Tag: implementation

Technology Doesn’t Matter (Unless…)

Last week, I was reading a blog post written last fall by Tom Murray that popped up in my Twitter feed, “No. Your 3D Printer Does Not Make You Innovative.” I enjoyed the way Tom categorized the roles these exciting tools are playing in classrooms, ranging from “bandwagon” devices (which get purchased with great fanfare and excitement, only to go on to live sad, lonely lives gathering dust in a closet .somewhere) to “MVP” devices that powerfully transform learning.  I have personally witnessed the full range of these types of implementation over the past few years. Tom’s big point was that exciting technologies such as 3D printers aren’t worth the investment if schools do not evaluate what they are doing in the classroom to ensure they are leveraging the full potential of the devices. As he states in the post, “Innovation is not about tools. It’s about people, processes, and pedagogy.” 

Taking this idea one step further, let me say that the same principle applies to all educational technology resource we decide to invest in for our classrooms. Technology resources are significant investments for schools, and they are at times purchased with inadequate focus and vision for what they will be used to accomplish. This goes for 3D printers, laptops, Chromebooks, iPads, VR/AR systems, interactive white boards, desktop computers, robot systems, document cameras, LED projectors, software tools, etc. These technologies may well have the potential to transform learning by increasing student engagement, involving students in real problem-solving, facilitating innovation and invention, building curiosity and creativity, etc. However, this is much more likely when implementation follows planning to evolve instruction and create new, powerful kinds of learning experiences. On the other hand, each has the very real possibility to go down in flames as huge wastes of precious school dollars.

How do we ensure, then, that we are getting the most from our exciting, new investments?  Here are a few questions that might be helpful for schools to consider before investing in the latest, hottest technologies:

  1. What student need or learning outcomes will be met by this technology?  Does it fit our overarching “why?”
  2. Are there existing resources or less  costly alternatives that meet the same goals as effectively?
  3. Are current classroom structures well suited to make the most of this tool–furnishings, arrangement, schedule, grouping, management, etc.?
  4. What training will teachers and students need to effectively and powerfully  use this technology?
  5. How should instructional time look when this technology is in use by students?
  6. Could students adapt the tool to new applications that go beyond the curriculum? Beyond the classroom?
  7. How will success be measured?

In summation, for me it goes back to something I heard more than a decade ago in a workshop led by Dr. Bernajean Porter. Dr. Porter proposed that the highest use of technology was “transformative”, allowing students to do and experience things otherwise not possible. If an education technology is truly an advancement in student learning, this should be obvious in what is happening in the classroom. Even the most amazing and powerful tools, however, can be significantly handicapped by a lack of planning, training, or vision. The priority for successful and impactful implementation should be planning to ensure opportunities for students to successfully use the technologies they are provided to solve problems, create, invent, design, connect, communicate, and engage in ways they could not imagine doing without them.

Building BYOT

Over the next several months, we will be taking on the task of implementing a BYOT program here in Seguin. Although we are several months away from being ready with our wireless infrastructure, I am already looking at other programs and research and trying to reflect upon our experiences implementing the program back in Birdville. What I would like to do is keep something of a journal of our progress here as we go through the process. Hopefully, this will encourage some brilliant folks who visit here to share their insights. Also, it might be something of a learning tool for those who are considering, but not yet ready to give BYOT/BYOD a go.

At this point, there are more questions than answers. Among the questions we will be sorting out before we get the ball rolling…

  • What devices will be included as acceptable technology resources?
  • How will we meet the needs of students who do not own personal devices?
  • How will our current AUP need to be modified?
  • What does effective use of student technologies look like in the classroom?
  • Will we allow students to use their own cellular data networks or require them to access our network?
  • How can we provide technical support to students when trying to use their devices?
  • What are some classroom management strategies that will increase the likelihood of success for our teachers and students?
  • What professional development will be provided for teachers?
  • How will the program be rolled out? High school first? All secondary? District-wide?
  • How can a BYOT be successful at a low-income elementary campus, where very few student owned devices are available?

So, any answers?

The Cell Phone Nemesis?

cellphoneLast Friday, I had a very thoughtful and thought-provoking conversation with a teacher at our alternative high school. The subject was our district’s cellphone-friendly policy, which recognizes the potential positive applications of these increasingly powerful, pocket-sized computers. The discussion focused (in my mind, at least) on the need for a clear plan when a school or district implements such a policy. While I assured him plans were in the works to offer clear guidelines for students and teachers, I had to admit that no explicit direction was in place when the policy went into effect. I am a strong supporter of the plan, but the teacher, who I truly respect, offered some insightful anecdotes based upon his experiences so far. Three that stood out with me follow.

  • Students are often (usually, in fact) unaware of the impolite nature of their cellphone use. It isn’t unheard of to have a student actually take a call during class. Illustrating this adroitly, I checked an email on my Droid while we were speaking. It was nothing more than a glance lasting 4 or 5 seconds, but for that time, my attention left the teacher and communicated, albeit unintentionally, that my email was more important than our conversation. For many today, manners seem like an antiquated concept, but they are vital to an increasingly cooperative, collaborative society. I had to sheepishly apologize and agree completely with his point.
  • Cell phones are not always useful or appropriate in the classroom. Teachers who forbid their use during class may be viewed as some type of rebellious dinosaur. Just like any technology, there is no one-size-fits-all solution, and teachers need to have the ability to make their own decisions about how to use or not use the devices in ways that best meet the needs of students and the requirements of the curriculum.
  • Not all students have cell phones, much less the more powerful smart phones. Equity of access is a real issue, particularly in low-income schools. I asserted that we should still try to take advantage of the resources which were available, but I see his point.

We are in the embryonic stage in our cell phone policy. Teachers and administrators would immediately confiscate phones that were seen being used in school barely over a year ago. Teachers need to see examples of their applicability in the curriculum, and students need real guidance in the proper and appropriate ways they can take advantage of this freedom. There is immense potential in the use of these little tools in the curriculum, but it is imperative that schools do their research and formulate clear plans for acceptable and effective use, or teachers will grow frustrated and resistant in a hurry, and students will end up missing out on the opportunity to leverage a powerful technology.

Image credit

Two New Tools Poised for Big Impact in BISD

Much of my existence at work at the moment is preoccupied with the implementation of two new tools. The first is a subscription-based school website service, Schoolwires. The second is a new student email service from Microsoft, Live@Edu. Both tools hold a great deal of promise for facilitating and enhancing communication within the district and beyond. The task for my own department at the moment is to provide support and training for the implementation of each and to provide guidance for the most effective use of both tools. I’ll be sharing more about the latter topic in the weeks ahead, undoubtedly.

For those unfamiliar with these tools, a brief synopsis is in order. I’ll begin with Schoolwires, as it has been my primary focus for the past month or so. At its most basic level, Schoolwires is providing our district with an online website-construction platform. Our users can login from any Internet-connected computer and edit their designated sites. The interface is relatively simple to learn, with many of the familiar, Windows-esque icons found in typical Office applications. Teachers can easily add text, links, images, videos, etc. Feedback has been almost universally positive, particularly from a convenience standpoint. In addition to basic content, what has me most excited about the service is that teachers can easily incorporate several Web 2.0 tools in their sites. Schoolwires has a tool for creating blog pages, for instance. This tool is very simple and streamlined, and includes capabilities to moderate discussions or to allow only specific categories of users to view posts (teachers, parents, students, etc.). Additionally, teachers can very quickly and easily add podcasts to a dedicated page, complete with buttons to subscribe via RSS or iTunes. RSS icons appear on other pages, as well, such as assignments pages and class calendars. Using these types of tools has been much more labor-intensive or required using sites outside of the classroom pages previously used in the district, so the potential is there for much greater implementation and impact.

Microsoft’s Live@Edu is a relatively new, free (yes, free…from Microsoft!) service from the company. Although I referred to it as a student email service, that really sells the product short. In addition to email, Live@Edu provides students with online versions of Office applications, which can be used collaboratively, similar to Google Docs or Zoho. Also, students each have 26 gigs of online storage, eliminating the need for thumb drives or burning work to CDs. Files may be private, public, or shared. These features hold great promise for making learning collaborative and anytime, anywhere experiences. It should be mentioned that Live@Edu works with our existing Microsoft Exchange service, meaning that updating accounts will be faster and easier than with previous tools we’ve tried. We will be continuing to refine our district standards for the use of the tools, and I will share these refinements as they come about. At the moment, we will be focusing on equipping teachers and students to utilize the Live@Edu tools in the most effective ways possible. Suggestions are, as always, very welcome!

District Best Practices

I have had to do several projects involving putting together examples of Web 2.0 use in our district in the past couple of weeks. I thought I would share a small sampling of them here. They might inspire others to give some of the tools a try.


Talented Texans–elementary students sharing writing. Student interaction is constructive and congenial.

History Rocks–high school students discuss social studies topics. Some really good debates in here!

Miss Ross–elementary teacher’s blog used as class portal. Lots of useful resources, such as curriculum information, calendars, instructional videos, etc.

Team Simmons–another elementary teacher’s homesite. Uses home page to facilitate literature discussions.

Marvelous Math–elementary blog used as extension of in-class math lessons and assignments. Students solve weekly problems.

Raider Nation–principal’s blog, used to share campus news and facilitate discussions for book studies and other topics.


Reading Is Fun–wiki created and maintained by middle school, pre-AP reading class. Includes book talks, image gallery, discussion board, and more.

ACFT Science Labhuge wiki filled with teacher and student-created resources, including photo essay on silk worm moths, student video productions, more. Also includes useful page of student use guidelines.

Tech ALT–wiki set up to record and share work of district English/Language Arts teachers trying new technologies in their instruction.

Ram Science–class wiki for 6th grade science class. Includes variety of resources, including calendar, motivational quotes, Sketchcast shows, more.


Tiger Reviews–elementary librarian reviews new books.

1930s Radio–middle school students writing stories/scripts and recording as podcasts, 1930s radio-style.

Binion Bobcats–elementary school’s daily news and announcements.

Readers Theater–elementary students’ stories share in readers theater style.

Mr. Winans–student-created daily news/announcements podcast.

Homework Hotline–elementary class podcast details the day’s homework assignment.


Student video projects:

I have to admit, I was actually very taken aback by the degree to which the read/write web has been implemented into the curriculum of our district (This has only been a part of the conversation for a year-and-a-half!). I had only viewed it through the narrow perspective of the three campuses I have been primarily serving, and this was the first time I had truly gotten a glimpse of the big picture. Teachers and students alike have created some amazing content. The fire is definitely burning, and it should erupt into a full-fledged blaze next school year!

© 2021 The Moss-Free Stone

Theme by Anders NorenUp ↑

Skip to toolbar