Presentations are nothing new to teachers.  We see them all the time.  As a matter of fact, we probably have the one on “Universal Precautions” memorized by now.  Honestly, during some of those Teacher Institute presentations, I only use the power point as a guide to see how much longer it will last.  That’s terrible, I know!   But let’s face facts.  How many of us have sat through a professional development “training” by simply being read a power point presentation?  We would all have to raise our hands as an answer. 

I personally am not very comfortable with creating and giving presentations.  I have had to create presentations throughout my education, but they have basically been used as a way to remind me as to what I wanted to say, or to keep me from talking too fast during a speech that had to last for an allotted amount of time.  I use a Smart Board everyday during instruction.  I do have presentations prepared for some lessons, but basically I think of things to add as I teach and never have the time to go back and add them.  Just think how much more engaged my students would be if I were to put forth a little more time and effort into those presentations!

The text, Crafting Digital Writing (Hicks, 2013) suggests you begin with storytelling.  Anyone who knows me can attest to the fact that I love a good story!  And I just can’t tell it—I have to act it out.  My husband has coined stories “skits”, and now my whole family uses the term.  We typically announce, “I have a skit!”  That means we are about to tell a story and we EXPECT your undivided attention.     

I decided that for the purposes of this assignment, I wanted to widen my experience with presentation software and use a “new to me” presentation tool.  I used emaze Presentations.  It was easy to use because its functions were similar to Power Point.  I also followed the suggestion of actually sketching my presentation on paper prior to typing (Hicks, pg. 71).  It seemed as though I had the presentation outlined in a matter of seconds.  Another suggestion is to allow students freedom within their presentations.  Give them the freedom to create their own templates, colors, and graphics (Hicks, pg. 63).  I do believe that there should be some guidelines to presentation assignments.  I do not think it would be professional for us to give our students “full freedom” within an assignment.  They would need a rubric to follow as to our expectations for an assignment.   I did use the ready-made background and color scheme, but I used a blank slide rather than a template.    

The Common Core Standards for Second Grade English Language Arts states that my students should “Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings.” (CCRS, SL.2.5)  I can imagine my students would much prefer to create a presentation rather than write a narrative using a pencil and paper.  So, below you will find a link to my presentation designed to aid us in teaching our students how to create a presentation.

Crafting Digital Writing: Presentations 

by Bethany Sloan

References: 

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

Portsmouth, NH: Heinemann.

National Governors Association Center for Best Practices & Councilof Chief State School

Officers.  (2010).  Common Core State Standards for English language arts and literacy in history;social studies, science, and technical subjects.  Washington, DC: Authors.

Digital Writing in the Classroom

It is no secret that we live in a digital world.  There are so many differences in our classrooms now, than when we were in school.  I remember being excited about going to the computer lab when I was in elementary school.  There was only one game, and the graphics were green and black dot-matrix, but we didn’t care!  We were on a computer!  It’s a far cry to these days where a three-year old can operate their parents’ iPhone, and most every child has some sort of hand-held digital device.  Where we were “Generation X”, we refer to them as “Digital Natives”.  Traditional pencil/paper assignments are no longer sufficient for students being raised in a digital society.  They know how to use the technology for recreation, and it’s time for us to shift that knowledge into the classroom. One way to begin this technology integration is with digital writing.

 As pointed out in the text, Crafting Digital Writing (Hicks, 2013), we use different writing for different purposes.  Grocery lists, email, Facebook or Twitter updates, these are all examples of daily writing.  Let’s look at the grocery list.  Some of us will simply scratch notes on a piece of paper torn from a piece of junk mail—that’s me—and I still forget some of the things I specifically went to the store to buy, but forgot to add to my list.  My mother, on the other hand, has embraced the digital society and she uses the “Shop Shop” app on her iPhone to make all of her lists.   

Our writing should be purposeful.  Students should be able to use and write digital text, while “becoming active, informed citizens who craft messages in smart, productive ways” (Hicks, pg. 20).  It’s not enough to just be able to use the digital media; they need to be able to apply it appropriately.  According to digitalwritingmonth.com, digital writing is written communication connected through a web of hyperlinks and in constant communication with other writing. Since I currently teach second grade, and I am not very comfortable with teaching digital writing, I am starting off slow.  My lesson plans incorporate the usage of word processing programs in writing lessons.  Although, most of the students are not familiar with the location of the keys, the English Language Arts Common Core Standards for Second Grade includes a technology standard.  “With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.” (CCRS W.2.6)  That means I need to increase my tool-kit of digital tools to publish writing.  This is a prime example of how we are constantly learning.

Our students often have the misconception that once we finish school, we are “finished with learning”.  As we know, this is not so.  Our society is constantly changing; therefore, we are constantly learning new, innovative ideas and techniques.  We, as teachers, are constantly learning—not just to better ourselves, but to better our instruction and our delivery.  When we better our instruction, learning seems to be more enjoyable for all stakeholders—students, teachers, parents, and community.  

Check out the video below to see an example of blogging in an elementary classroom.

Refrences

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

Portsmouth, NH: Heinemann.

National Governors Association Center for Best Practices & Council of Chief State School

Officers.  (2010).  Common Core State Standards for English language arts and literacy in history; social studies, science, and technical subjects.  Washington, DC: Authors.

What is Digital Writing? (2012, November).  Retrieved September 8, 2014, from

www.digitalwritingmonth.com.