Instructional Technology Degree Programs

I'm working.(1)

I have a question for those of you who are instructional technologists or are thinking about it. What degree programs are you aware of that can help teachers who want to work with other teachers on integrating technology in their classrooms? I’m thinking of programs in preparation for being an educational technologist, instructional technologist, or technology integration specialist (or similar).

I am not interested in going back to school right now, but I’m curious as to what is out there for anyone preparing to move into this area. I chose Virginia Tech’s online instructional technology master’s program, and I’ve had reasons to regret the choice, but I’m not sure what else is out there for others who are interested in becoming instructional technologists. Mainly I think the program is in need of some updating for new technologies and tools as well as research. I also think students need more room to pursue their interests in the field and more flexibility to do assignments in different ways. I have been asked a few times for advice, and I feel less qualified to respond without knowing more information. Please do share what you know about other programs in the comments.

Creative Commons License photo credit: purprin

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Doesn’t Play with Lion

Mac OS X LionI was recently asked which private schools in the Atlanta area had 1:1 laptop programs, and I honestly had no idea, so I contacted two colleagues, and I discovered that of the schools who have 1:1 programs, most use Macs. I don’t think it’s a secret that I’m a Mac fan. I wanted to upgrade to Lion as soon as it was released, but I discovered that several programs I run regularly don’t play well with Lion. This is probably no surprise, especially due to the fact that in Lion, Rosetta is discontinued. I advised my Mac-loving colleagues at work to hold off on an upgrade until I could find out when these programs would work with Lion. The main programs I’m concerned about are the following:

  • GradeQuick Web Plugin (not really a plugin, but a program). In my opinion, GradeQuick doesn’t work well even in Snow Leopard. It functions, but the UI is terrible, and it opens a different window for each class.
  • SMART Notebook 10.8. I only know of one teacher who regularly connects her SMARTBoard to her MacBook, but I am sure others use Notebook on their Macs to create files to use with their SMARTBoards.
  • Konica Bizhub copier drivers. We can print to our copiers using our Macs, but the Konica website doesn’t have a driver for 10.7 yet, and they have published no ETA for releasing one on their website.

I am going to an Edline/GradeQuick conference next week, and I hope to be able to find out more about when GradeQuick will work on Lion at that time. This email from Edline support to the LRSD Technology Center is the only information I’ve been able to find. The tone of the letter disturbs me because it sounds as if Edline is blaming Apple for the incompatibility. Apple switched to Intel-based processors some time ago, and Rosetta (at least to my understanding) was meant to be a way to transition from PowerPC-based to Intel-based processors. The announcement that Apple was making this change was made in 2005. Snow Leopard, which was introduced in 2009, was released as Intel-only and you had to download Rosetta in order to run PowerPC programs. To my way of thinking, software developers knew two years ago which way the wind was blowing, but because Apple was still supporting Rosetta, they effectively decided not to make any changes to their software until Apple forced them to. Education software is not always known to be the most proactive bunch, but given how many schools seem to be moving to 1:1 laptops and how many of those programs are using Apple, it just doesn’t make business sense to decide not to upgrade until you’re forced to. There are alternatives out there, and if you want to keep a school’s business, it seems logical to make sure your software runs on their hardware.

SMART is making the same mistake. A cursory glance at the SMARTBoard Revolution Ning reveals users are having a whole host of problems with Notebook 10.8 on Lion—actually, seems to be unstable with Macs in general. Take a look at this thread. The answer that the original poster was given when he asked when SMART would be resolving known issues with Macs and SMART Notebook? Not until next year when the next update is pushed out. So users need to downgrade to 10.7 if they wish to use Notebook on their Macs? When so many schools use Macs?

I tweeted Konica about the drivers for the bizhub copiers, and they replied that the new driver should be released next month, but that the driver for 10.6 would still work on Lion. That is good news for those of us who print from our Macs. Still no firm date, and “should work” doesn’t mean “will work,” but since I can’t upgrade due to issues with GradeQuick and SMART Notebook, I can’t test it.

I have decided that I want to install VMWare Fusion to run the programs in Windows on my Mac. I admit I feel frustrated. Would the software companies drag their feet like this on Windows software? Given the large number of Mac OS users in education, how can they justify dragging their feet on Mac software?

Do you know of any other programs educators might use that will not work in Lion? Please share in the comments. Also, feel free to share any other issues you’ve had with using Macs in school.

Image via TUAW.

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Ada Lovelace Day

Ada Lovelace Day

Who is Ada Lovelace?

Ada Byron Lovelace was the daughter of the poet, George Gordon, Lord Byron. She was a mathematician and is widely acknowledged to be the world’s first computer programmer. Her notes on her friend Charles Babbage’s Analytical Engine, which would have been the first computer had it been built, constitute the first algorithm intended to be processed by a machine. The computing program language Ada is named in her honor.

What is Ada Lovelace Day?

Ada Lovelace Day is celebrated on Friday, October 7. A celebration of Ada Lovelace’s contributions to STEM (science, technology, engineering, and mathematics) was inspired by a study conducted by psychologist Penelope Lockwood. The study’s results found that it is more important for women to see female role models in their field than it is for men to see male role models. “Outstanding women can function as inspirational examples of success,” she said, “illustrating the kinds of achievements that are possible for women around them. They demonstrate that it is possible to overcome traditional gender barriers, indicating to other women that high levels of success are indeed attainable.” Google executive Marissa Mayer says, “The number one most important thing we can do to increase the number of women in tech is to show a multiplicity of different role models.”

Ada Lovelace Day is a celebration of women role models in STEM. Fewer women than men go into STEM fields. Some statistics from NCWIT, the National Center for Women & Information Technology, and the Association for Women in Science:

  • Only 19% of students taking the AP Computer Science exam are girls.
  • Only 11% of top executives at Fortune 500 companies are women.
  • Women comprise less than 25% of engineering and computer science majors.
  • Only 18% of Computing and Information Science degrees were earned by women in 2009. This number has reduced from 37% in 1985!

Women have much of value that they can bring to STEM. The good news is that the numbers of women majoring in math and science near 50%. It is a myth that fewer women major in math and science because they don’t like or don’t have an aptitude for those fields; however, women are socialized to believe that computing and engineering careers are not for them.

The Importance of Role Models

I am a technology integration specialist at my school. In my department of four, I am the only woman. No girls take our course in Java script, which is taught by another member of my department. Only one girl signed up to be a technology ambassador, a new role we have created for students who help guest speakers and faculty with their technology needs when they do presentations at whole-school meetings. Clearly, I have some work to do, and I have taken it upon myself to be a role model for girls at my school, to encourage them to see themselves as good with computers and technology. I haven’t always felt that I was good with computers and technology.

As strange as it seems to me now, given how much students in high school today use technology, I never used a computer for school until I was in college in the early 1990′s. I did try to use a computer in the media center in middle school. I can no longer remember why, but I do recall being frustrated by never getting past the syntax error in DOS. I took and passed a computer competency exam in high school without touching a machine, ever. Computer labs or rolling laptop carts were not thought of, never mind 1 to 1 laptop programs or iPad/iPod programs.

When I was in college, I recall needing to use the Apple computer in the language lab to do exercises in Latin on a floppy disk. I also recall using the computer in Dialectology to see language use patterns for a project I completed on dialects in West Virginia. I thought UGA very high tech because it had such computer labs, but I still registered for courses by looking up course numbers on large dot-matrix printouts at Memorial Hall and bubbling in fields on a card, placing my bubble sheet in a slot in the wall, which was processed and either spit out my white schedule or a yellow error form. My roommate had a laptop with an LCD display that rippled when you touched it. I myself wrote my papers using a Canon StarWriter word processor that had four different fonts and saved files on double-sided, double-density floppy disks.

I never had a female technology role model until 1996. I had left college for three years after I married and had my oldest daughter, and when I returned to finish my senior year, Jenny DeWitt, one of my classmates, was our resident tech guru. She helped all of us figure out email and various other applications on the computer. All of a sudden, I was registering for classes on the computer. The Internet was younger and didn’t have the same sorts of resources (how I envy student teachers starting now all those free lesson plans!). Jenny demonstrated that you didn’t have to be a guy to get computers. I didn’t see myself as ever being as competent as Jenny, but I admired her perhaps more than she has ever realized. She probably has no idea how thrilled I was we reconnected via Facebook and eventually Twitter.

I was given my first laptop computer for a graduation present in 1997. I was very proud of the device, and I sometimes brought it to school to do work, especially when grades were due (we kept our grades on a floppy disk that needed to be turned in). Students who saw it were very impressed by it. It was the first laptop many of them had seen.

In 2001, I entered what Will Richardson calls the Read/Write Web. I began creating content for real with my first blog (of sorts). Eventually, I liked it enough to buy my own domain, built a website and blog, and share. In this endeavor, Jana Edwards, a retired English teacher, was my role model. After a while I found Vicki Davis‘s work. I remember meeting her at my first EduBloggerCon in 2007. Vicki became a technology role model to me.

I discovered Silvia Tolisano’s Langwitches blog a couple of years ago, and Silvia became another role model. It may have been Silvia’s blog that finally convinced me to earn a masters in instructional technology—I can’t remember. I just remember that in feeling my way around in the darkness, trying things, flopping and flailing sometimes, I found my way and discovered that not only did I have an aptitude for computers and technology, but also that I was able to teach others how to do things with computers and technology. I wasn’t sure what, if anything, I would do with my master’s degree beyond learn more about computers and technology so that I could use technology better in my own classes—in fact, all I was really conscious of thinking was wanting to be more like Vicki and Silvia—but shortly after I earned my degree, my school offered me this new role, and I took it.

Most of what I do is teach my colleagues. I have worked with colleagues this year on everything from using our electronic gradebook to transitioning from Outlook to Gmail. I have team-taught with two English colleagues on technology’s role in plagiarism and how to avoid plagiarism. I have team-taught with our AP Spanish teacher on how to record mp3′s of Spanish conversations, which will be a piece of the AP Spanish exam. I will be creating and implementing SMARTBoard training for our teachers. And it’s only the beginning.

I really enjoy it. As I have told colleagues, I feel very useful, and mainly it is because my feedback is often immediate. My colleagues offer their gratitude for my help. Teenagers don’t always do that, you know. Sometimes you never learn whether you impacted them or not. Immediate feedback is pretty amazing. I love what I do, but it’s a pure accident of fate that I ever started doing it. If I hadn’t stumbled into the edublogosphere in 2005, I am not sure I would be doing much of anything with technology. Seeing models made me realize what others were doing, and furthermore, that I could do it, too. I didn’t need to be a computer programmer or some kind of genius to create with computers or to integrate technology in my classroom. All I needed to be was willing to roll up my sleeves, be patient, and figure it out. And I did it, for the most part, without help or, it must be said, encouragement.

I wish that I had had more women role models. I think the main reason I landed where I am today is sheer stubbornness, but I worry that girls and young women are not always as stubborn as they need to be. I have seen the girls go ask one of the boys for help with her computer instead of trying to figure it out. Sometimes the students ask one of the male members of the technology department for help before they think to ask me. When I have made the offer to help, it’s as if they suddenly realize, “Oh yeah, you are in the technology department now, aren’t you?” Of course, a few students learned earlier than others than they can come to me for help or questions, but the majority don’t. Today, a student who was having trouble printing walked past me, to a male member of my department (who also happened to be busy with another faculty member) and asked for help with the printer. I actually knew what was wrong and could have helped. I was also free at the moment he asked. Students in my own writing class often ask a fellow student for help with their computers before they will ask me. It must be said that my colleagues probably have more confidence in and knowledge about my abilities, and they frequently ask for my assistance. My fellow department members have never, not once, made me feel inadequate, and they even ask me for help on occasion. But when I look around at the students, especially the girls, I see the work that needs to be done. The students can play with their computers, but by and large, they need to learn how to use them better for work. They need to learn how to troubleshoot. They need to learn not to be afraid and to try things. They need to learn to see themselves as technologists. Especially the girls.

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Question: Google Apps for Education Contact Lists

WhyMy school is using Google Apps for Education.

We are looking for a solution to a problem that is proving rather sticky. We have several contact lists that we maintain. For example, we have lists for all 9th grade parents, all 10th grade parents, and so on. All of the students, faculty and staff have email addresses in our domain, and they appear automatically in our contact, but we can easily make groups or contact lists from those emails. The parents do not appear in our domain as they are not given addresses on our school’s domain.

Does anyone know of a solution that allows Google Apps for Education users to create contact lists that could be updated globally so that each user in the system would not have to update every single change? We are trying to minimize the number of people who make global changes (such as when we add a transfer student’s parental emails or when a parent changes their email). CSV files are proving to be rather cumbersome, and they also do not allow for quick global changes.

Right now, we don’t know of a way for a single user to add a contact and share it with everyone on our domain using native Google Apps tools, which means we would have to continue to load CSV files or keep some separate list. This solution is not ideal mainly because of the support we would need to provide faculty and staff as well as the increased opportunity for errors to creep in.

If you have a solution, can you brief me on it in the comments and provide any relevant links as well as personal experience with the tool(s)?

Creative Commons License photo credit: Tintin44 – Sylvain Masson

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Why, Microsoft?

Frustration (was: threesixtyfive | day 244)Microsoft, can you please tell me why you felt it was necessary to change the default line spacing to 10 pts. after a line? The default should be 0 pts., and if a user wants to change it, they can change it. I have to teach my students how to make this change every time they write a paper. Now that we are standardizing Word 2010 at my school, I can see I will need to help faculty and staff change this default, too. I cannot think of a single defensible reason for monkeying with this particular default feature, which prior to Word 2007, was always 0 pts.

Correct formatting for MLA (and every other style I can think of) calls for double-spaced line-spacing, and this setting you changed introduces extra space after each paragraph. You have introduced incorrect formatting by default and have forced users to change this default in order to correctly format their writing. That is not user-friendly, and it is not cool.

Also, I hate Calibri.

Creative Commons License photo credit: Sybren A. Stüvel

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Preplanning

Golden Gate SunsetI began a new job this week (well, really last week, but this first week with teachers back made it feel more like the first week), and this image of the Golden Gate Bridge seemed to capture something about how it feels in many ways.

I am excited. The opportunity to use my technology skills to help my colleagues has been exhilarating, and they seem so appreciative. The feedback has been overwhelmingly positive.

So far, I have written documentation for using our gradebook software and grade/homework site (Edline) and also conducted training in these two programs. I have also had training on our copiers that I translate into training faculty. I sent my first technology newsletter to our faculty (Gmail tips for Outlook users and Dropbox). I have also helped a few colleagues with some questions or issues that have arisen as they prepare for school. To be honest, I am starting my own classes on Monday, and I was completely unable to prepare anything this week, but I will work on that over the weekend.

Google Calendar has a new feature that allows users to create appointment time slots, so I have created slots and shared that calendar with my colleagues. I already have several appointments booked for next week. I have already learned so much, and most of all, I have actually had a lot of fun, even though I’ve been busy. I have been happier in my job than I can ever remember being. I think it’s really important to me to feel useful, and I don’t think I’ve ever felt this useful before (at least, not at work). It was a busy, busy week, but it was a good week.
Creative Commons License photo credit: vgm8383

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I Found a Twitter Client

If you’ve read this blog for a while, you might recall I have been looking for a Twitter client to replace Nambu, which stopped developing their software. I tried out Seesmic, HootSuite, and TweetDeck. I tried out the native Twitter client. None of them did everything I wanted. Most of them did some of the things I wanted. The main thing I needed was a way to see an unread messages count, and preferably also see an unread messages count by list organization. I had frankly despaired of being able to find something, when I saw this tweet by Audrey Watters:

Audrey Watters

Well, I decided it didn’t hurt to check it out, especially because it’s free. I downloaded it from the App Store, and I have been loving it. It offers unread message counts, and I can add new tabs for any lists I also want to monitor, too. Here is what it looks like in Normal View.

YoruFukurou

But you can also follow Twitter conversations easily with Conversation View.

YoruFukurou

This view is handy for trying to figure out what folks in your timeline are talking about if you missed earlier tweets.

I also like the Drawer feature, which allows me to click on a person’s tweet, click on the Drawer icon, and see the most pertinent information in the person’s profile.

YoruFukurou

You can read all about its other features at the YoruFukurou website. I’ve been using it for about a month now, and it’s been the best Twitter client I’ve ever used—even better than Nambu was. Unfortunately, it’s only available on Mac, and there are presently no plans to develop for Windows.

A strange thing I noticed: When I followed their Twitter account, I had a ton of random follows from Asian spam accounts, so I unfollowed their Twitter account, but left them in one of my lists so I could still see their new tweets, and the spam follow issue resolved. Just a warning.

I am not sure how well the client works with Lion, as I am still on Snow Leopard, but the developers regularly update the app, so if it’s not compatible, it soon will be.

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Great Bookish Websites

Tome Reader

Summer is a great time for teachers to catch up on all the reading they may not have time for during the year. I have to have a book going at all times, and I have to read something every day—it feeds my soul and keeps me sane. But I do hear a lot of people say they don’t have time to read (you have to make the time, but I digress). Reading is often viewed as a solitary activity, but the advent of book clubs and bookish websites like the ones I share in the post make it much more social. I don’t think a lot of people who read this blog also read my book blog. I mentioned some of these websites in a recent post over there. I also learned about a couple of other great sites to share since I wrote the post.

  1. Goodreads: Goodreads is an excellent social network for readers. If Goodreads been around before I started blogging, I might have just posted all my reviews there. As it is, I do use Goodreads to connect with other readers, read reviews (they tend to be more critical than Amazon), scout for giveaways, keep track of my to-read list and let my friends know what I’m reading and have read, and play trivia games. Goodreads also allows users to add as many books as they like, and it’s absolutely free. Feel free to friend me on Goodreads.
  2. Shelfari: Shelfari is a pretty site, but it has a way to go before it’s as good as Goodreads. I have spent some time writing up book pages, and I do like the wiki user-generated aspect of the site. Goodreads allows you to do this if you become a librarian (which I have done), and you must meet certain criteria. Shelfari does not allow HTML in its reviews, which I think stinks. Until recently, it was better than Goodreads at tracking reading goals, but Goodreads has added a feature that allows for that. I spend more time on Goodreads, but I like to have a Shelfari profile just to connect with readers who may not be on Goodreads. I also do like the pretty shelves, I admit. You can also friend me on Shelfari.
  3. DailyLit: I mostly interact with DailyLit through my email, as I am always subscribed to a book in my inbox. I love DailyLit. I have read several books I do not think I’d have ever read if not for DailyLit. You can choose to subscribe via email or RSS, whichever is more convenient for you. Public domain books and some Creative Commons licensed books are free, and others are fairly cheap.
  4. PaperBackSwap: I just heard about this one last week. PaperBackSwap allows you to cull the books you don’t want anymore and put them in the hands of people who do. Each time a book you sent arrives at its destination, you earn credits that you can trade to receive books. I have two Sarah Addison Allen books winging their way to me, and tomorrow I will go to the post office to send out some books I don’t want that others want to read. All you really pay for is packing materials and postage, which are cheaper than new paperback books (not cheaper probably than used bookstores or library sales). Anyway, it’s kind of fun, and I’ve been spending a lot of time on the site in the last week. You can be my friend over there if you’d like.
  5. NetGalley: NetGalley is another site I hadn’t heard of until last week. If you have an e-reader, you can request e-galleys of yet-to-be-released books, and if you are approved by the publisher, you can load the book onto your reader. I scored a copy of Jennifer Donnelly’s The Wild Rose, which won’t be released until August. I have to finish the second book in that series first. NetGalley not only enables you to read for free, but you also have the opportunity to be one of the first readers. Pretty good deal!

Creative Commons License photo credit: Ozyman

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Girls in Tech

Child Using LaptopI think we are doing a better job encouraging girls to go into science and math. I think we still have some work to do, but we’ve come a long way. I don’t think we’re doing as well encouraging girls to go into technology. Next year, I’ll be the only female member of my four-person technology department, and that’s not unusual. Actually what’s unusual is that my technology department has any women. Our technology classes are populated mainly by boys, at least by my casual observation.

This month’s digital issue of Tech & Learning cites a College Board statistic that the Computer Science AP exam has the lowest number of girls of any of the AP exams since 1999 at 18%. I am showing my ignorance here, but I didn’t even know there was a Computer Science AP exam. The National Center for Women & Information Technology has published a fact sheet with more disquieting facts:

  • In 2009 women earned 18% of computer science degrees, down from 37% in 1985.
  • Women comprise 25% of computer-related occupations. Of these women, 2% are black, 4% are Asian, and 1% are Latino.
  • The number of women interested in majoring in computer science for undergraduate studies has dropped 79% from 2000 to 2009.

One way I plan to try to raise awareness of women/girls and technology among my own faculty is to coordinate some event, even if it’s just a newsletter, around Ada Lovelace Day this October. Raising awareness is all well and good, but what should be done to encourage girls and women to go into technology? What is at the root of the decline in interest?

Creative Commons License photo credit: Picture Youth.

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Thinking Like an English Teacher

Moleskineh

I’m packing up my classroom this week. I won’t have my own classroom next year as I will only be teaching two classes. I am not weepy over losing my classroom. I don’t view it as home or anything like that. I have accumulated a lot of stuff over thirteen years of teaching English. I have been throwing a lot of stuff out. Not in the crazy way I did in 2001 when I swore I was leaving teaching for good and never turning back (I still lament some of the things I lost then). I think I might teach English again some time, but I’m not sure when. For the record, I am teaching a writing class and newspaper next year.

The weirdest thing is trying to turn off the English teacher in me. For instance, just now, I was reading Holly Tucker’s Wonders and Marvels blog, and she is giving away three copies of Mary Chesnut’s diary. I thought first that I could use that for my classroom library. What a great primary resource for the Civil War era if I teach American literature. But then, I reminded myself, I won’t be teaching American literature any time soon, and where would I put it if I just wanted it for some time in the distant future (just in case, you know)? This incident is not the first of its kind, nor do I think it will be the last. In some ways, it makes me a little sad. I am an English teacher, and it’s hard to switch gears and think of myself differently. I think in some way, I will always be an English teacher, even if I never teach English again (which I don’t believe will happen). Some things happened as I began the transition to Technology Integration Specialist that have left a sour taste in my mouth, and they have contributed to my mixed feelings—I won’t get into them here.

I am excited. I love working with teachers, which is something that presenting at conferences has taught me. I also love technology. Indeed, I have a passion for technology integration. I have a lot of ideas that I couldn’t necessarily implement in my classroom, but that I would love to help others implement. I have always been interested in other subjects besides English, and working with teachers will enable me to explore these interests alongside them. I will need to think more broadly about an educator. Instead of keeping my eyes open for interesting English ideas, I need to look for ideas of interest to teachers in all subjects. I think I will find the new role challenging and interesting.

Creative Commons License photo credit: Amir Kuckovic

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