School administrators are faced with a wide variety of choices and a huge market when it comes to products and technology. According to a report issued in March by market research firm Compass Intelligence, school districts spend over $18 billion annually on IT-related purchases, and the market is projected to grow to nearly $21 billion by 2015.
The Universal Service Administration Company (USAC) officially announced to the FCC on July 13 that it has identified additional monies to fund FY 2010 E-rate Priority 2 (internal connections and basic maintenance of internal connections) requests at the 80 percent discount level. Schools and libraries that are entitled to 80 percent E-rate discounts serve some of the country's most financially strapped communities.
Administrators shouldn't only look outside their districts for something new when researching possible products or technology to purchase; solutions can sometimes be found in unexpected places. "When we get a request to purchase something new, such as curriculum software, we do a thorough examination of what we already have to make sure we don't duplicate functionality," says Roderick Matthews, director of information technology in the Recovery School District in New Orleans.
Everything was hunky-dory. Baby-boomer-age teachers prepared baby-boomer children to take on baby-boomer- age jobs. But things have changed. In the 1990s, the baby-boomer jobs started drying up, and the baby-boomer kids became the digital generation, playing video games and listening to illicit MP3s. And now? Well, it's not hunky-dory at all. Baby-boomer teachers are preparing the mobile generation.
Among the many challenges facing district leaders, student safety can be particularly difficult as new technologies allow for instant and constant communication. Recent tragic events, most notably the suicide of a Rutgers University student after an intimate sexual encounter was broadcast live via the Internet without his knowledge or permission, have brought increased attention and awareness of the danger of misuse of these technologies. But what can school districts do to protect students and staff without violating their constitutional rights?
I like the name of Maine's 2002 pioneering one-to-one program, the Maine Learning Technology Initiative (MLTI). It has the word "learning" in it, and that's exactly what it takes from many players to implement the approximately 3,000 one-to-one programs across the nation and to make them successful.
When in 2002 Maine launched its pioneering Maine Learning Technology Initiative (MLTI) that equipped every one of the state's 30,000 seventh- and eighth-grade public school students and teachers with their own Apple iBook, all eyes were on the endeavor.
Q: What is your role as the education strategist at Intel?
Lento: I spend most of my time working with jurisdictions—schools, districts, or counties—using a blueprint approach toward one-to-one computing. We at the Intel Corporation Education Group partner with districts in the change management process. I help groups to think about one-to-one systemically and make sure they maximize its potential. My teams have members with different expertise.
The most high profile one-to-one implementations have come at the state level in Maine, Michigan and Texas, providing valuable examples for administrators to learn from.
An unexpected $50 million state surplus allowed Gov. Angus King to finance the 2002 deployment of Apple iBooks to all of Maine's seventh- and eighth-grade students and teachers under the newly legislated Maine Learning Technology Initiative. The primary goal of MLTI was to transform learning to prepare students for the technology-based workforce and, in turn, help boost the state's economy.
As Bailey Mitchell, chief technology and information officer in the 36,000-student Forsyth County (Ga.) School District, describes it, the way in which the school system made decisions about technology in years past was inefficient and pretty dysfunctional. "We'd go out and buy something, but if we didn't ask anyone if it was instructionally relevant, it might not be used," he says. "On the other hand, administrators in the academic and accountability departments would make a decision about something that might work for them and then lay it on the technology people to figure it out.
81 percent of administrators said their districts were adequately teaching students about Internet safety, but just 51 percent of teachers said so. SOURCE: National Cyber Security Alliance and Microsoft
There is a fine line between making student data available to influence data-driven decisions and still respecting student privacy. For this reason, the U.S. Department of Education has launched a new initiative to elevate the importance of safeguarding the collection, use and disclosure of student records. With this new initiative comes a new position, chief privacy officer, and Kathleen Styles is the first.
Netbooks were the subject of a lot of attention in education about two years ago; many saw these inexpensive, compact versions of laptops as the devices that would finally enable one-to-one computing to become commonplace in K12. Today, even though new devices have appeared—namely, tablets like the iPad—and taken much of the spotlight in the discussion, netbooks remain a viable and inexpensive option for creating a one-to-one program.